Expectancy Beliefs and English Language Performance of Secondary Schools Students in Maiduguri Metropolis, Borno State, Nigeria

Autor/inn/en	Musa, Alice K. J.; Nwachukwu, Kelechukwu I.; Ali, Domiya Geoffrey
Titel	Expectancy Beliefs and English Language Performance of Secondary Schools Students in Maiduguri Metropolis, Borno State, Nigeria
Quelle	In: Journal of Education and Practice, 7 (2016) 26, S.62-68 (7 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2222-1735
Schlagwörter	Foreign Countries; Student Attitudes; Expectation; Language Proficiency; Correlation; Hypothesis Testing; Self Concept; Language Tests; Secondary School Students; English; Multiple Regression Analysis; English (Second Language); Nigeria + Suchen Sie Ihr Suchwort? Ausland; Schülerverhalten; Expectancy; Erwartung; Language skill; Language skills; Sprachkompetenz; Korrelation; Hypothesenprüfung; Hypothesentest; Selbstkonzept; Language test; Sprachtest; Sekundarschüler; English language; Englisch; English as second language; English; Second Language; Englisch als Zweitsprache
Abstract	The study determined Relationship between Students' Expectancy Beliefs and English Language Performance of Students in Maiduguri Metropolis, Borno State, Nigeria. Correlation design was adopted for the study. Four hypotheses which determined the relationships between the components of expectancy beliefs: ability, tasks difficulty, and past experience beliefs, and performance in English Language and the difference among these components in explaining the variance of English Language performance were tested. A sample of 400 (192 males and 208 females) SS II students from 8 secondary schools, participated in the study. The sample was selected through stratified random sampling. Ability Self-Perceptions Instrument (ASPI), with a Cronbach Alpha Coefficient reliability of 0.96, and students' end of session results in English Language were used to collect the data. Multiple regressions were used to analyse the data. The results revealed significant relationship between ability, task difficulty and past experience beliefs and academic performance in English Language respectively. Task difficulty and past experience beliefs contributed significantly to the variance of performance in English Language whereas ability belief does not make a significant contribution. Recommendations were highlight for teachers and school counsellors. (As Provided).
Anmerkungen	IISTE. No 1 Central, Hong Kong Island, Hong Kong SAR. Tel: +852-39485948; e-mail: JEP@iiste.org; Web site: http://iiste.org/Journals/index.php/JEP
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01