ENGLISH LANGUAGE

This study investigated the impact of the language of feminism on the teaching and
learning of English Language in senior secondary schools in Oredo Local Government Area of Edo State, Nigeria. The study was prompted by concerns about gender bias in English Language textbooks, classroom discourse, and teaching practices, despite growing attention to gender equality in education. A descriptive survey research design was adopted for the study. The population comprised senior secondary school students and English Language teachers in selected public secondary schools within Oredo Local Government Area. Using a stratified random sampling technique, five (5) public secondary schools were selected for the study, namely Ihogbe College (19 students), Oba Akenzua Secondary School (10 students), Emotan College (10 students), Edokpolor Grammar School (2 students), and Idia College (9 students). A total of sixty (60) respondents participated in the study, consisting of fifty (50) senior secondary school students and ten (10) English Language teachers. Data were collected using structured questionnaires designed on a four-point Likert scale. The instruments were validated by experts and their reliability was established using the test–retest method. Data collected were analyzed using descriptive statistics such as frequency counts, percentages, and mean scores. The findings revealed that English Language textbooks still contain moderate gender bias, with male characters more frequently portrayed in active and leadership roles, while female characters are often depicted in passive or domestic roles. However, the study found that English Language teachers make conscious efforts to employ gender- sensitive teaching strategies and inclusive language during classroom instruction. The results further showed that the integration of feminist perspectives enhances classroom participation, promotes fairness, and improves students’ understanding of gender equality and critical awareness of language use. The study concluded that the language of feminism has a positive impact on the teaching and learning of English Language in senior secondary schools. It therefore recommended the revision of English Language textbooks and continuous training ofteachers on gender-sensitive pedagogy to promote inclusive and equitable English Language education.

The study was carried out to investigate the influence of instructional materials on the academic performance of junior secondary school students in English Language in Isoko-North Local Government Area of Delta State. With a comprehensive scope, the research endeavors to unravel various dimensions of this dynamic relationship. Firstly, the study seeks to ascertain the availability and adequacy of instructional materials within Junior Secondary Schools in the specified region. Through meticulous examination, it aims to identify the range of instructional materials currently accessible to students and educators alike. Furthermore, the research endeavors to probe deeper into the qualifications of English Language teachers within these schools, shedding light on the proficiency levels and qualifications required for effective teaching. Central to the investigation is the utilization of instructional materials within English Language classrooms. The study aims to scrutinize the extent to which teachers integrate these materials into their pedagogical practices and the impact thereof on students' academic performance. oreover, the research undertakes a comprehensive 8 analysis of the diverse types of instructional materials employed in English
Language classrooms, examining their differential effects on student learning outcomes. In addition to assessing the relationship between instructional material availability and academic performance, the study delves into students' perceptions of instructional material usage. By exploring students' perspectives, the research aims to gain invaluable insights into the efficacy of instructional materials in facilitating learning experiences. Furthermore, the study identifies and analyzes the challenges encountered by teachers in effectively utilizing instructional materials. By delineating these challenges, the research endeavors to propose innovative strategies aimed at optimizing the use of instructional materials to enhance students' academic performance. Through an exhaustive analysis of these multifaceted aspects, this research endeavors to provide a comprehensive understanding of the intricate interplay between instructional materials and student academic performance. Ultimately, it seeks to offer actionable insights and recommendations to enrich the quality of English Language instruction and elevate student learning outcomes in Junior Secondary Schools.

The study investigated influence of English Language teaching methods on public secondary school students in Egor Local Government Area of Benin City. The design adopted for this study is the descriptive survey method. Three (3) research questions were raised for the study. The population of this study consisted of all the English Language secondary school teachers in Egor Local Government Area of Benin City. A total of sixty (60) English Language teachers were randomly selected as the sample size from eight (8) public secondary schools in Egor Local Government Area of Benin City. A structured questionnaire was used to collect data from respondents. The research instrument used was validated by experts in the Department of Educational Foundations. Data collected from the survey were statistically analyzed. After analysis, results were displayed on tables showing frequencies, percentages, mean scores and standard deviations of responses, including the decisions made. Based on the findings, it was discovered that the majority of the teachers in Egor Local Government Area of Benin City mostly make use of the communicative language teaching method to teach English Language, the teachers need to adopt varying teaching methods in a lesson in order to achieve their goal in the class, etc. Following the findings, some recommendations were made on how to ensure adequate use of language teaching methods in public secondary school in Egor Local Government Area of Benin City. It was recommended that there is strenuous supervision of academic activities in secondary schools in Egor Local Government Area of Benin City by both internal and external authorities, workshops be organized for teachers of English to refresh their language teaching skills and enable them also, to be up-to-date on the traditional and modern language teaching methods, etc.