TEACHING STRATEGIES AND EVALUATION OF FRENCH LANGUAGE PROFICIENCY AMONG JUNIOR SECONDARY SCHOOL STUDENTS IN AN ARTIFICIAL INTELLIGENCE AGE

Abstract

This study aims to identify the most effective teaching methods, determine the proficiency levels of students, and examine the role of instructional resources in enhancing French Language. The study adopted the descriptive research design of the survey type. The population of the study consisted of teachers teaching French Language in Secondary Schools in Ekiti State Junior Secondary Schools, Nigeria. The sample of the study consisted of 100 French Language students in Junior Secondary Schools. The sample was selected using multistage sampling procedure. This was done through the selection of five Local Government Areas (LGAs) in the State using simple random sampling technique. A school was selected from each of the LGAs to make it a total of five Schools. 20 students were selected from each of the selected schools to make it a total 100 students. An instrument tagged “Teaching Strategies and French Language Proficiency Questionnaire (TSFLPQ) was used to collect data. The questionnaire was validated by expert and cronbach Alpha was used to determine its reliability with a reliability of 0.87 obtained. The data obtained were analysed using descriptive analysis of frequency counts, mean, standard deviation and percentages. The findings of the study revealed that there is a predominant reliance on traditional methods, with the use of textbooks and workbooks being the most common strategy, the use of textbooks and workbooks are perceived as the most effective method among others. Based on the findings of the studies, it was recommended among others that the government should encourage the combination of traditional methods with interactive and communicative strategies for a well-rounded learning experience that will enhance student engagement and comprehension.