Teachers' Perceptions Of Dictation's Cognitive Benefits For Senior Secondary Students' Yorùbá Writing Competence In Ilorin, Nigeria
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Abstract
The study investigated the perception of Yorùbá teachers on the cognitive benefits of dictation in the development of the Yorùbá writing competence of the senior secondary school students in Ilorin, Kwara State, Nigeria. A descriptive survey design was utilised to randomly sample 100 Yorùbá language teachers from public senior secondary schools in Ilorin metropolis. Data were collected by means of a researcher-developed questionnaire with a Cronbach's alpha reliability coefficient of 0.87. The mean and standard deviation were used to answer the research question. Three null hypotheses were tested at the 0.05 level of significance using an independent-samples t-test and one-way ANOVA. The findings showed that teachers had positive perceptions of the cognitive benefits of dictation in enhancing students' Yorùbá writing skills. There were no significant differences in their perceptions by gender, qualification or teaching experience. The study recommends regular dictation exercises in Yorùbá writing lessons, with training and collaborative support to help teachers use dictation effectively, irrespective of their gender, qualification or teaching experience.
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