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Influence of Teacher Attributes on the Use of Resources in Teaching English Grammar

Paper · 2024 · Adesegun Olayide Odutayo, Abdulkareem Farooq Ishola and Habeeb Omoponle Adewuyi

Summary

This study asks whether characteristics of English teachers shape which instructional resources they use for teaching grammar in Nigerian secondary schools. The authors frame grammar as an abstract subject that becomes teachable when concrete materials support it. They ran a descriptive survey of 268 English language teachers from public and private secondary schools in Ilorin, using a questionnaire they designed themselves. Its reliability was checked with Pearson's Product Moment Correlation, which gave a coefficient of 0.81. The research questions were answered with means and percentages. Hypotheses about teacher attributes were tested with independent t-tests and One-Way ANOVA at the 0.05 level. The attributes were gender, qualification, experience and school type. Teachers relied most on textbooks and other printed matter, with sound-and-image materials coming next, then physical models and hands-on objects, and finally digital tools. Teaching experience made a significant difference, and the most experienced teachers drew on the widest range of resources. School ownership made no difference. The authors recommend that curricula include more practical, realistic materials and that teachers receive funding and in-service training.

Key points

  • The sample was 268 English language teachers from public and private secondary schools in Ilorin, Nigeria, surveyed with a researcher-built questionnaire.
  • Instrument reliability was checked with PPMC and reached r = 0.81. Hypotheses were tested with the t-test and One-Way ANOVA at α = 0.05.
  • Textbooks and other printed matter topped the list of resources used, ahead of sound-and-image materials, then physical models and hands-on objects, with digital tools last.
  • Experience mattered significantly across three groups: less experienced, experienced and highly experienced teachers. Highly experienced teachers used resources most.
  • Public and private school teachers did not differ significantly. The authors attribute this to a shared curriculum and similar teacher training. In the discussion, they also argue that trained and untrained teachers often end up using the same materials.

Interesting ideas

  • I1. Before analysing any results, the authors checked whether their measuring instrument agrees with itself (PPMC 0.81), which keeps conclusions from resting on a noisy yardstick.
  • I2. The same outcome is split by one attribute at a time, and each split is tested for significance rather than just compared by eye.
  • I3. The null result for school type is explained by a hidden common cause: both groups follow one curriculum and come from similar training.
  • I4. The paper contrasts deductive teaching (rule first, then examples) with inductive teaching (examples first, then the learner discovers the rule).
  • I5. Resources are organised into a small taxonomy: human versus non-human, then subtypes such as print, audiovisual, manipulatives and digital.

For Mova

How these ideas could serve Mova, our small open language model — its files, stages and tests:

  • I1 (learn): Before trusting silver labels, measure how consistently the witness parsers or LLM teacher tiers label the same sentences, and set a minimum agreement level for any training or evaluation set.
  • I2 (learn): Report parser and reader accuracy separately for each subgroup, such as genre, sentence length or source treebank, and apply a significance test so that small gaps are not over-read.
  • I3 (learn): When two systems trained on the same silver data agree, treat that agreement as possibly a shared-source effect, and add negative controls before counting it as independent confirmation.
  • I4 (learn): Self-induced repair rules can follow the inductive route, generalising from clusters of observed parse errors, while hand-written UD conversion rules follow the deductive one. Comparing the two on held-out data could show which route yields more robust rules.
  • I5 (world): A shallow two-level split like this is a cheap template for typing instruments and tools in the ontology, so that frames like "teach X with Y" can resolve Y to a coarse class.

Our summary of the paper, in our own words — not its text. The work belongs to its authors; read it at the links above.

 Institutions

🎓University of JohannesburgJohannesburg · South Africa4 works · 340 citations

Also on the byline: University of Abuja.

 Fields, topics and concepts

📚 Shelves 6The field of science this work belongs to (OpenAlex fields).Computer Science · 18,614 worksArts and Humanities · 17,450 worksLanguage and Linguistics · 17,296 worksSocial Sciences · 1,954 worksInformation Systems · 1,730 worksEducation · 212 works

🧭 Topics 1Research subjects and languages the work is about.English · 2,379 works

Cite

Cite as Adesegun Olayide Odutayo, Abdulkareem Farooq Ishola and Habeeb Omoponle Adewuyi. 2024. Influence of Teacher Attributes on the Use of Resources in Teaching English Grammar. Vision: Journal for Language and Foreign Language Learning 13.

The paper itself, not this page. BibTeX from the library's record of the work. DOI 10.21580/vjv13i220607

@article{odutayo2024influence,
  title = {{Influence of Teacher Attributes on the Use of Resources in Teaching English Grammar}},
  author = {Adesegun Olayide Odutayo, Abdulkareem Farooq Ishola and Habeeb Omoponle Adewuyi},
  journal = {Vision: Journal for Language and Foreign Language Learning 13},
  year = {2024},
  doi = {10.21580/vjv13i220607},
  url = {https://doi.org/10.21580/vjv13i220607}
}

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