Improving Achievement in English Grammar Among Senior Secondary Students Through Teacher-Student Interaction, Lesson Delivery and Job Satisfaction in Ibadan, Nigeria

The study investigated teachers’ lesson delivery, job satisfaction and teacher-student relationship as correlates of achievement in English Grammar among senior secondary students in Akinyele Local Government Area, Ibadan, Oyo State. The descriptive design of correlational type was adopted. The participants were 300 SS2 students and 10 teachers drawn randomly from selected senior secondary schools in Akinyele Local Government, Ibadan. The instrument used were English Grammar Achievement Test (r= 0.81), Teacher Lesson Delivery Rating Scale (r= 0.90), Teacher Job Satisfaction Questionnaire(r= 0.81) and Teacher-Student Relationship Questionnaire (r= 0.79). Four research questions were answered, while data were analysed using Pearson Product Movement Correlation (PPMC) and Multiple Regression Analysis (MRA) at 0.05 level of significance. Findings revealed that there were positive relationships between students’ achievement in English grammar and teacher job satisfaction (r= 0.349), teacher-student relationship (r=.172) and lesson delivery (r=.560) respectively. Also, the composite contribution of teacher job satisfaction, lesson delivery and teacher-student relationship to students’ academic achievement is significant (F= 48.334, R=.573, R =. 329) accounting for 32.9% of the variance in achievement.. The relative contributions are β = .420, β=.172 and β=.183) for lesson delivery, job satisfaction and teacher-student relationship respectively. Thus, it is recommended that English teachers create a nurturing atmosphere which will enhance the learning of grammar with less worry and anxiety. Also, English teachers need improve their lesson delivery and efforts should be made by government to improve the work conditions of teachers.