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Journal of Emerging Trends in Educational Research and Policy Studies (JETERAPS) (Vol 1 No 1)
| Abstract: English Language plays a central and strategic role in the school system because almost all the school subjects are taught using English language. However, students' achievement in this subject at senior secondary school is not encouraging. Therefore, the study investigated influence of school-based quality factors on secondary students' achievement in English Language in South-Western and North-Central Nigeria. The study adopted the descriptive survey research design of the ex-post facto type and made use of a sample of 1,014 English Language teachers and principals selected through a multi-stage sampling procedure. The two validated instruments used for data collection were School-based Quality Inventory (r = 0.89) and School-Based Quality Factor Questionnaire (r = 0.92). Three hypotheses were tested at 0.05 level of significance. Data collected were analysed using means, standard deviation and multiple regression. Out of the nine independent variables, only three have significant relationship with students' academic performance in English. These are supervision of instruction (r = 0.153; P < 0.05), school leadership (r = 0.164; P < 0.05) and quality of instruction (r 0.237; P < 0.05). Also, the independent variables (i.e the nine school-based variables) accounted for 47% of the variance in the dependent variable and the joint effect of school-based quality factors is significant on the students' achievement in English Language (F=3.333; df= (9,420); P<0.05). The study concluded that instructional materials, quality of instruction and supervision have been adjudged to have contributed significantly to students' achievement in English Language. Based on the findings, some of the recommendations made include effective supervision, provision of relevant and adequate instructional materials and encouragement of quality instruction |
| Keywords: effect, quality, school-based factors, supervision, leadership |
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