Academic journal article Cross - Cultural Communication

Classroom Participation and Study Habit as Predictors of Achievement in Literature-in-English

Academic journal article Cross - Cultural Communication

Classroom Participation and Study Habit as Predictors of Achievement in Literature-in-English

Article excerpt

Abstract

Monovariate studies have confirmed the positive influence of classroom Participation and Study habit on students' academic achievement in general. However, the extent to which each of these variables could predict students' achievement in Literature in English has not being a focus of much research attention. Hence, this study attempted to investigate the extent to which classroom participation and study habits predicted students' academic achievement in Literature-in-English in selected senior secondary school in Ibadan North Local Government Area of Oyo State. Five research questions were raised to guide this study The study adopted descriptive research design of ex-post facto type. The sample comprised 500 senior secondary school two (SSS2) students from ten selected secondary schools in Ibadan North Local Government Area of Oyo State. The three instruments used for data collection were students classroom participation scale (SCPS) (r = 0.79), students study habits questionnaire (SSHQ) (r = 0.76) and Literature-in-English achievement Test (LAT) (r = 0.74). Data collected were analyzed using Pearson Product Moment Correlation (PPMC) and Multiple Regression Analysis. The results were interpreted at P<.05The results revealed that: there was a significant relationship between classroom participation and students' achievement in Literature in English (r =.134, df = 498; p<.05); there was no significant relationship between study habits and students' achievement in Literature in English (r=.042, df=498; P<.05); there was a significant relative contribution of classroom participation on students' achievement in Literature in English (β =.131); there was no significant relative contribution of study habits on students' achievement in Literature in English (β = 0.21); there was a significant composite effect of classroom participation and study habits on students' achievement in Literature in English (ß =.134;F^sub 1,498^= 4.663; P <.05). The findings finally indicated that classroom participation was the only variable that predicted students' achievement in Literature in English. Based on the findings, it was commended that teachers should allow students to contribute and share ideas freely among their colleagues while Curriculum planners should suggest teaching and learning activities that could give room for students' active participation in class when designing Literature in English curriculum.

Key words: Classroom participation; Study habits; Predictors; Achievement; Literature-in-English

INTRODUCTION

Literature is an important aspect of culture and a means of communication among the members of the society. It is concerned with the literary aspect of communication using language for artistic and creative purposes with a view to creating beauty which is intellectual. Literature is a more elevated form of language, used in a more special and beautiful manner to express views, feelings, ideas, beliefs and emotions (Lawal, 2010). It may be described as an imaginative creation of human experiences expressed orally or in writing and it launches readers into a voyage of discovery, exploring ways of seeing and being as well as clarifying their own worlds. Therefore, proficiency in reading literature texts is as important as being proficient in the use of language. In fact, proficiency in the language of any text is required for learners to enter into the imaginative world of the writer, understand the message and react to it (Bu, 2012). It is not surprising therefore that Karumi (2011) sees language proficiency as an ultimate goal of language learning.

There are three major genres of literature: prose, drama and poetry. Prose involves creating a sense of imagination and illusion of reality which literature is generally noted for. It is believed that prose is easier to read than poetry and drama. As such, it helps to develop a lifelong for reading as well as enhancing the cognitive and affective skill in literature and reading. …

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