http://irepo.futminna.edu.ng:8080/jspui/handle/123456789/827 2026-05-01T23:01:21Z 2026-05-01T23:01:21Z CHIKE-OKOLI, CHIBUOGWU FELICIA SHEHU, HALIMA http://irepo.futminna.edu.ng:8080/jspui/handle/123456789/30098 2025-08-01T11:49:13Z 2025-03-31T00:00:00Z

Title: ENHANCING SENIOR SECONDARY SCHOOL STUDENTS’ ACHIEVEMENT AND INTEREST IN ENGLISH READING COMPREHENSION USING AUGMENTED REALITY IN MINNA METROPOLIS, NIGERIA Authors: CHIKE-OKOLI, CHIBUOGWU FELICIA; SHEHU, HALIMA Abstract: This study aims at enhancing senior secondary school students’ achievement and interest in English language reading comprehension using augmented reality in Minna metropolis. The research utilized a quasi-experimental design targeting Senior Secondary II (SSII) students. Purposive sampling was used to select schools and class. The groups (experimental group I & II) comprised one hundred and twenty students, evenly split by gender (60 males and 60 females). Reliability coefficients of 0.99 and 0.86 for static and animated infographics, respectively, were calculated using the PPMC formula. Hypotheses were tested using a T-test, resulting in the acceptance of the null hypothesis. Findings reveal that integrating augmented reality significantly enhanced students' English language reading comprehension achievement, and also impacted positively on the interest of both male and female students. It is, therefore, concluded that using augmented reality to teach English reading comprehension could effectively address the limitations of conventional teaching methods.

2025-03-31T00:00:00Z CHIKE - OKOLI, C. F. SHEHU, HALIMA http://irepo.futminna.edu.ng:8080/jspui/handle/123456789/30097 2025-08-01T11:40:16Z 2025-03-01T00:00:00Z

Title: ENGENDERING CREATIVITY SKILLS IN THE 21ST CENTURY ENGLISH LANGUAGE CLASSROOM: A CASE STUDY OF MINNA METROPOLIS Authors: CHIKE - OKOLI, C. F.; SHEHU, HALIMA Abstract: Abstract Creative ability is one of the major skills driving productivity in the 21" century. It is the highest order of thinking that involves creating something new and different from the existing entity. Thus, it is located and nurtured in the learning environment as an end goal. Creativity in language which enables an individual to use language in new and uncommon ways reflects the creative ingenuity resident in that individual. This study investigates the creative skill elements that are being engendered in the junior secondary school environment in fostering English language skills of creativity of the 21" century. Junior secondary class II students were used for the study. 14 schools from both public and private schools were purposively selected for the study in Minna metropolis. 250 students were randomly picked from the selected schools. A 16-item, researcher-structured questionnaire designed to elicit responses concerning creativity skill activities infused into the English language classroom learning activities was administered on the selected junior secondary school students in Minna metropolis. Findings show a very high level of positive response showing that creativity elements are infused into classroom learning activities. It was therefore, recommended that the integration of those creativity skill elements be strengthened and the teachers trained and encouraged to update the elements as the need arises.

2025-03-01T00:00:00Z Chike-Okoli, Bulave J. T. C. F. http://irepo.futminna.edu.ng:8080/jspui/handle/123456789/30016 2025-06-27T03:08:35Z 2019-01-01T00:00:00Z

Title: A Contrastive Analysis of English and French Consonant Systems and Implications for Language Learning Authors: Chike-Okoli, Bulave J. T. C. F. Abstract: A contrastive study of the systems of the second language and the mother tongue of language learners is one of the most effective ways of language teaching and learning. Apart from other factors, including psychological and pedagogical factors, mother-tongue interference seems to be the major problem facing language learners. In this analysis, that focused French and English consonant sound systems, contrasts were made in the consonant sounds and areas of differences in the two systems identified. This explains why French speakers who learn English language and vice versa often have pronunciation difficulties because of some differences in the sounds and even in areas of articulation of the sounds. Where some sounds in one language do not exist in the other, it becomes even more tasking to learn the language. This paper, therefore, made an analysis of the consonant sounds of both English and French languages and recommended that learning results are best when a contrastive presentation of both a target language and the mother tongue of the learner is presented to the learner. This will enable such a learner to know the correct target form and work toward achieving it, at least, to an intelligible level.

2019-01-01T00:00:00Z Chike-Okoli, Shittu K. K. C. F. http://irepo.futminna.edu.ng:8080/jspui/handle/123456789/30015 2025-06-27T03:01:51Z 2018-01-01T00:00:00Z

Title: EFFECTS OF LITERATURE CIRCLE AND MULTIMODAL LITERACY STRATEGIES ON ENGLISH AS-A-SECOND- LANGUAGE STUDENTS' ATTITUDE TO READING COMPREHENSION Authors: Chike-Okoli, Shittu K. K. C. F. Abstract: This study determines the effects of Literature Circles (LC) and Multimodal Literacy strategies (MML) on public Senior Secondary School students' attitude to English reading comprehension in Niger State, Nigeria. The study adopted a pretest-posttest, control group, quasi-experimental design. Three out of 25 local government areas (LGAs) in Niger State were randomly selected. Three public schools purposively selected from each LGA were randomly assigned to LCS, MLS and Control groups.. One intact class of senior secondary II students from each of the schools was used Treatment lasted eight weeks. The instruments used were: Verbal Ability Test (r=0.68), Attitude to Reading Comprehension Questionnaire (r=0.62), and Teachers' Instructional Guides. Data were analysed using Analysis of Covariance and Scheffe post-hoc test at 0.05 level of significance. Findings showed a significant main effect of treatment on students' attitude to reading comprehension (F2,386)= 3.404; n2=.017). The participants in MLS group obtained the highest attitude mean score (X=54.42) followed by those in LCS (X=53.22) and Control (X-51.96) groups. There was no significant main effect of gender on students' attitude to reading comprehension. Also, there was no two-way significant interaction effect of treatment and gender on students' attitude to reading comprehension. Two-way interaction of treatment and verbal ability had no significant effect on students' attitude. The three-way interaction of treatment, verbal ability and gender had no significant interaction effect on students' attitude. It was concluded that literature circles and multimodal literacy instructional strategies enhanced students' attitude to English reading comprehension in public senior secondary schools in Niger State. Based on findings, appropriate recommendations were made.

2018-01-01T00:00:00Z