This study investigated curbing of national insecurity through effective use of language. The study assessed the present state of insecurity in Nigeria, language as a panacea to the insecurity ill that plague our nation, Nigeria and the role of language in ensuring peaceful co-existence in the nation. The study adopted a descriptive research design of survey type. The sample size of 100 respondents which included lecturers and students was drawn from the population of 345 members of Academic Staff Union of Universities (ASUU), Bamidele Olumilua University of Education, Science and Technology, Ikere chapter. The instrument for data collection was a self-structured questionnaire tagged “Language as a Panacea to Curbing Insecurity in Nigeria (LPCIN) Questionnaire”. The three research questions raised to guide the study were answered using descriptive analysis of simple frequency count, percentage, mean and standard deviation. The two (2) research hypotheses formulated for the study were tested using Chi-square (χ2) statistic of independent sample at 0.05 level of significance. Analysis of the study revealed that there was significant influence of language on the state of insecurity in Nigeria. It was also revealed that there was significant influence of appropriate use of language on the improved peaceful co-existence in Nigeria. The study concluded that the problem of national security is not that of the government alone but what every Nigerian should collaborate to ensure thorough effective and appropriate use of words of the accepted language communication. The study recommended that Nigerian government should create communication channels to effectively disseminate information, create awareness and give the people a sense of belonging and inclusion.
The study investigated the dynamic of blended learning and technology supported learning strategies on tertiary students’ performance in English writing. The sample for the study is made up of ninety (90) students from public tertiary institutions in Ekiti State. Stratified random sampling technique was used to select the ninety (90) respondents from the three (3) sampled higher institutions in the state. The study used a quasi-experimental research method to explore the relationship between variables. The quasi-experimental design for the study was the non-randomized pretest, post-test control group design. The instrument used for data collection was an English Writing Skill Performance Test. Three research questions were raised to guide the study and they were answered descriptively using mean and Standard Deviation. Four research hypotheses were formulated for the study and tested using t-test analysis of independent sample and a two way Analysis of Covariance (ANCOVA). Based on the data analysis, findings revealed that students that were exposed to blended learning instructional strategy significantly outperformed their counterparts who were exposed to technology supported method strategy and those taught using conventional method of teaching. Also, students who were exposed to technology supported method performed significantly higher than those taught using conventional method. It was further found that significant difference existed in gender performance with respect to the two strategies employed in the experimental group. While female students outperformed their male counterpart when been exposed to blended learning strategy, no significant difference existed when they were exposed to technology supported method. Lastly, the study concludes that there was significant effect of blended learning, technology supported and conventional methods on the tertiary students’ learning outcomes in post-test. government, in conjunction with curriculum developers, the federal and state government; other professional bodies like National Universities Commission should create resource centers that can sensitize other stakeholders in the educational sector on the efficacy of blended learning and technology supported learning approach. Keywords: Students’ performance, blended learning, Technology supported learning, Tertiary Institutions, English writing Journal Reference Format: Obadare, F.T.(2023): Dynamic of Blended Learning and Technology Supported Learning Strategies On Tertiary Students’ Performance in English Writing. Humanities, Management, Arts, Education & the Social Sciences Journal. Vol. 11. No. 1, Pp 111-126. dx.doi.org/10.22624/AIMS/HUMANITIES/V11N1P8x. Available online at www.isteams.net/humanitiesjournal
The study examined the effect of language games on students' spoken English proficiency, focusing on junior secondary schools in Ikere Local Government Area of Ekiti State. The report provides a systematic review of published relevant studies on the use of language games in improving students' spoken English competency from 2010 to 2019. The primary goal of this systematic review is to provide researchers and reading educationists with a synthesis of the evidence from previous studies on the impact of language games on students' spoken English proficiency. This will allow for more development and implementation research to be conducted in this area. This study aims to address two questions: how effective are language games in enhancing students' speaking abilities, and what are students' experiences like while playing the game? The findings of this investigation shed light on the value and positive effect that language games have on improving students' speaking abilities. The study recommends, amongst others, that there is a need for the government and all other relevant agencies to incorporate language games into the language class. Keywords: Language Games, Speaking Skills, Junior Secondary School, Learner's Experience, Systematic Review, Ekiti State
The study investigated the dynamic of blended learning and technology supported learning strategies on tertiary students’ performance in English writing. The sample for the study is made up of ninety (90) students from public tertiary institutions in Ekiti State. Stratified random sampling technique was used to select the ninety (90) respondents from the three (3) sampled higher institutions in the state. The study used a quasi-experimental research method to explore the relationship between variables. The quasi-experimental design for the study was the non-randomized pretest, post-test control group design. The instrument used for data collection was an English Writing Skill Performance Test. Three research questions were raised to guide the study and they were answered descriptively using mean and Standard Deviation. Four research hypotheses were formulated for the study and tested using t-test analysis of independent sample and a two way Analysis of Covariance (ANCOVA). Based on the data analysis, findings revealed that students that were exposed to blended learning instructional strategy significantly outperformed their counterparts who were exposed to technology supported method strategy and those taught using conventional method of teaching. Also, students who were exposed to technology supported method performed significantly higher than those taught using conventional method. It was further found that significant difference existed in gender performance with respect to the two strategies employed in the experimental group. While female students outperformed their male counterpart when been exposed to blended learning strategy, no significant difference existed when they were exposed to technology supported method. Lastly, the study concludes that there was significant effect of blended learning, technology supported and conventional methods on the tertiary students’ learning outcomes in post-test. government, in conjunction with curriculum developers, the federal and state government; other professional bodies like National Universities Commission should create resource centers that can sensitize other stakeholders in the educational sector on the efficacy of blended learning and technology supported learning approach. Keywords: Students’ performance, blended learning, Technology supported learning, Tertiary Institutions, English writing Journal Reference Format: Obadare, F.T.(2023): Dynamic of Blended Learning and Technology Supported Learning Strategies On Tertiary Students’ Performance in English Writing. Humanities, Management, Arts, Education & the Social Sciences Journal. Vol. 10. No. 3, Pp 111-126. dx.doi.org/10.22624/AIMS/HUMANITIES/V11N1P8. Available online at www.isteams.net/humanitiesjournal
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