INSTRUCTIONAL STRATEGIES AND FRENCH STUDENTS’ PROFICIENCY IN ORAL EXPRESSION IN SECONDARY SCHOOL
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- Recommended for : Student Researchers
- NGN 3000
ABSTRACT
This study examined the relationship between instructional strategies and French students’ proficiency in oral expression in secondary school in Uyo local government area of Akwa Ibom state. To guide the study, three research purpose,three research questions, and four research hypotheses were formulated. The design adopted for this study was survey design. The sample size of 118 respondents was used. The study used simple random sampling to select the schools. The instrument used was Instructional Strategies and French Students Proficiency in Oral expression Questionnaire (ISFSPOEQ). The data were gathered using one instrument after ascertaining their face and content validity and reliability co-efficient of 0.82 by experts. The hypotheses were tested in the study using Pearson’s Product Moment Correlation at .05 level of significance. The result of the analysis showed that there is significant relationship between teachers’ error correction strategies, teachers’ competence, teacher’s communication strategies and students’ proficiency in oral expression in French. Students’ proficiency in Oral expression does not differ based on gender. Some useful recommendations were made one of which was that Teachers as continuous learners should be trained and retained in teaching methods, because teacher’s competence is one of the strategies to a successful career in teaching. Also, teachers should posse good instructional strategies as to achieve academic excellence.
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