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Writing Anxiety, Knowledge of and Attitude to Yoruba Orthography as Correlates of Secondary Students’ Achievements in Yoruba Essay Writing Akinsola, Ifeoluwa Theophilus; Osundiran, Ebunoluwa Esther
Journal of Educational Sciences Vol 8. No. 4. October 2024
Publisher : FKIP-Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.8.4.p.547-558

This study investigated secondary students’ writing anxiety, attitude to and knowledge of Yoruba orthography as indicators of their achievement in Yoruba essay writing in the Ibadan metropolis, Oyo State. Three research questions were answered using the survey research design of the correlational type. Four hundred and twenty (420) Senior Secondary II students taking Yoruba in 12 purposively selected secondary schools in Ibadan metropolis responded to the four self-constructed instruments used. Data collected were analysed using the Pearson’s Product Moment of Correlation (PPMC) and Multiple Regression Analysis at 0.05 level of significance. Writing anxiety (r = .125; p<0.05) and knowledge of Yoruba orthography (r = .147; p<0.05) had significant positive relationship with students’ achievement in Yoruba essay writing while attitude to Yoruba orthography (r = .084; p>0.05) had positive but non-significant relationship with students’ achievement in Yoruba essay writing. The joint contribution of the three independent variables was significant (F (3; 407) = 4.848; Adj. R2 = .027; p = .003<0.05). However, the knowledge of Yoruba orthography (Beta = .136; p=.006<0.05) is the factor that had significant relative contribution to students’ achievement in Yoruba essay writing. Therefore, students should endeavor to develop interest in and increase their knowledge of Yoruba orthography.

Writing Anxiety, Knowledge of and Attitude to Yoruba Orthography as Correlates of Secondary Students’ Achievements in Yoruba Essay Writing Akinsola, Ifeoluwa Theophilus; Osundiran, Ebunoluwa Esther
Journal of Educational Sciences Vol. 8 No. 4 (2024): Journal of Educational Sciences
Publisher : FKIP - Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.8.4.p.547-588

This study investigated secondary students’ writing anxiety, attitude to and knowledge of Yoruba orthography as indicators of their achievement in Yoruba essay writing in the Ibadan metropolis, Oyo State. Three research questions were answered using the survey research design of the correlational type. Four hundred and twenty (420) Senior Secondary II students taking Yoruba in 12 purposively selected secondary schools in Ibadan metropolis responded to the four self-constructed instruments used. Data collected were analysed using the Pearson’s Product Moment of Correlation (PPMC) and Multiple Regression Analysis at 0.05 level of significance. Writing anxiety (r = .125; p<0.05) and knowledge of Yoruba orthography (r = .147; p<0.05) had significant positive relationship with students’ achievement in Yoruba essay writing while attitude to Yoruba orthography (r = .084; p>0.05) had positive but non-significant relationship with students’ achievement in Yoruba essay writing. The joint contribution of the three independent variables was significant (F (3; 407) = 4.848; Adj. R2 = .027; p = .003<0.05). However, the knowledge of Yoruba orthography (Beta = .136; p=.006<0.05) is the factor that had significant relative contribution to students’ achievement in Yoruba essay writing. Therefore, students should endeavor to develop interest in and increase their knowledge of Yoruba orthography.

Movie and music preferences influencing students’ cultural knowledge in the Yorùbá society Akinsola, Ifeoluwa Theophilus
Journal of Social, Humanity, and Education Vol. 5 No. 3 (2025): May
Publisher : Goodwood Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35912/jshe.v5i3.2426

Purpose: This study examined how Yorùbá and Non-Yorùbá movie and music preferences correlated with secondary students’ knowledge of Yorùbá cultural concepts in Ibadan, a metropolitan Yoruba society. Research methodology: The study adopted a correlational survey research design. Randomly selected 350 SS II students in Ibadan filled the Students’ Questionnaire on Movie Preferences (r=.93); Students’ Questionnaire on Music Preferences (r=.91); and Yorùbá Cultural Concepts Knowledge Test (r=.81) self-designed for data collection. Data were analyzed using Pearson’s Product Moment Correlation and Multiple Regression Analysis at p<0.05. Results: Findings revealed that knowledge of Yorùbá cultural concepts had a positive correlation with students’ preferences for Yorùbá movie (r = .575; p<.05) and music (r = .564; p<.05) but a negative correlation with students’ preferences for non-Yorùbá movie (r = -.551; p<.05) and music (r = -.485; p<.05). The composite contribution of the independent variables was significant (F (4, 345) = 56.201, p<.05). Preference for Yorùbá music (?= .227) had the highest relative contribution. Conclusions: Preferences for Yorùbá movie and music are important in improving students’ knowledge of Yorùbá cultural concepts. Limitations: The study was limited to Yoruba and non-Yoruba movies and music, and Yoruba indigenes taking Yoruba as a subject in secondary schools in Ibadan, Nigeria. Future studies should focus on other media products and their influence on cultural knowledge in other Nigerian societies. Contribution: This study established that indigenous music can increase students’ cultural knowledge. This has practical implications for the use of music in indigenous languages and cultural teaching in secondary schools. Therefore, Secondary school students should be encouraged to regularly listen to traditional Yorùbá music and watch Yorùbá movies on all available media, while teachers also utilize them in teaching.

Content Adequacy of Oral Literature in Selected English Studies Textbooks: Implications for Inculcating Moral Values into In-School Adolescents Akinsola, Ifeoluwa Theophilus; Olaosebikan, Bolape Olufunto
International Journal of Social Learning (IJSL) Vol. 1 No. 3 (2021): August
Publisher : Indonesian Journal Publisher in cooperation with Indonesian Social Studies Association (APRIPSI)

Textbooks are essential resources in the teaching-learning process. The integration of English language and literature called English Studies at the junior secondary schools in Nigeria has brought about textbooks incorporating both language and literature (oral and written) components. This study was carried out to analyze the content adequacy of oral literature incorporated in New Oxford Secondary English Course for Junior Secondary Schools and New Concepts English Textbooks and investigate teachers' perceptions. Book one to three of the two textbooks was purposively selected because they were used in the selected junior secondary schools for this study. The study, hence, adopted a mixed-methods of data collection and analysis. The textbooks selected were content analyzed by drawing out their oral literature components. Quantitative data were collected using a self-constructed questionnaire from 50 teachers of English studies randomly selected across 25 junior secondary schools in the Ibadan metropolis. The content analysis done of the selected textbooks was compared with the teachers' perception of the adequacy of the textbooks in inculcating moral values into students. The study recommended, among others, that English teachers at the junior secondary school level should actively implement the oral literature content of the English studies textbook with the use of appropriate teaching methods, strategies, and instructional materials.

Movie and music preferences influencing students’ cultural knowledge in the Yorùbá society Akinsola, Ifeoluwa Theophilus
Journal of Social, Humanity, and Education Vol. 5 No. 3 (2025): May
Publisher : Goodwood Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35912/jshe.v5i3.2426

Purpose: This study examined how Yorùbá and Non-Yorùbá movie and music preferences correlated with secondary students’ knowledge of Yorùbá cultural concepts in Ibadan, a metropolitan Yoruba society. Research methodology: The study adopted a correlational survey research design. Randomly selected 350 SS II students in Ibadan filled the Students’ Questionnaire on Movie Preferences (r=.93); Students’ Questionnaire on Music Preferences (r=.91); and Yorùbá Cultural Concepts Knowledge Test (r=.81) self-designed for data collection. Data were analyzed using Pearson’s Product Moment Correlation and Multiple Regression Analysis at p<0.05. Results: Findings revealed that knowledge of Yorùbá cultural concepts had a positive correlation with students’ preferences for Yorùbá movie (r = .575; p<.05) and music (r = .564; p<.05) but a negative correlation with students’ preferences for non-Yorùbá movie (r = -.551; p<.05) and music (r = -.485; p<.05). The composite contribution of the independent variables was significant (F (4, 345) = 56.201, p<.05). Preference for Yorùbá music (?= .227) had the highest relative contribution. Conclusions: Preferences for Yorùbá movie and music are important in improving students’ knowledge of Yorùbá cultural concepts. Limitations: The study was limited to Yoruba and non-Yoruba movies and music, and Yoruba indigenes taking Yoruba as a subject in secondary schools in Ibadan, Nigeria. Future studies should focus on other media products and their influence on cultural knowledge in other Nigerian societies. Contribution: This study established that indigenous music can increase students’ cultural knowledge. This has practical implications for the use of music in indigenous languages and cultural teaching in secondary schools. Therefore, Secondary school students should be encouraged to regularly listen to traditional Yorùbá music and watch Yorùbá movies on all available media, while teachers also utilize them in teaching.

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