Abstract
Performance in the English language especially in public examinations in Nigeria has been very poor with summary writing identified as one of the dreaded aspects of the subject. Research efforts have shown that instructional practices in English studies are not tailored to learners’ personality traits such as cognitive style and gender. Cognitive style is an individual’s preferred means of receiving, processing, and making use of information. Gender also plays an important role in the teaching-learning process. This study considered the global and analytic dimensions of cognitive style. This study determines to what extent cognitive style and gender can predict students’ achievement in summary writing. The research design is descriptive with 350 participants drawn from four senior secondary schools in Ibadan. Data were analyzed using regression analysis, and the results show that cognitive style and gender are predictors of students’ achievement in summary writing. Teachers are encouraged to individualise instruction through the knowledge of learner-related variables.
Highlights
Introduction e status of theEnglish language in Nigeria has evolved over a long period of time from the language of the colonial masters to the official language and lingua franca
Prinsloo and Voss [27] cited in Hardijzer [26] averred that cognitive styles partly cover an individuals’ personality to some extent. is further reinforces the concept of individualised instruction based on personality traits and individual differences in learning. erefore, this study considers the relationship between global and analytic cognitive style dimensions and students’ achievement in summary writing
Questions set on the passage were made parallel to those obtained in WASSCE examinations. e reliability of the instrument was ascertained by using the test-retest method at two-week interval, and a reliability coefficient of 0.81 was obtained
Summary
Introduction e status of theEnglish language in Nigeria has evolved over a long period of time from the language of the colonial masters (preindependence) to the official language and lingua franca (postindependence). English language is the first official language, the language of education from the upper primary schools to the higher institutions of learning in Nigeria and one of the core subjects in the Nigerian educational system. Erefore, the different skills of the language are taught as part of the curriculum for English studies. Success in the English language is very important to any student that wishes to gain admission into and succeed in the different levels of education, especially the higher institutions of learning in Nigeria. English language is one of the core subjects taught in the Nigerian school system. In spite of the importance attached to the teaching and learning of English studies, students’ achievement in the subject especially in external examinations has remained poor. Kolawole [3] submitted that any candidate that wishes to do well in the subject must do well in aspects of the English language examination that tests the writing skills such as essay or letter writing, comprehension passage, and summary writing
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