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Assimonye, Augusta Chiedu
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Influence of Gender on Learners’ Retentive Performance in Literary Appreciation Using Reciprocal Peer Learning Approach Assimonye, Augusta Chiedu
Teaching, Learning, and Development Vol. 2 No. 2 (2024)
Publisher : Education and Development Research

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62672/telad.v2i2.123

Abstract

The persistent challenge of poor retention and comprehension among students in literary appreciation has continued to attract the attention of educators and researchers. Many learners struggle to sustain long-term understanding of literary concepts due to the teacher-centere
Interaction Effect of Gender and Teaching Methods on Students’ Retention in Literary Appreciation Assimonye, Augusta Chiedu
Teaching, Learning, and Development Vol. 2 No. 2 (2024)
Publisher : Education and Development Research

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62672/telad.v2i2.126

Abstract

Students’ poor retention and declining interest in literary appreciation have continued to pose serious challenges to the effective teaching and learning of Literature in English in Nigerian secondary schools. Traditional teaching methods that emphasize teacher-centered instruction often fail to sustain students’ long-term understanding and engagement. This study therefore investigated the interaction effect of gender and teaching methods on students’ retention in literary appreciation among Senior Secondary II students in Anambra State. The study adopted a quasi-experimental design using a pretest and posttest non-equivalent control group. Intact classes were assigned to experimental and control groups, with the experimental group taught through reciprocal peer tutoring and the control group through conventional teaching. Conducted in Anambra State, the study involved 65 Senior Secondary II students drawn from two co-educational schools. Data were collected using the Literature in English Achievement and Retention Test, validated and found reliable with a coefficient of 0.72. Teachers administered pretests, posttests, and retention tests. Data were analyzed using mean, standard deviation, and analysis of covariance at a 0.05 significance level. The findings revealed that male students recorded a posttest mean score of (52.81) and retention mean of (55.61) with a gain of (2.80), while female students had posttest and retention means of (51.47) and (52.58) with a gain of (1.11). This indicated that males achieved slightly higher retention using the conventional method. The ANCOVA result showed a significance value of (0.102), which exceeded the (0.05) level, leading to the acceptance of the null hypothesis. Hence, there was no significant interaction effect of gender and teaching methods on students’ retention in literary appreciation, implying that retention was independent of gender. The study concluded that students’ retention depended more on the teaching strategies employed than on gender differences. It recommended that Literature in English teachers adopt more interactive and student-centered approaches such as Reciprocal Peer Tutoring to enhance understanding and long-term retention in literary studies.
Gender Differences in Students’ Achievement in Literary Appreciation Using Reciprocal Peer Tutoring Strategy Assimonye, Augusta Chiedu
Indonesian Research Journal on Education Vol. 2 No. 3 (2022): irje 2022
Publisher : Fakultas Keguruan dan Ilmu Pendidikan, Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/irje.v5i6.3538

Abstract

Students’ low performance in literary appreciation remains a persistent challenge in secondary schools, often linked to conventional, teacher-centered instructional methods that restrict learners’ interaction and critical engagement with texts. Gender disparities in academic achievement have further raised concerns about the influence of teaching strategies on male and female learners. This study therefore examined gender differences in students’ achievement in literary appreciation using the Reciprocal Peer Tutoring (RPT) strategy. The study used a quasi-experimental pretest-posttest non-equivalent control group design to compare the effects of reciprocal peer tutoring and conventional teaching on Literature in English students in Anambra State. A sample of 65 Senior Secondary II students participated. Data were collected using a validated and reliable Literature Achievement and Retention Test. Teachers implemented the six-week treatment, and tests measured achievement and retention. Data were analyzed using mean, standard deviation, and ANCOVA at a 0.05 significance level to determine instructional effectiveness. The result showed that male and female students taught literary appreciation using the reciprocal peer tutoring strategy recorded improvement in performance. Male students (11) had a pretest mean score of (52.32) and a posttest mean of (65.12) with a mean gain of (12.80), while female students (20) had a pretest mean of (54.40) and posttest mean of (64.32) with a mean gain of (9.92). Although males achieved slightly higher, the ANCOVA result with a P-value of (0.157) indicated no significant difference between male and female students’ achievement scores. The study concluded that RPT promotes active learning, cooperation, and improved achievement in literary appreciation irrespective of gender. It recommended the integration of RPT into literature teaching to promote equal learning opportunities and improved academic outcomes.
The use of Artificial Intelligence (AI) tool by lecturers in the teaching and learning of English language in Federal College of Education (Technical) Omoku and Federal College of Education (Technical) Umunze Assimonye, Augusta Chiedu; Chinasa Florence Okoh
Journal of Computer Science and Research (JoCoSiR) Vol. 2 No. 4 (2024): October: Artificial Intelligence
Publisher : Asosiasi Perguruan Tinggi Informatika dan Ilmu Komputer (APTIKOM) Provinsi Sumatera Utara

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

In recent years, the integration of Artificial Intelligence (AI) in education has transformed how teachers and students interact with learning materials. However, in many teacher education institutions in Nigeria, the use of AI tools in language instruction remains limited and uneven. Lecturers often rely on traditional methods, which restrict students’ exposure to innovative learning technologies that could enhance writing, grammar, comprehension, and communication skills. This gap raises concern about how effectively lecturers are adopting AI to support English Language teaching and learning in Colleges of Education. The study used a descriptive survey design to explore how lecturers and students perceived the use of artificial intelligence in teaching English Language. It was conducted in the Federal Colleges of Education (Technical) at Omoku in Rivers State and Umunze in Anambra State, involving forty-four participants—seventeen lecturers and twenty-seven final-year students. Data were collected through a validated and reliable structured questionnaire analyzed using mean and standard deviation to determine agreement levels on issues relating to AI use in English Language education. The results revealed that lecturers moderately used artificial intelligence (AI) tools in teaching English Language in the Federal Colleges of Education (Technical) at Omoku and Umunze. Findings showed strong agreement that AI supported grammar and punctuation correction (Mean = 3.57, SD = 0.78) and provided instant feedback on assignments (Mean = 2.96, SD = 0.52). The grand mean (3.02, SD = 0.74) indicated moderate adoption. Similarly, AI usage extent was modest (Grand Mean = 2.64, SD = 0.85), mainly in grammar (Mean = 2.50) and listening comprehension (Mean = 2.60), suggesting gradual but growing integration. The study concluded that while AI has begun to improve teaching effectiveness, its application remains limited. It recommended increased institutional support, lecturer training, and infrastructure development to promote full AI integration in English Language education.
Co-Authors Chinasa Florence Okoh