Senior Secondary School Students Research Articles

EFFECTS OF TREFFINGER LEARNING MODEL ON STUDENTS’ INTEREST ON GRAPHIC-RELATED CONCEPTS IN ECONOMICS

This study investigated the effects of Treffinger learning model on Senior Secondary School students’ interest on graphic-related concepts in Economics in Plateau State, Nigeria. The population of the study was 15, 554 Senior Secondary school II Economics. Multi-stage sampling techniques was used to sampled 183 SSS II Economics students comprising 92 in the experimental group (43 male and 49 female) and 93 in the control group (45 male and 48 female). The instrument that was used for collecting data was researchers-designed questionnaire. Mean score and standard deviation were used to answer the research questions and Analysis of Covariance (ANCOVA) was used to test all hypotheses at 0.05 level of significance. The findings of the study revealed there is a significant effect in the mean interest scores of students taught Graph related concepts in Economics using the Treffinger learning model than those taught using the conventional lecture method and there is no significant effect in the mean interest scores of male and female students taught Graph related concepts in Economics using Treffinger learning model. The study recommended that Schools and educational authorities should adopt the use of the Treffinger Learning Model as a teaching strategy to enhance students' interest and engagement in Economics. This model’s emphasis on creativity and problem-solving can help students better understand and appreciate graphic-related concepts amongst several others.

ANALYSIS OF PRAGMATIC ERRORS ON ESSAY WRITING PERFORMANCE OF SENIOR SECONDARY SCHOOL STUDENTS’ IN NASARAWA STATE, NIGERIA

The study investigated Analysis of Pragmatic Errors on Essay Writing Performance of Senior Secondary School Students’ in Nasarawa State, Nigeria. Three research questions and three null hypotheses guided the study. The study adopted a descriptive survey design. Population comprises of all 12,333 students offering English Language from 17 public senior secondary school in Nasarawa State, Nigeria and 384 students offering English Language were used as sample size. English Language Essay Performance Writing Test (ELEPWT) was used as an instrument, it was validated and pilot tested which yielded the of 0.71 validity index and of 0.72 reliability index. Descriptive statistics was to answer research questions while t-test of independent samples was used for testing the hypotheses at 0.05 level of significant. The findings reveals significant differences in the types and rank order of pragmatic errors committed by SSII students in essay writing tests in Nasarawa State, Nigeria. However, no significant difference was found between male and female students, suggesting that gender does not influence the occurrence of these errors. This suggests that the nature and frequency of these errors are not influenced by gender. It recommended that, English language teachers should prioritize teaching pragmatic competence, including appropriate language use, context understanding, and writing application. Schools should provide workshops and specialized training to enhance teaching effectiveness. Contextual writing exercises and peer-review sessions can help students understand and apply pragmatic norms accurately. This approach encourages active learning and critical writing skills.

Relationship between Self-Esteem and Academic Achievement of Senior Secondary School Students in North-Central, Nigeria

Relationship between Self-Esteem and Academic Achievement of Senior Secondary School Students in North-Central, Nigeria

A Comparative Study of Career Preferences & Career Conflicts among the Secondary and Senior Secondary School Students

Education has a significant effect on the behaviour and profession of the individual. It prepares students for a career so that they can earn their livelihood. Thus, selecting an appropriate career is the most important decision that human beings have to make in their lives. This decision will affect them throughout their lives, so nothing is more important than choosing a career. When selecting a career, individuals have to struggle between two or more situations that need to be resolved, known as career conflicts. In today's world, where there are several career options available, there is pressure on individuals to select the best career for themselves. In the same way, most students in the secondary and senior secondary stage face a lot of career-related problems. Understanding the students' career plans and preferences can facilitate them to determine their future prestige, wealth, and status. Thus, it becomes important to help them in their career selection and to avoid conflicts. In this regard, the presented study was conducted to analyse the career preferences and career conflicts among secondary and senior secondary school students. The study was descriptive; therefore, a survey method was used to conduct this study. This study selected a representative sample of 240 students from class 10th and class 12th from eight schools in two blocks of Sirsa districts of Haryana using a stratified random sampling technique. Appropriate data was collected through two standardized scales: the Career Preference Record (2009) by Bhargava & Bhargava and the Career Conflict Scale (2005) by Kumar and Rekha. The study's main findings were that overall, most of the secondary and senior secondary school students had given the first preference to law and order, second to education, and the least priority to agriculture as a career. It was also noticed that 'law and order' first, 'education' was the second preference of secondary students, whereas senior secondary students had given the first preference to 'education,' second to 'law & order,' and both secondary and senior secondary students, had given the least preference to agriculture as a career option. However, it was observed that there existed no significant differences between the career preferences of secondary and senior secondary school students. Further, it was found that there existed a significant difference between the career conflict among secondary and senior secondary school students. Moreover, it is also important to mention here, that the senior secondary school students had higher career conflicts rather than the secondary school students. It is suggested to the school administration, teachers, and counsellors that they need to develop a mechanism at the school level that will help the students select the best career options in their lives to avoid career conflicts.

Measuring the Effects of Mobile and Social Networking Technology on the Enhancement of English Language Skills: A Comparative Study

This study investigates the effectiveness of mobile learning and teaching technologies and social networking platforms in enhancing English language skills among students in senior secondary public schools in India. Given the rising interest in these educational tools, their impact on language skill development remains underexplored. Addressing this gap, the study employed an experimental design with 120 randomly selected participants divided into three groups. For 12 weeks, each group received English language instruction through different mediums: mobile learning technology (Google Classroom), a social media application (WeChat), and a traditional multimedia projection system. The findings indicate a significant improvement in the English language proficiency of students who used mobile learning technology, as opposed to those who engaged with social media tools or traditional methods. This highlights the potential of mobile learning technologies in effectively enhancing language learning outcomes in the educational context. Furthermore, the traditional multimedia methods employed were found to be less effective in fostering language proficiency when compared to the employment of Google Classroom and WeChat. Given the results of this study, it is proposed that future research endeavors investigate the potential impact of severe games on language learning outcomes. In addition, it is advised that future investigations focus on creating and integrating demanding games that aim to enhance students’ proficiency in the English language.

Effect of Cooperative Learning Strategy on Students’ Attitude in Senior Secondary School Mathematics

This study investigated the effect of cooperative learning strategy on senior secondary school students’ attitudes toward mathematics in Owen East Local Government Area of Edo State, Nigeria. The study employed a quasi-experimental setting of non-equivalent and control group design (pretest, posttest). The study population comprised 1,268 senior secondary school students. Using a purposive sampling technique, coeducational schools were selected, followed by a multi-stage random sampling procedure to choose two schools. Intact classes of Senior Secondary School II (SS II) students were utilized, resulting in a total sample size of 131 students. Data were collected using the Mathematics Students’ Attitude Scale (MSAS), which demonstrated a reliability coefficient of 0.822. Analytical techniques included mean and standard deviation statistics, independent sample t-tests, and interaction effect analysis at a 0.05 level of significance. The results revealed a significant improvement in the attitudes of students taught using the cooperative learning strategy compared to their peers in the traditional instruction group. However, there was no significant difference in the attitudes of male and female students exposed to the cooperative learning strategy. The findings underscore the potential of cooperative learning strategies to enhance students’ attitudes toward mathematics, suggesting its adoption as a viable instructional approach in senior secondary school mathematics classrooms.

Effects of Technology-Enhanced Instruction on Agricultural Science Students’ Learning Outcome in Senior Secondary Schools in Ekiti State, Nigeria

The study examined the Effects of Technology-Enhanced Instruction on Agricultural Science Students’ Learning Outcome in Senior Secondary Schools in Ekiti State, Nigeria. Specifically, the study investigated the effectiveness of technology-enhanced instruction over conventional method (demonstration method) on senior secondary school students’ learning outcome in agricultural science. The research design for this study was quasi-experimental using pretest, posttest control group. The population of this study consisted of 14,533 senior secondary school students who were offering Agricultural Science in all the public senior secondary schools II in Ekiti State, Nigeria. The sample for this study comprised 263 senior secondary school class II agricultural science students drawn from the three Senatorial Districts in Ekiti State using intact classes. A research instrument, ‘Agricultural Science Learning Outcome’ (ASLO) was used to collect data for the study. The instrument was validated and the reliability coefficient is 0.85. The data obtained were analysed using descriptive statistics of mean and standard deviation. Inferential statistics of t test, and analysis of covariance (ANCOVA) were used to test the 2 hypotheses at 0.05 level of significance. The study’s findings revealed a significant difference in the post-test mean scores of students in the experimental group. Based on the findings of this study, it was recommended that technology-enhanced instructional method should be used to teach both theory and practicals to foster skills development among Agricultural Science students in Secondary Schools in Ekiti State. Also, it was recommended that technology-enhanced instruction should be employed to improve students’ learning outcomes in agricultural science.

Influence of Bullying and Anxiety on Academic Achievement Among Senior Secondary School Students in Bichi Education Zone, Kano State, Nigeria

This study examines the influence of bullying and anxiety on academic achievement among senior secondary school students in Bichi Education Zone Kano State, Nigeria. Three objectives with corresponding research questions and hypotheses were formulated to guide the study. Ex-Post Facto research design was used. The population of the study consists of 4436 senior secondary II students in Bichi Education Zone. A sample of 357 SS II students was selected as guided by research advisor (2006). Two Instruments were adapted for the Data collection; the modified instrument Bully Behavior Questionnaire (BBQ) and Brazilian State - Trait Anxiety Inventory (STAI) were used to collect data on bullying and anxiety respectively. The bullying variable had five levels based on an individual’s scores on the BBQ these are bully, assistant to the bully, victim, defender of the victim and outsider. Anxiety was assessed as high or low. The BBQ has an original reliability of 0.72 while STAI has 0.79. To further ensure the validity of the instrument, face and content validity were established by researcher’s supervisor and other experts from the Department of General Studies Federal Polytechnic Kabo, Kano. The reliability of the instrument was obtained through pilot testing. ANOVA and t-test for independent sample were used to test study hypotheses. It was found that, there is high level of bullying behavior among senior secondary schools students of Bichi Education Zone, Kano State with 23%, there is significant difference in academic achievement between bully, assistant to the bully, victim, defender of the victim and outsider students of senior secondary schools in Bichi Education Zone, Kano State Nigeria in favor of defender and outsider and there is no significant difference between academic achievement of high-anxiety and low-anxiety students of senior secondary schools in Bichi Education Zone, Kano State Nigeria. Based on the findings it was recommended that there is need for teachers and counselors to work hand in hand to improve academic achievement of victims of bullying among the students by regularly sharing students’ progress report with parents/ caregivers.

Effect of 7Es Instructional Cycle on Senior Secondary Mathematics Students Learning Outcomes in Gusau, Zamfara State, Nigeria

The study investigated the effects of 7Es instructional cycle on senior secondary mathematics school students learning outcomes in Gusau, Zamfara State, Nigeria. A pre-test post-test quasi experimental research design was adopted where two research questions and two null research hypotheses guided the study. The target population was 6,466 (3,154 male and female 3,312). The sample consists of 216 (103 male and 113 female) senior secondary school two mathematics students using an intact class. A total of 40 multiple choice objective questions were used for data collection at pre-intervention test and post-intervention test. Geometry Achievement Test (GAT) was instrument developed for the study. The instrument was validated by experts and pilot tested. A reliability coefficient of 0.75 was obtained for Geometry Achievement test using Pearson Product Moment Correlation (PPMC) and the instruments were reliable for the study. Mean and Standard Deviations was used to answer the research questions and Analysis of Variance (ANOVA) was used for testing the hypotheses at 0.05 level of significance. Findings revealed that there was significant difference in the mean achievement scores of senior secondary school male and female students taught mathematics using 7Es instructional cycle strategies and those taught with lecture method. that there was significant difference in the mean retention scores of senior secondary school male and female students taught mathematics using 7Ess instructional cycle strategies and those taught with lecture method. It was recommended among others that Geometry teacher’s awareness of 7Es instructional cycle of teaching should be created through workshops, seminars and conferences on teaching strategies.

The influence of academic motivation on the academic performance of senior secondary grade students (A study based on Tamil medium schools in the Colombo south education zone, in Sri Lanka)

Higher learning outcomes can be achieved by developing a cooperative mindset in the classroom. Academic motivation refers to a student’s intrinsic motivation to engage in learning activities and work hard for academic success. The concept of motivation is generally considered to be a dynamic force that drives human behavior. Students with high motivation have better learning habits and tend to demonstrate interest and perseverance in learning. It is against this background that this study on the influence of academic motivation on the academic performance of senior secondary school students was conducted based on Tamil medium schools in the Colombo South Educational Zone. Major research questions of the study are (1) what is the relationship between intrinsic motivation and academic performance of academic students? (2) What is the relationship between intrinsic and extrinsic motivation and academic performance? This study was conducted as a quantitative method study following a descriptive survey design based on the research questions such as, what are the school-level motivational factors that have a direct impact on student learning?. What is the relationship between mothers’ educational level and academic performance? What is the relationship between intrinsic and extrinsic motivation and gender? The study population was students studying in the Senior Secondary Levels (10, 11) in Tamil-medium schools within the Colombo south Educational Zone. 200 students and 50 teachers who taught in the senior secondary grades were selected through stratified random sampling technique, Data was obtained from the teachers and students through a structured questionnaire and analyzed using the SPSS 20. Data was analyzed descriptive statistically. The main findings of the study are that there is a significant relationship between students’ self-motivation and learning performance; there is a significant direct relationship between controlled motivation and learning performance; there is a significant direct relationship between academic performance and extrinsic motivation; there are gender differences between intrinsic and extrinsic motivation and academic performance; women are more motivated in education than men; and the level of education of mothers acts as a high educational external motivator in students’ academic performance.

Influence of Insurgency on Geography Teachers’ Attitude and Students’ Achievement in Senior Secondary Schools in Maiduguri, Borno State, Northeastern Nigeria

The influence of insurgency on Geography teachers’ attitudes towards teaching and students’ achievement constituted the problem of the study. Ex-post facto and survey research designs were employed for the study. The stratified sampling method was used to extract a sample of 134 Geography teachers and 357 senior secondary school students who were used for the study. These were distributed in 20 schools (5 private & 15 public). The WASSCE results for the 2019 session from the 20 sampled schools, as well as a Teachers’ Questionnaire on the Influence of Insurgency on Attitude and Achievement (TQIIAA) were used to gather the data for the study. Cronbach Alpha technique was used to determine the reliabilities of WASSCE and TQIIAA. This yielded reliability coefficients of 0.80 and 0.82 for WASSCE and TQIIAA respectively. Frequency counts, percentages, mean scores, and the chi-square test were used to analyze the data. The results showed that insurgency predominantly led to teachers’ negative attitudes and insufficient time devoted to the teaching of Geography which resulted in students’ failure in the subject. The test of hypotheses however proved that the relationship between these teachers’ variables (attitude and time devotion to teaching) and students’ achievement was not significant. It was therefore recommended that the Government restore peace and security to the study area in collaboration with school communities. It was further recommended that Geography teachers’ welfare should be given a premium to improve their attitude towards teaching the subject.

The Use of Singing Bowl Music Therapy in High School Psychoeducation

The mental health of students in senior secondary schools has received widespread attention. Under the influence of the college entrance examination system, students’ learning tasks are increasing, with more courses and a corresponding increase in learning pressure. However, the practice methods in high school psychological classrooms are still insufficient. This paper analyzes the practical application of chanting mantle music therapy in high school psychological education, applying the chanting mantle to the practice of music therapy, utilizing its dual role of audio vibration for both the body and the psyche, and exerting the function of music therapy to alleviate the psychological problems of high school students. This paper analyzes and concludes that the application of chanting bowl music therapy in high school mental health education courses is of great significance to the overall promotion of the development of student’s mental health, which can help students better understand themselves, enhance creativity and imagination, and promote harmonious interpersonal relationships.

MATHEMATICS TEACHERS' PEDAGOGICAL COMPETENCE FROM STUDENTS' PERCEPTIONS: A SURVEY AT SECONDARY SCHOOLS IN WEST SULAWESI

The results of the PISA 2022 assessment, along with preliminary studies conducted in West Sulawesi, indicate that students' proficiency in mathematics remains significantly below expectations. One of the factors contributing to students' limited proficiency in mathematics is associated with the pedagogical competence of their instructors. This study employs a quantitative research design utilizing a survey instrument to describe the level of pedagogical competence of mathematics teachers in secondary schools in West Sulawesi, based on student perceptions, and to identify the specific competencies that require development. The population of this study was all secondary school students in West Sulawesi, with a sample size of 1.051 senior secondary school students and 988 junior secondary school students. The analysis employed was descriptive statistical analysis using a stratified random sampling method. The findings indicate that a considerable proportion of mathematics teachers at both the junior high school and senior high school levels exhibit inadequate proficiency. The pedagogical competence of teachers is still lacking in several key areas, which require further development: (1) The skill to comprehend student characteristics; (2) The capability to select materials that are aligned with the learning experience and learning objectives; (3) The ability to select media and learning resources that are suitable for student needs; (4) The skill to make transactional decisions in response to situations that arise in the classroom; (5) The ability to integrate and utilize technology in learning; (6) The skill to communicate effectively; and (7) The skill to evaluate learning. The results of this study can be used as a guideline for the government, experts, and policymakers to overcome the problem of teacher competency development. In addition, the results can be used to design and determine the direction of policies and programs for developing mathematics teacher pedagogical competencies in West Sulawesi.

A Study of Academic Stress in Relation to Gender and Types of Schools

This study investigates academic stress among senior secondary school students, focusing on gender differences and the types of schools attended. The problem was framed as: "A Study of Academic Stress in Relation to Gender and Types of Schools." The objectives were to examine the levels of academic stress among male and female students and to analyze stress levels between students in government and private schools. The hypotheses stated that there is no significant difference in academic stress between male and female students and no significant difference between students in government and private schools. A descriptive survey method was employed to collect data from 600 students across three districts in Haryana—Bhiwani, Charkhi Dadri, and Rohtak. The tool used was the "Scale for Assessing Academic Stress" by Udai Kumar Sinha, and statistical techniques such as mean, standard deviation, and the 't' test were applied. Findings revealed that male students experience higher levels of academic stress than female students. Government school students also reported significantly greater academic stress compared to private school students. These results suggest the need for gender-sensitive interventions and enhanced resources in government schools to reduce academic stress and promote a supportive learning environment.

Effectiveness of station-rotation and flipped-blended learning strategies in improving study habits and academic performance of secondary school biology students in Osun State, Nigeria

The study investigated the effectiveness of Station-rotation and Flipped-blended learning in improving study habits and Academic achievement of students in Osun State Secondary School. It adopted quasi experimental pre-test, post-test control group design. The population for the study comprised all Biology students in senior Secondary Schools in Osun State. The sample consisted of 115 senior secondary school Biology students randomly selected from three secondary schools in their intact classes. Each intact class was randomly assigned to an experimental or control group. The instrument for the study comprised the Biology Achievement Test (BAT) and Study Habit Inventory (SHI). The result showed that students taught using the station-rotation blended learning strategy performed better than those taught using the flipped blended learning strategy. The result also showed that the study habits of students taught using station-rotation strategy were better enhanced than those taught using the flipped blended learning strategy. The study recommended the use of a more novel strategy like the station-rotation blended learning strategy in delivering Biology contents in secondary schools.

Assessment of the Impact of Attention Deficit Hyperactivity Disorder on Students’ Academic Achievement in Yenagoa Education LGA of Bayelsa State

The study examined attention deficit and hyperactivity disorder of secondary school students in academic achievement in Yenagoa Education Zone of Bayelsa State and the evaluator’s role. An analytic descriptive research design was adopted in this study. The population of the study comprised all 14,387 senior secondary school students in the 40 public secondary schools in Yenagoa LGA of Bayelsa State. A sample of eighty (80) students, 40 males and 40 females, was used in the study. The instrument of the study was a closed-ended questionnaire designed by the researchers titled “Attention Deficit Hyperactivity Disorder of Students’ Academic Achievement questionnaire (ADHDSAAQ) and validated by experts. A reliability index of 0.89 was established using the Cronbach coefficient Alpha formula. The mean and standard deviation were used to answer the research questions, while the independent t-test was used to test the hypotheses at a 0.05 level of significance. Findings revealed that students with ADHD lack concentration and suffer academic failure and that there exists no significant difference between male and female students on attention deficit and hyperactivity disorder in students’ academic achievement of secondary school students in Yenagoa LGA of Bayelsa State. The study, therefore, recommends, among others, that teachers, evaluators, parents, and stakeholders should identify students with “attention deficit, hyperactivity disorder and manage them appropriately for them to have equal rights to functional education and that students be encouraged by the educational evaluator to manage their attention by using the appropriate tools for learning. Also, teachers should avoid lengthy and difficult tasks that have high demand on students with ADHD.

Impact of Information and Communication Technology (ICT) Facilities on Gender Differentials in Mathematics Performance Among Secondary School Students

The poor performance of students in mathematics indicates that students need to acquire the necessary skills and knowledge required for solving mathematical problems. The study investigated the impact of information and communication technology (ICT) on gender differentials in mathematics performance among secondary school students in Kwara State. The study population consists of all senior secondary school students in Kwara State, Nigeria. The study employed a quasi-experimental design involving the pre-test and post-test non-equivalent control. A sample of 80 students was selected purposively from two secondary schools. The experiment group is involved in mathematics using ICT facilities, while the control group uses the traditional approach. The instrument of the study is a Mathematics Achievement Test (MAT) with a reliability of 0.80, determined using Pearson’s product moments correlation statistics. The data generated was analyzed using mean and standard deviation to answer research questions, while the hypotheses tested use ANCOVA at a 0.05 significance level. The result of the study revealed that ICT facilities improved students’ achievement and reduced the gender gap in mathematics achievement among secondary school students. Thus, mathematics teachers at the secondary school level should apply information and communication technology (ICT) facilities to teaching mathematics to improve students’ performance.

GUIDANCE COUNSELLOR’S STRATEGIC ROLES AND SCHOLASTIC ADJUSTMENT OF SENIOR SECONDARY SCHOOL STUDENTS IN RIVERS-EAST SENATORIAL DISTRICT, RIVERS STATE, NIGERIA

This study investigated guidance counsellor’s strategic roles and scholastic adjustment of senior secondary school students in Rivers-East Senatorial District, Rivers State, Nigeria. The study adopted correlational research design. The study was guided by three research questions and three null hypotheses. The population of the study consisted of 82,649 public senior secondary school students in the area. The sample size was 400 senior secondary school students which was adopted through the use of simple random sampling technique. The instrument for data collection was a structured questionnaire, titled: “Guidance Counsellor’s Strategic Roles Questionnaire’’ (GCSRQ) and Scholastic Adjustment Scale (SAS)”. The instruments were validated by experts in department of Educational Psychology, Guidance and Counselling. The reliability of the instrument was determined through test re-test reliability method which a reliability index of r=0.73 for (GCSRQ) and r=0.72 for (SAS). Pearson Product Moment Correlation (PPMC) was used to answer the research questions and test the null hypotheses at 0.05 level of significance. The study revealed that there was a positively strong correlation between guidance counsellors assessment role, guidance counsellors career-guidance role, guidance counsellors emotional support role and scholastic adjustment of senior secondary school students in Rivers-East Senatorial District, Rivers State. It further revealed that there was significant relationship between guidance counsellors assessment role, guidance counsellors career-guidance role, guidance counsellors emotional support role and scholastic adjustment of senior secondary school students in Rivers-East Senatorial District, Rivers State. It was recommended among others that the; Government in collaboration with the Counselling Association of Nigeria (CASSON) should set-up counselling centres at all secondary schools in Rivers-East Senatorial District to help combat adjustment challenges of students.

PARENTAL INVOLVEMENT AND CAREER ASPIRATIONS OF SENIOR SECONDARY SCHOOL STUDENTS IN OBIO/AKPOR LOCAL GOVERNMENT AREA OF RIVERS STATE

This study investigated parental involvement and career aspirations of senior secondary school students in Obio/Akpor Local Government Area of Rivers State, Nigeria. The study adopted correlational research design. The study was guided by three research questions and three null hypotheses. The population of the study comprised of 35,555 public senior secondary school students in the area. The sample size was 395 senior secondary school students which was determined using Taro Yamane Scientific Method. The study adopted the use of simple random sampling technique for the study. The instrument for data collection was a structured questionnaire, titled: “Parental Involvement and Career Aspiration Questionnaire’’ (PICAQ). The instrument was validated by experts in the Department of Educational Psychology, Guidance and Counselling. The reliability of the instrument was determined through test re-test reliability method which a reliability index of r=0.77. Pearson Product Moment Correlation (PPMC) was used to answer the research questions and test the null hypotheses at 0.05 level of significance. The study revealed that there was high positive relationship between parental expectation, parental support, parent-child relationship and career aspirations of senior secondary school students in Obio/Akpor Local Government Area of Rivers State. It further revealed that there was significant relationship between parental expectation, parental support, parent-child relationship and career aspirations of senior secondary school students in Obio/Akpor Local Government Area of Rivers State. It was recommended among others that; career guidance interactions should start in the early years of schooling in order to avert negative parental influences and build proper career aspirations among students.

A STUDY OF ERRORS IN THE WRITTEN ESSAYS OF SENIOR SECONDARY SCHOOL STUDENTS IN KARU LOCAL GOVERNMENT AREA, NASARAWA STATE

This study investigates grammatical errors in the written essays of senior secondary school students in North West Senatorial District, Nasarawa State Nigeria, with the aim of improving the spoken and written English of the study populace. The subjects who participated in the study were the randomly selected ten senior secondary schools within the study area. The instrument used for this study was participants’ written essays in English language. The method used for data analysis was simple percentage. The results of the findings revealed that, six hundred (600) grammatical errors were identified and classified into different categories. These errors are: punctuation, spelling, tense, word choice, syntax (sentence structure), number, prepositions, subject/verb agreement, articles, wrong splitting of words and wrong amalgamation of words. The findings also showed that, these errors committed by the subjects were due to Interlingua (mother tongue interference), intralingua transfer and Interlanguage (incomplete learning) phenomenon. Finally, the study curriculum planners and textbook writers should come up with suitable materials that will facilitate the teaching and learning of grammar among teachers and students in secondary schools in Karu Local Government Area, Nasarawa Area, Nasarawa State.