Students-related Factors as Predictors of Achievement in Literature-in-English in Senior Secondary Schools

Tairu Jelili Olawale, Emmanuel Olajide Awopetu, Victor Olufemi Kolawole

Abstract


This study assessed the student-related factors as predictors of achievement in Literature-in-English in senior secondary schools in Ile-Ife. The descriptive survey research design was utilised. A sample of 80 Literature-in-English students was selected for the study using the simple random sampling technique. Four instruments titled English Language Proficiency Test (ELPT), Questionnaire on Students’ Possession and Utilisation of Literature-in-English Texts (QSPULT), Questionnaire on Students’ Participation in Literature-in-English Classes (QSPLC) and Literature-in-English Achievement Test (LAT) were used to collect data. Data collected were analysed using descriptive and inferential statistics. The results showed that the student's English language proficiency, text possession, text utilisation and class participation have a significant influence on achievement in Literature-in-English (F=17.84, p=.000). Text possession, text utilization and participation in Literature-in-English classes (t= -.058, p=.95), -.198 (t=-1.55, p=.13) and -.305 (t=-1.25, p=.22) decrease respectively in students’ achievement in Literature-in-English. The study concluded that students’ factors were found to be good predictors of achievement in Literature-in-English.  Therefore, these students’ factors are as significant as teachers’ factors when trying to solve problems of students’ performance in Literature-in-English. Teachers should therefore take cognizance of these factors to improve students’ achievement in Literature-in-English.


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References


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