Teacher Variables as Predictors of Learning Outcome in Yorùbá Language Tone Marks among Senior Secondary School Students in Ile-Ife, Nigeria
Keywords:
Yoruba Language, tone marks, teacher variables, learning outcome, secondary school studentsAbstract
This study investigated the influence of teacher variables on the learning outcome of Yorùbá Language tone marks with a view to assessing the performance of students’ use of tone marks in Yorùbá language among senior secondary school students in Ile-Ife, Osun State, determining the influence of teacher factors (qualification, experience, content knowledge and methodology) on students’ learning outcomes of tone marks and also comparing the performance of students’ use of tone marks in Yoruba language among senior secondary school students in public and private schools in the study area. The study’s respondents comprised 28 Yorùbá language teachers and 280 students using simple random sampling technique. Fourteen private schools and fourteen public schools were selected, making a total of 28 schools. The data which were gathered through three different validated instruments were analysed using percentage, t-test and ANOVA. The findings of the study showed that senior secondary school students in Osun State had a poor mastery of Yoruba tone marks and that there was no significant influence of teachers’ factors on the learning outcomes of students. However, the study revealed a significant difference in the use of Yoruba language tone marks between senior secondary school students in public and private schools in the study area, in favour of private schools. The study concluded that the teacher variables did not significantly influence the students’ learning outcome of tone marks in Yorùbá Language in secondary schools in Ile-Ife, Osun State.
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