ASSESSMENT OF LANGUAGE TEACHERS’ INSTRUCTIONAL QUALITY, EVALUATION PROCEDURE AND CONTENT KNOWLEDGE ON STUDENTS’ PERFORMANCE IN ENGLISH LANGUAGE ESSAY WRITING IN IMO STATE, NIGERIA

Abstract

This study assessed English language teachers’ instructional quality, evaluation procedure and content knowledge on students’ performance in English language essay writing in Imo State, Nigeria. This is a correlation study, guided with two research questions and three hypotheses tested at 0.05 level of significance. The study population was 10,441 senior secondary school 2 students (male and female) and 213 English language teachers (male and female) in 76 government-owned schools in Owerri Education Zone 1the study area. Cluster and proportionate to size sampling techniques were used to sample 400 students and 100 English language teachers for the study. Three researcher-made instruments: two 4-point rating scales, one for students and the other one for teachers; and a 50 objective test items with four options for students with Crombach reliability coefficient r= 0.90; 0.81 and Pearson Moment Correlation Coefficient r = 0.86 respectively were used to generate data for this study. Data were analysed using Pearson 2-tailed t-test statistics to answer the research questions and t-test ANOVA (Analysis of Variates) for the hypotheses. Findings revealed significant positive relationship among teachers’ instructional quality, evaluation procedure and content knowledge on students’ achievement in English language essay writing. It was therefore recommended, among others, for English language teachers to improve on their instructional quality, evaluation procedure and content knowledge.