Abstract

This study investigated senior secondary school students' achievement in dramatic Literature-in-English as predicted by classroom environment, use of instructional aids and library facilities in Afijio Local Government Area, Oyo State, using the survey research design. Ten senior secondary schools were randomly selected from fifteen public schools in Afijio Local Government Area of Oyo State, while 300 Literature-in-English students in intact classes participated in the study. Four instruments were used for data collection for the study: Classroom Environment Questionnaire (r=0.84), Instructional Aids Questionnaire (r=0.82); Dramatic Literature Achievement Test (r=0.81) and Use of Library Scale (r=0.78). Three research questions were answered. Data collected were analysed using Pearson Product Moment Correlation, and Multiple regression at 0.05 level of significance. Findings revealed that students' achievement in dramatic Literature-in-English had positive relationships with classroom environment (r = .144); instructional aids (r =.078) and use of library (r =.127). The three independent variables made a significant joint contributions to students' achievement in dramatic 2 Literature-in-English (F = 5.151, Adj. R = .040, accounting for 40% of the variance. The relative (3, 296) contributions of the independent variables were classroom environment (â= .162), library usability (â= .148) and use of instructional aids (â= .094). It was, therefore, recommended that schools should provide conducive classroom environment, while teachers should be innovative in the use of instructional materials for effective teaching and learning of literature-in-English in general. Government should also provide well equipped libraries in each public secondary school.