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This research focuses on how plural forms are created and used in Urhobo and English, comparing the grammatical (morphological and syntactic) systems of both languages. The main goal is to analyze the processes involved in pluralization, identify the rules that guide them, and point out the similarities and differences between the two languages. The reason for this study is the lack of detailed comparison between Urhobo and English, especially in terms of grammar. While English has been widely studied, Urhobo has not been explored as much, particularly in the area of plural formation. This work hopes to contribute to the understanding of Urhobo grammar and encourage more linguistic research on local Nigerian languages. The study will use a descriptive and comparative approach. Data on Urhobo will be collected directly from native speakers through interviews and conversations. A set of words (mainly nouns and pronouns) will be used to guide the data collection. For English, the data will come from existing grammar books and linguistic materials. The speakers selected for the study will include people from different age groups and dialects to ensure variety. The analysis will be guided by morphosyntactic theory, which focuses on how words are formed and how they function in sentence structure. This approach will help explain how pluralization works in both languages and how it affects grammar and meaning. Early observations show that English mostly uses suffixes like -s or -es to form plurals, while Urhobo uses a mix of methods such as reduplication, tone changes, and sometimes even context. These findings show that Urhobo has a unique and rich structure that is quite different from English. In conclusion, this research highlights the value of studying indigenous languages like Urhobo and how they compare with more global languages like English. It also shows the need to preserve and understand local languages through proper linguistic research and documentation.

This study investigated the persistent challenges associated withlearning Literature in English in Senior Secondary Schools, with a focus on identifying the key factors that hinder students’ interest, comprehension, and overall performance in the subject. Despite the central role of Literature in fostering critical thinking, cultural awareness, and language proficiency, many students continue to demonstrate poor engagement and low achievement. This research therefore examined a range of contributory issues, including students’ attitudes, students’ interest and instructional methods, the availability and suitability of learning materials, and broader environmental and administrative constraints. A descriptive survey research design was adopted, and data were collected from students across selected Senior Secondary Schools. A structured questionnaire was used to obtain reliable insights into the experiences and perceptions of the participants. Data gathered were analyzed using qualitative method to identify dominant themes and patterns. Findings revealed that major obstacles to effective learning of Literature in English include insufficient exposure to literary texts, students’ perception of the subject as difficult or irrelevant, inadequate teacher expertise, and limited use of engaging or interactive teaching strategies. Other notable challenges include overcrowded classrooms, limited time allocated to the subject, and poor access to recommended textbooks. The study also found that socio-cultural factors and a lack of reading culture negatively affect students’ motivation and ability to appreciate literary works. Based on these findings, the study recommended the provision of instructional materials, encourage positive student attitude towards Literature in English, schools should create opportunity such as reading clubs, literary competitions and drama activities to foster motivation and engagement with the subject, enhance the school learning environment and classes should be well structured and conducive for learning. The study concluded that addressing these challenges holistically will significantly enhance the teaching and learning of Literature in English in Senior Secondary Schools.

This study investigated the grammatical errors made by senior secondary school students and the causes, consequences and remedial strategies for those errors in Egor Local Government Area. Using a descriptive survey design, data were collected through
structured questionnaires administered to 100 students and 10 English Language teachers. Responses were analysed using frequency counts, percentages and mean scores. Findings showed that the most frequent errors in students’ written English were tense misuse, subject–verb disagreement, wrong or missing articles, pronoun errors, inappropriate preposition usage and faulty sentence structure. Teachers and students attributed these errors largely to mother-tongue interference, poor reading culture, inadequate grammar instruction (including rote methods), insufficient writing practice and large class sizes. The study further found that unchecked grammatical errors reduce clarity and coherence in writing, lower academic performance across subjects that require written work, and undermine learners’ confidence in communication. Both groups recommended practical, communicative grammar teaching, regular corrective feedback, increased writing and reading practice, remedial classes and peer review
activities. The study concludes that improving grammatical competence requires pedagogical shifts toward interactive, practice-based instruction and strengthened school support systems to restore writing accuracy and overall communicative competence.