Intralingual Factors and Academic Achievement in English Test of Orals, Among SSS Two Students in Ibadan Southeast Local Government Area, Oyo State, Nigeria

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dc.contributor.authorAdeyinka Olubunmi OSIBANJO
dc.date.accessioned2025-06-11T11:41:10Z
dc.date.available2025-06-11T11:41:10Z
dc.date.issued2024-12
dc.description.abstractThe linguistic plurality of Nigeria poses challenges in harmonising and adopting a national language due to its multi-ethnic composition. English was adopted as the lingua franca. Despite the emphasis on competency in the National Curriculum for Senior Secondary Schools, concerns persist regarding graduates' ability to communicate effectively in English. Therefore, the current study investigated Intralingual Factors and Academic Achievement in Test of Oral Among Senior Secondary Two Students in Ibadan Southeast Local Government Area, Oyo State, Nigeria. The study used a descriptive survey research design, utilising the English Test of Oral Achievement Test (ETORAT) and a questionnaire for collecting data. Three hundred and thirty- nine (399) Senior Secondary Two students from 13 schools in Ibadan Southeast Local Government Area, Oyo State, Nigeria were sampled using the random sampling technique. Data was analysed using descriptive and inferential statistics. Results of the research questions reveal students’ high achievement levels with 35.40% scoring "Good" and 35.10% scoring "Excellent." There was a moderately positive correlation (r = 0.352) found between mother tongue proficiency and performance in the Test of Orals. Contrastly, the relationship between linguistic diversity and academic achievement was weakly negative (r = -0.150), suggesting that exposure to multiple languages may slightly hinder mastery of oral English. However, students perceived linguistic diversity positively, believing it enhances their performance. The study also found no significant joint influence of intralingual factors and mother tongue on academic achievement (p = 0.280), indicating that these variables together do not significantly impact performance. Nevertheless, both linguistic diversity (p = 0.001) and intralingual factors (p = 0.021) individually showed a significant relative influence on students' achievement in the Test of Orals. The current study concluded on the complex interplay between language-related factors and oral English proficiency, with important implications for educational practices aimed at improving students' communication skills. It was recommended that students be exposed to linguistic exposure. Keywords: Intralingual, linguistic diversity, test of orals, mother tongue, academic achievement Word count:309
dc.identifier.citationKate Turabia
dc.identifier.otherM.ED
dc.identifier.urihttps://repository.lcu.edu.ng/handle/123456789/880
dc.language.isoen
dc.publisherLead City University, Ibadan
dc.relation.ispartofseriesM.ED
dc.subjectIntralingual
dc.subjectlinguistic diversity
dc.subjecttest of orals
dc.subjectmother tongue
dc.subjectacademic achievement
dc.titleIntralingual Factors and Academic Achievement in English Test of Orals, Among SSS Two Students in Ibadan Southeast Local Government Area, Oyo State, Nigeria
dc.typeThesis

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