Cross-Cultural Communication
Classroom Participation and Study Habit as Predictors of Achievement in Literature-in-English
Abstract
Monovariate studies have confirmed the positive influence of classroom Participation and Study habit on students’ academic achievement in general. However, the extent to which each of these variables could predict students’ achievement in Literature in English has not being a focus of much research attention. Hence, this study attempted to investigate the extent to which classroom participation and study habits predicted students’ academic achievement in Literature-in-English in selected senior secondary school in Ibadan North Local Government Area of Oyo State.Five research questions were raised to guide this study. The study adopted descriptive research design of ex-post facto type. The sample comprised 500 senior secondary school two (SSS2) students from ten selected secondary schools in Ibadan North Local Government Area of Oyo State. The three instruments used for data collection were students classroom participation scale (SCPS) (r = 0.79), students study habits questionnaire (SSHQ) (r = 0.76) and Literature-in-English achievement Test (LAT) (r = 0.74). Data collected were analyzed using Pearson Product Moment Correlation (PPMC) and Multiple Regression Analysis. The results were interpreted at P<.05The results revealed that: there was a significant relationship between classroom participation and students’ achievement in Literature in English (r =.134, df = 498; p<.05); there was no significant relationship between study habits and students’ achievement in Literature in English (r=.042, df= 498; P<.05); there was a significant relative contribution of classroom participation on students’ achievement in Literature in English (β =.131); there was no significant relative contribution of study habits on students’ achievement in Literature in English (β = 0.21); there was a significant composite effect of classroom participation and study habits on students’ achievement in Literature in English (β =.134;F1,498 = 4.663; P <.05). The findings finally indicated that classroom participation was the only variable that predicted students’ achievement in Literature in English. Based on the findings, it was commended that teachers should allow students to contribute and share ideas freely among their colleagues while Curriculum planners should suggest teaching and learning activities that could give room for students’ active participation in class when designing Literature in English curriculum.
Keywords
References
Abdullahi O. E. (1996). Students’ responsibilities in poor academic performance in kwara state secondary schools. Ife psychologia, (Vol. 4). Ilorin: Department of Educational Foundations University of Ilorin.
Aboderin, B. (1991). Literature teaching in secondary school. The Journal of the Association of Education Students. Ile- Ife: Obafemi Awolowo University.
Adija, O. (2002). Effects of language competence on students’ achievement in literature In English in selected secondary schools In Ibadan. (Unpublished Master’s thesis). University of Ibadan, Ibadan.
Ajayelami, D. A. (1983). A study of intellectual transactions in some Nigerian Chemistry classrooms and implications for Nigeria-based classroom research. Lagos Educational Review, 2(1), 19-24. Lagos: University of Lagos.
Akuezuilo E. O. (1987). Science teacher effectiveness and classroom behavior. (Unpublished doctoral dissertation). University of Jos. Nigeria.
Aluko. O. O. (1990). Effects of three methods of poetry teaching on attitude and achievement of secondary school students. (Unpublished doctoral dissertation). Department of teacher education, University of Ibadan, Ibadan.
Amao, A. T. (2009). Effect of mediums of instruction on pupils’ participation and achievement in two subjects in selected primary schools in Osun state. (Unpublished doctoral dissertation). Department of Teacher Education, University of Ibadan, Ibadan.
Amokeodo, O. O. (2012). Classroom participation and study habit as predictors of students’ achievement in literature-in-English. (Unpublished Master’s thesis). University of Ibadan, Ibadan.
Ansari, Z. A. (1994). Study habits and attitudes of students: development and validation of questionnaire measures. Islamabad: National institute of psychology.
Anthony, J. N. (2011) Genral preference as a predictor of students’ achievement in literature-in-English. (Unpublished Master’s thesis). University of Ibadan, Ibadan.
Ayanniyi, M. A. (2009). Effect of three modes of advance organizers on students’ achievement in and attitude to poetic literature. (Unpublished doctoral dissertation). University of Ibadan, Ibadan.
Azikiwe, U. (1998). Study approaches of university students. WCCI region II forum, 2. Lagos, 106-114.
Bordbar, F. (2010). English teachers’ attitude toward computer-assisted language instruction. International Journal of Language Studies, 4(3), 27-54.
Bu, J. & Gruangsha, Z. (2012). A study of explicit and implicit teachings on developing Chinese efl learners’pragmatic competence. International Journal of Language Studies, 6(3), 57-80.
Domike G., C. (2002). Teacher-pupil interaction patterns and pupils’ science achievement in Imo State. (Unpublished doctoral dissertation). University of Calabar, Nigeria.
Emah, I. E. (1998). Presage variables and verbal interaction patterns in Social studies classroom in Akwa Ibom state. (Unpublished doctoral dissertation). University of Calabar, Nigeria.
Fakeye, D. O. (2008). Factors accountable for declining enrollment in literature-in-English at public examinations. Journal of Social Science, India, 20, 23-31.
Fakeye, D. O. (2010). Influence of two non-cognitive construct of senior secondary school students’ achievement in literature-in-English in Ibadan metropolis. Journal of Applied Psychology, 12, 46-58.
Good, T. L. (1998). Pygmalion grows up: Studies in the expectation communication process. New York: Longman.
Iyewarum, S. A. (1983). A study of the relationship between teachers’ behavior and students’ achievement in science classes. Journal of the Science Teacher Association of Nigeria, 21(2), 45-49.
Javaria, R. Nazia, M., & Sadaf, N. (2008). Identifying factors affecting students’ participation in the classroom. (Unpublished Master dissertation). University of Sargodha, Sargodha:
Karumi, H. (2011). Detecting gender bias in language proficiency. International Journal of Language Studies, 5(2), 27-38.
Kalu, I. M. (1997). Classroom interaction patterns, teacher and student characteristic and students’ learning outcomes in Physics. (Unpublished doctoral dissertation). University of Nigeria, Nsukka.
Lawal, A. (2010). Values and limitations of using literary text for teaching ESL.. Retrieved from http://www.uniloring.edu.ng/journals/educat.
Maden, S. (2012). The effect of drama on language teaching success. International Journal of Language Studies, 6(2), 67-86.
Mani. S. (1986). Process factors and Mathematics teachers’ effectiveness. Mathematiques, 14(3), 92-97.
Nneji, L. M. (2002). Study habits of Nigerian university students. Nigerian educational research and development council, Abuja, Nigeria.
Ogunkola O. J. (1999). Interaction patterns in primary school science classrooms in Ijebu – Ode, Ogun State, Nigeria. African Journal of Educational Research, 5(1), 51-61.
Ogunniyi D., & Olaogun M. (1985). The teacher and poetry. Ibadan: Edicto publishing service.
Okafor, L. C. (1993). Analysis of classroom interaction patterns in Biology in secondary schools in Anambra state. (Unpublished doctoral dissertation). University of Nigeria, Nsukka.
Okebukola, P. A & Ogunniyi, M. B. (1984). Cooperative and competitive and individualistic laboratory interaction patterns: Effects on achievement and acquisition of practical skills. Journal of Research in Science Teaching, 22(9), 198-206.
Okebukola, P. A. ( 1985). The relative effectiveness of cooperative and competitive interaction techniques in strengthening students’ performance in science classes. Science Education, 69, 501-509.
Okebukola, P. A. (1986). Some passage, context and process variables relative to students’ achievement in biology. Journal of the Science Teachers Association of Nigeria, 24 (1 & 2), 171-176.
Owoeye, O. O. (2003). English language and literature teaching. Oyo State: Tobistic printing Ventures.
Safadi, E. & Rababah, G. The efect of scaffolding instruction on reading comprehension skills. International Journal of Language Studies, 6(2), 1-38.
Udeani, U. N. (1992). Learning outcome in integrated science as related to teacher and student characteristics and classroom interaction pattern. (Unpublished doctoral dissertation). University of Nigeria, Nsukka.
WAEC Chief Examiner Report. (2007). West Africa senior school certificate examination literature in English May/June.
DOI: http://dx.doi.org/10.3968/j.ccc.1923670020130903.2741
Refbacks
- There are currently no refbacks.
Copyright (c) 2013 D. O. Fakeye, Temitayo A. Amao
This work is licensed under a Creative Commons Attribution 4.0 International License.
Share us to: 
Reminder
- How to do online submission to another Journal?
- If you have already registered in Journal A, then how can you submit another article to Journal B? It takes two steps to make it happen:
1. Register yourself in Journal B as an Author
- Find the journal you want to submit to in CATEGORIES, click on “VIEW JOURNAL”, “Online Submissions”, “GO TO LOGIN” and “Edit My Profile”. Check “Author” on the “Edit Profile” page, then “Save”.
2. Submission
Online Submission: http://cscanada.org/index.php/ccc/submission/wizard
- Go to “User Home”, and click on “Author” under the name of Journal B. You may start a New Submission by clicking on “CLICK HERE”.
- We only use four mailboxes as follows to deal with issues about paper acceptance, payment and submission of electronic versions of our journals to databases: [email protected]; [email protected]; [email protected]; [email protected]
Articles published in Cross-Cultural Communication are licensed under Creative Commons Attribution 4.0 (CC-BY).
CROSS-CULTURAL COMMUNICATION Editorial Office
Address: 1055 Rue Lucien-L'Allier, Unit #772, Montreal, QC H3G 3C4, Canada.
Telephone: 1-514-558 6138
Website: Http://www.cscanada.net; Http://www.cscanada.org
E-mail:[email protected]; [email protected]
Copyright © Canadian Academy of Oriental and Occidental Culture 
