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A quasi-experimental design assigned SS3 students to experimental and control groups, with the experimental group taught using audio-visual recording technology and other instructional materials. Data were collected using the Speaking Skills Ability Achievement Test (SSAAT), comparing pretest and post-test scores, then analyzed with ANCOVA at 0.05 significance. Findings indicate significant treatment-and-gender interaction effects and improved performance linked to instructional material adequacy.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":20,"@type":76,"position":81},"https://docshare.wps.com/document/exam/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/impact-of-teaching-and-learning-english-language-on-students-academic-achievement-in-kaltungo-local-government-area-of-gombe-state/272774/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/impact-of-teaching-and-learning-english-language-on-students-academic-achievement-in-kaltungo-local-government-area-of-gombe-state/272774.png","ImageObject",300,407,{"name":92,"@type":93},"Bintang","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-20","2026-09-15",true,{"@type":102,"interactionType":103,"userInteractionCount":44},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What research design was used to study the impact of teaching and learning English language?","Question",{"text":112,"@type":113},"The study used a quasi-experimental design with experimental and control groups.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How were students taught in the experimental group?",{"text":117,"@type":113},"The experimental group received instruction using audio-visual recording technology and other recommended instructional materials such as audio recorders and flash cards.",{"name":119,"@type":110,"acceptedAnswer":120},"Which instrument measured students’ speaking and academic performance, and how were results analyzed?",{"text":121,"@type":113},"Data were collected using the Speaking Skills Ability Achievement Test (SSAAT), and scores from pretest and post-test were analyzed using ANCOVA at a 0.05 significance level.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},272774,1789467572,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":19,"category_name":20,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":44,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":44,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":129,"read_time":143},962085564381,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","IMPACT OF TEACHING AND LEARNING ENGLISH LANGUAGE ON STUDENTS ACADEMIC ACHIEVEMENT IN KALTUNGO LOCAL GOVERNMENT AREA OF  \nGOMBE STATE  \nDr. Samuel Alfayo Boh  \nDepartment of Educational Foundations  \nFaculty of Education, Federal University ofKashere  \nGombe State, Nigeria.  \n07037810409  \n[samuelalfayoboh02@gmail.com](samuelalfayoboh02@gmail.com)  \nAbstract  \nThis study adopted a quasi-experimental design, which involves assigning of subjects into experimental and control groups respectively. The experimental group was exposed to an instruction using audio-visual recording technology. The target population for this study comprises all students at Senior Secondary two (SS3) numbering 1048 from four public senior secondary schools in Kaltungo LGA of Gombe State, Nigeria. The population of the study consisted of SS3 students made up of– 511 boys and 537 girls. The total of 100 SS II1 students from two secondary schools in Kaltungo LGA of Gombe State, Nigeria selected using an intact class technique served as subjects of the study. The experimental group was exposed to an instruction using audio-visual recording technology adopted from (Lewi, 2018), audio recorder, flash cards and other recommended instructional materials. The sampling technique to be used for this study is intact class sampling technique on the subject from selected schools in Kaltungo LGA of Gombe State, Nigeria. The instrument for data collection for this study were speaking skills ability achievement test (SSAAT) . The SSAAT consist of 50 items for word pronunciation, sound production (articulating consonant and vowel sounds), intonation, rhymes, and passage for reading respectively. The data for this study were students’ scores in pretest and post-test, which were collected by administering the (SSAT) from both the experimental group and the control group. The result shows that adequacy of instructional materials enhances effective learning and better performance of students and there is a significant interaction effect of treatment and gender on students’achievement in English Language. It was recommended that Curriculum planners for senior secondary school should incorporate modern and appropriate instructional materials in the teaching of English and Re-training of English Language teachers through series of workshops, seminars and symposium on how to incorporate instructional materials effectively during English lessons. Mean and standard deviation were used to answer the three research questions. The data collected were analyzed using ANCOVA at 0.05 level of significance.  \nKeywords: Teaching, Learning, English Language and Students Academic Achievement  \nIntroduction  \nThe ability to navigate the vast sea of information available in the English language is essential for academic achievement, effective communication, and professional growth. The importance of enhancing students' English language speaking skills cannot be overstated, particularly in an era characterized by information overload and globalized  \ncommunication. Success in academia hinges on the capacity to research, analyze, and comprehend information, much of which is readily accessible in English (Daniel, 2024) . Furthermore, in a progressively interconnected job market, proficiency in English language speaking skills serves as a gateway to international opportunities and cross-cultural  \ncollaborations, augmenting career prospects and competitiveness.  \nDespite the undeniable advantages associated with adept English language speaking skills, students grapple with a plethora of challenges when seeking information in English. One of the primary hurdles is the sheer volume of information available on the internet, which often overwhelms individuals and makes distinguishing credible sources from unreliable ones a formidable task (Wale 2022) . Additionally, language barriers, unfamiliar vocabulary, and intricate sentence structures frequently hinder students from extracting meaningful insights","cbCait0dHdXjkQHs","https://ap.wps.com/l/cbCait0dHdXjkQHs","pdf",481452,"English","# Introduction\n## Background and challenges in English language speaking\n## Role of instructional materials and research basis\n# Research design and methodology\n## Study population and sampling\n## Instruments for data collection\n## Data collection and statistical analysis\n# Findings and recommendations\n## Effect of instructional materials\n## Treatment and gender interaction effect\n## Recommendations for curriculum planners and teachers","[{\"question\":\"What research design was used to study the impact of teaching and learning English language?\",\"answer\":\"The study used a quasi-experimental design with experimental and control groups.\"},{\"question\":\"How were students taught in the experimental group?\",\"answer\":\"The experimental group received instruction using audio-visual recording technology and other recommended instructional materials such as audio recorders and flash cards.\"},{\"question\":\"Which instrument measured students’ speaking and academic performance, and how were results analyzed?\",\"answer\":\"Data were collected using the Speaking Skills Ability Achievement Test (SSAAT), and scores from pretest and post-test were analyzed using ANCOVA at a 0.05 significance level.\"}]","IMPACT OF TEACHING AND LEARNING ENGLISH LANGUAGE ON STUDENTS ACADEMIC ACHIEVEMENT IN KALTUNGO LOCAL GOVERNMENT AREA OF GOMBE STATE | PDF",23]