Influence of learning variables on secondary school students’ performance in English language in Abakaliki education zone of Ebonyi state

Abstract

The main purpose of this study was to determine the influence of learning variables on the performance of secondary school students’ in Abakaliki Education zone of Ebonyi State. Specifically, the study focused on the influence of: individual differences on the secondary school students’ performance in English Language in Abakaliki Education zone. Four research questions and four null hypotheses guided the study. Several factors affecting students’ performance in English language positively or negatively were lighted. A total of 270 students were randomly selected for the study, 112 males with the mean of 3.09 Standard Deviation of 1.10 and 138 females with the mean of 2.74 and SD of 1.15. Data was collected using: Secondary School students’ Performance Scale developed by the researcher. The research design employed in the study was descriptive, survey with random sampling adopted for data collection; while t-test was used to test the hypotheses. The result shows that there is no significance difference in the mean rating of male and female students on the influence of individual differences on secondary school students’ performance in English Language in Abakaliki Education zone, there is no significant difference in the mean rating of male and female students on the influence of cognitive variables on secondary school student’s performance in English Language in Abakaliki Education Zone. It also shows that there is no significant difference in the mean rating of male and female students on the influence of affective variables on students’ performance in English Language. There is no significant difference in the mean rating of male and female students on the influence of psychomotor variables on secondary school students’ performance in English language in Abakaliki Education Zone. With the findings of this study, it is recommended that it will also encourage teachers to make their classroom activities more learner-centered than teacher-dominated activities as was seen in some learning methods.