LESSON DURATION AND STUDENTS’ MASTERY OF FRENCH LANGUAGE

Abstract

The study examined the relationship between lesson duration and French students’ mastery of the language. To carry out this study, specific research objectives were developed, from which null hypotheses were developed and tested. The research design for this study is a survey design. The study's population included 7411 junior secondary III (JSSII) French students from thirteen (13) public secondary schools in the Ibesikpo Local Government Area that offered French during the 2021–2022 school year. A simple random sampling technique was used to select 313 respondents from the population. The instrument used for data collection was a questionnaire. The instrument was validated by experts in testing and measurement. The Cronbach Alpha reliability technique was used to test the reliability of the instrument. Data from completed questionnaires was subjected to PPMC analysis. The results demonstrated and concluded that there is a significant relationship between lesson duration and French language mastery. The study recommended that French language teachers not label French students as poor in any dimension but rather work toward a balance and wholeness of knowledge acquisition by shaping French students' attitudes and orientations toward all-round learning. French students should use the information provided by this study to make necessary adjustments to their study habits to enhance their academic achievement in school.