Adaeze Regis-Onuoha’s scientific contributions

This study investigated the extent to which verbal ability would influence the writing achievement of fresh undergraduate students of Federal University of Technology Owerri, Nigeria. The pretest, posttest, control group, quasi experimental design was employed for the study. A sample of 425 students from a population of 5300 newly admitted undergraduates from four different faculties and departments of the university were the study participants. Three departments were used as the experimental groups while one was the control. These faculties and departments were selected through simple random sampling. A writing achievement test and a verbal ability test were the instruments used for the study. The data were collected from the writing scores and verbal test scores of the participants and analysed using mean and standard deviation, as well as Analysis of Covariance (ANCOVA). From the results of the study, it was found that verbal ability level did not significantly affect the writing achievement of participants. The findings indicate that students who apply themselves to their studies can excel in their writing irrespective of their level of verbal ability. It was therefore recommended that teachers in the different educational institutions should encourage their students to become proficient in the different areas of language covered by the verbal ability tests as this would help the students excel in their tertiary courses, while on the other hand, students should apply themselves to their studies as hard work and not verbal ability level is a key determinant determine in performance and achievement in their English language and other courses.

The poor performance of Nigerian students in the English language, both in internal and external examinations, poses a challenge to scholars of reading. This study sought to find out if story retelling as a technique of teaching reading comprehension and writing will in any way affect the ability of Junior Secondary School (JSS 3) students to comprehend text, retell given stories as well as improve their writing. The quasi experimental method was used to conduct the study. Eighty subjects in two junior secondary schools in Owerri, East of Nigeria, were grouped into Experimental and Control groups. Both groups were taught the same content of the school syllabus; the period of instruction was the same for both. However, while the Control group was taught using the conventional method, the Experimental group was taught through the use of story reading and retelling. At the end of the treatment, a post-test was administered on both the Control and Experimental groups. The transactional theory of learning which sees reading and writing as personal meaning-making processes was used to guide the study. The scores of students from their written retellings constituted the data and were analyzed using means and standard deviation. It was found that the performance of students (both Control and Experimental) in the pre-test were within the same range. But there was a marked difference between the performance of the Control and Experimental groups in the post-test. Noticeably, the Experimental group performed better in the post-test than in the pre-test, as well as better than the Control Group. The paper therefore concluded that the story retelling strategy was effective in improving the comprehension, retelling and writing of students.