Quality Instructional Delivery in Language Education as Correlate for Academic Performance of Secondary School s in Ogun State , Nigeria

Abstract

This study assessed the quality of instructional delivery in language education as a correlate to the academic performance of secondary schools in Ogun State. The study employed the descriptive survey design. Respondents consist of 60 principals, 540 teachers, and 1800 students randomly selected using the multi-stage sampling technique from a pool of 599 public secondary schools (now re-articulated into 301) in Ogun State, Nigeria. Research instruments tagged “Teachers’ Quality Instructional Delivery” (TQID), “Students’ Rating Scale”, Interview Guide for Principals and Teachers’ Focus Group Discussion Guide (FGD) were used for data collection. The hypothesis was tested for significance at p<0.05 probability level of significance, using the Pearson Product Moment Correlation Statistics. T-test was used for the data analysis. Findings revealed that the significant instructional tasks performed by the teachers are the preparation of lesson notes, writing of scheme of work, and periodic assessment of students’ learning. While the tasks that teachers least perform are research into teaching and learning activities, improvisation and usage of instructional materials, marking of exercises/assignments, and regular feedback to students. This implies that many schools still strive to achieve quality assurance in students’ academic performance. The study recommends an improvement in the tasks of instructional resource inputs, curriculum delivery, and students’ learning requires practical and goal-oriented interrelationships between the school and other stakeholders in education.