Students’ Perception on the Indices of Teaching Effectiveness Among Some Senior Secondary School ESL Students in Ibadan Metropolis

The teaching of English language in Nigeria is a herculean task given the fact that models and students operate in a second language environment with its many disadvantages. Many teachers do not seem to understand what is involved in teaching effectiveness as many have different conceptions of teaching. The result is that many evade the intricacies of teaching, to the detriment of students’ achievement in the subject. This paper investigated students’ perception on the indices of teaching effectiveness of ESL in Ibadan metropolis. The descriptive design of the ex post facto type was adopted for the study. Through multi-stage sampling procedure, a total of 500 Senior Secondary School two students was drawn from six co-educational institutions. A self-structured questionnaire – questionnaire on indices of teaching effectiveness (QOITE) (r=.79) was used to collect data. Three research questions and one hypothesis were raised. Descriptive statistics of frequency counts, percentages, mean and standard deviation were used to analyse the data collected. T-test statistic was used to test the only hypothesis stated at 0.05 level of significance.Findings revealed that students perceived the indices of teaching effectiveness to include revision of previous topics, teachers’ friendly disposition, use of instructional materials and take-home assignments. The study however revealed that the most commonly perceived indices of teaching effectiveness are teachers’ knowledge of subject matter (65.8%) and teachers’ ability to provide detailed explanation (57.8%). In addition, more female students perceived that revision of previous work was needed for effective teaching than their male counterparts.The study recommended, among other things, that teachers should make revision of previous work a regular practice and teachers of ESL should exhibit high level of friendliness in class. Keywords: ESL, Ibadan, English language, Teaching effectiveness DOI: 10.7176/JEP/11-23-08 Publication date:August 31st 202