Teacher's Commitment and Interpersonal Skill as Determinants of Academic Achievement in English Grammar among Public Senior Secondary School Students in Ekiti State, Nigeria
Keywords:
Teachers’ commitment, interpersonal skills, academic achievement, English grammarAbstract
This study adopts descriptive survey design of a correlation type to investigate teacher commitment and interpersonal skills as determinants of academic achievement in English grammar among public senior secondary school students in Ekiti State, Nigeria. The population comprises all senior secondary two teachers of English language and students in Ekiti State. Stratified - random sampling is used to select thirty senior secondary schools where fifty students are randomly selected from each school. However, all senior secondary two English language teachers from each school are purposive sampled. The sample consists of one thousand five hundred students and thirty teachers of English language selected from senior secondary two in Ado-Ekiti. The instruments used for data collection are teachers’ commitment questionnaire (TCQ), Teachers’ interpersonal skills rating scale (TISRS) as well as English grammar achievement test (EGAT). The data collected are analysed using multiple regression analysis to
determine the correlation matrix as well as the relative and composite contributions of the independent variables to the dependent at 0.05 level of significance. The result shows that the independent variables considered in the study are capable of determining students' achievement in English grammar. The study had thus provided a better understanding of the teacherrelated factors that could influence students' achievement in English grammar. It is therefore recommended that teachers should be encouraged to be enthusiastic, approachable and as well give adequate room for effective classroom interaction and activities in English grammar instructions in order to motivate and encourage the students to reach their learning goals.
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