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All Journal Humanika : Kajian Ilmiah Mata Kuliah Umum Language, Technology, and Social Media
Olurinola, Oluwakemi
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Arts Humanities Education Languange, Linguistic, Communication & Media Social Sciences

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Preferential treatment moderating role on parental social economic status impact on students achievement in computer studies Hassan, Olusola; Adetayo, Janet Oyebola; Olurinola, Oluwakemi; Olugbuyi, Olusile
Humanika: Kajian Ilmiah Mata Kuliah Umum Vol. 23 No. 2 (2023): Humanika: Kajian Ilmiah Mata Kuliah Umum
Publisher : Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/hum.v23i2.59282

Abstract

Parental Social Economic Status will continue to change from time to time and there has been inconsistency on its impact on students' academic performance. This study investigated the moderating effect of preferential treatment on the impact of Parental Social Economic Status on students' academic performance in Ogun state. The study used descriptive survey research design with 392 students as sample, selected through multi stage sampling approach. Parental Social economic Status Scale (PSESS, 0.77), Preferential Treatment Scale  (PTS0.82) and Students Academic Perfroamnce Proformat were used for data collection.  Percentage and regression were used for data analysis. Finding of the study showed that PSES and preferential treatment has significant impact on students academic performance ((F(1,390) = 173.734 P < 0.05, F(1,390) = 7.250 P < 0.05).  The combination of PSES and preferential treatment also produced significant outcome ((F(1,389) = 87.956 P < 0.05). The moderating effect of preferential treatment on the impact of PSES on students' academic performance was also significant (t = 12.869, p <0.05). It is concluded that there is significant moderating effect of preferential treatment on impact of PSES on students' academic performance in senior secondary schools in Ogun State 
How Effective Are Computer-Assisted Pronunciation and YouTube-Based Instructions in Improving Oral English Proficiency Among Secondary School Students? Olatoye, Olufunke; Olurinola, Oluwakemi
Language, Technology, and Social Media Vol. 4 No. 1 (2026): March 2026 | Language, Technology, and Social Media
Publisher : WISE Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70211/ltsm.3026-7196.73

Abstract

This study investigates the effectiveness of Computer-Assisted Pronunciation Instruction (CAPI) and YouTube-based instruction in enhancing oral English proficiency among Nigerian senior secondary school students. A quasi-experimental design was employed, involving three groups: the CAPI group, the YouTube group, and a control group. The study utilized an Oral English Language Proficiency Test (OELPT), administered before and after the treatments, to assess students' pronunciation improvements. Data were analyzed using Analysis of Covariance (ANCOVA) to determine the main and interaction effects of the treatment, gender, and language spoken at home. The results revealed a significant effect of the treatment on students' oral proficiency (F = 14.530, p < 0.05), with both CAPI and YouTube-based instruction outperforming the control group. However, gender and language spoken at home did not significantly influence the outcomes (p > 0.05). There were also no significant interaction effects between treatment and these demographic factors, suggesting that the treatments were equally effective for both male and female students and regardless of the language spoken at home. These findings highlight the effectiveness of CAPI and YouTube as technology-based tools for improving oral English proficiency, with implications for language instruction in diverse educational contexts. This study contributes to the growing body of research on technology-enhanced language learning, providing evidence of the efficacy of CAPI and YouTube-based instruction in secondary school settings, particularly in resource-constrained environments. The findings suggest that integrating digital tools into language education can offer a scalable, accessible solution to improving students' oral proficiency, regardless of their socio-demographic backgrounds.
Co-Authors Adetayo, Janet Oyebola Hassan, Olusola Olatoye, Olufunke Olugbuyi, Olusile