Abstract

This study investigated writing anxiety and vocabulary knowledge as predictors of academic achievement in Yoruba Composition writing among Senior Secondary School students in Lagos State. It adopted a descriptive survey research design. The research was carried out in the six Education districts of Lagos State in which two (2) Senior Secondary Schools were randomly selected from each district which total twelve (12) schools. Participants were drawn from the twelve (12) Senior Secondary schools through random sampling technique. From each school, fifty (50) students were randomly selected among the SS2 students in each of the sample schools. A total of Six hundred (600) respondents participated in the study. Two instruments; Students' Achievement Test in YoruÌbaì Composition Writing (SATYC), Students' Vocabulary Knowledge Test in Composition Writing (SVKTCW), were administered which were found reliable with reliability indices .75, and .82 respectively. Data collected were analysed using descriptive analyses and inferential statistics to answer two (2) research questions and test two (2) formulated hypotheses at 0.05 level of significance. Findings indicated that students' achievement in Yoruba Composition Writing had positive significant correlation with vocabulary knowledge r=.542;p<0.05, but had positive non-significant with writing anxiety r=.024;p>0.05. Yoruba Composition writing. It was discovered through this study that personal factors predict students' learning outcomes in Yoruba composition writing. As a result and among other recommendations the study recommended that Yoruba composition writing should be distinguished and taught by those who have advanced knowledge in it.