INDICES OF EFFECTIVE ENGLISH GRAMMAR INSTRUCTION IN SENIOR SECONDARY SCHOOLS: AN EXAMINATION OF TEACHER INSTRUCTIONAL PACING AND TIME FOR COMMUNICATIVE ACTIVITIES

Abstract

This study examined instructional pacing and time for communicative activities as indices of effective English grammar instruction among senior secondary school teachers in Ibadan South West Local Government Area, Ibadan, Oyo State, Nigeria. The correlational design was adopted. The participants were 10 English Language teachers drawn purposively from 10 public senior secondary schools in the local government area. The instruments used in collecting data were Teachers Instructional Pacing Observation Scale (r=0.74) and Adequacy of Time for Communicative Activities Observation Scale (r=0.80). Classroom observations lasted two weeks. Data were analysed using descriptive statistics such as percentages, means, and standard deviation. Findings showed that teachers’ instructional pacing with a mean of 3.60 was good, while time allotted for communicative activities with a mean of 3.65 was adequate. Based on the findings, it is recommended that English Language teachers should continue to avail themselves of the various professional development programmes so as to be able adjust the pacing of lessons to suit the students and provide copious communicative activities to enable students to communicate in English in various contexts.