Abstract:
English grammar is an important aspect of English Language. Proficiency in it is indispensable for fluent oral and written communications. However, reports have shown that senior secondary students in Ekiti State are deficient in English grammar which partly accounts for their poor expressive skills. Previous studies focused largely on effective strategies of teaching English grammar and student-related factors influencing performance in English grammar with little consideration for teacher-related factors that could influence student' achievement in English Language. This study, therefore, was carried out to investigate teacher commitment, pedagogical content knowledge and interpersonal skills as predicators of senior secondary students' achievement in English grammar in Ekiti State, Nigeria.
Theories of Instruction, Commitment and Classroom ApplicationChoice provided the framework, while the study adopted the mixed method (quantative+qualitative) design. The multi-stage sampling procedure was adopted. Ekiti was stratified along three senatorial districts (Ekiti North, Ekiti Central and Ekiti South). Ekiti south was then randomly selected using random sampling technique. Six Local Government Areas (LGAs) from Ekiti South were randomly selected and 30 senior secondary schools (one per LGA) were randomly selected. Thirty teachers (one per school) teaching SSII English were randomly selected. In all, 1,500 students participated in the study. Instruments used were Grammar Achievement Test (r=0.81), Teacher commitment (r=0.81) and Teacher Pedagogical Content Knowledge (r=0.83) and Teacher Interpersonal Skill (r=0.78) rating scales. Six sessions of oral interview were held with selected teachers. Data collection lasted eight weeks. Quantitative data were analysed using Pearson product moment correlation and multipleregressions at 0.05 level of significance, while thematic analysis was used for qualitative data.
The average age of the students was 15.20 ± 2.30. Majority of the teachers (71.2%) had high commitment and interpersonal skill (70.0%) respectively, while 60.0% showed moderate pedagogical content knowledge. Majority of the students had average performance (52%)in English grammar. Teacher commitment (r=0.72), pedagogical content knowledge (r=0.70) and interpersonal skill (r=0.63) had significant positive relationship with students’achievement in English grammar. The composite contribution of the independent variables to achievement was significant (F(3,1456) =7.42; adj. R2 = 0.60), accounting for 60% of the total variance in students; achievement in English grammar. Teacher commitment (β=0.57), pedagogical content knowledge (β=0.36) and interpersonal skill (β= 0.45) contributed to students' achievement in English grammar.Teachers were highly committed because commitment is one of the factors considered for their promotion. Teachers’ non-exposure to regular workshops accounted for their moderate pedagogical content knowledge.
Teacher commitment, pedagogical content knowledge and interpersonal skillinfluenced students' achievement in English grammar in Ekiti State, Nigeria. Teachers of English Language should improve on these teacher-related factors for improved achievement of students in English grammar
