INSTRUCTIONAL SUPERVISION AS DETERMINANT OF STUDENTS’ MOTIVATION TOWARDS LEARNING ORAL FRENCH LANGUAGE IN SENIOR SECONDARY SCHOOLS IN SOUTHWEST, NIGERIA

Abstract

In South West geopolitical zone of Nigeria, secondary school students, there has been a noticeable decline in students' motivation to learn French as a foreign language. This trend is evident in the low enrollment numbers for French in secondary schools and subpar performance in national examinations such as the West African Senior School Certificate Examination (WASSCE). However, in many Nigerian schools, especially in public institutions, there is a lack of robust instructional supervision, leading to monotonous teaching methods that fail to captivate students' interest in subjects like French. Therefore, this study investigated instructional supervision as determinants of students’ motivation towards learning oral French language in senior secondary schools in Southwest, Nigeria. Data was collected via a self-developed questionnaire (SMLOFLQ) with a reliability coefficient of 0. 878. Findings revealed that there was a moderate level of students’ interest (x̅ = 2.975), persistence (x̅=3.218) and engagement (x̅= 2.794) on students’ motivation towards learning oral French language among secondary school in Southwest, Nigeria. Also, interactive guidance (x̅ = 2.807) and collaborative teacher-students interaction (x̅ = 2.966) are at their moderate level on students’ motivation towards learning oral French language in secondary schools in Southwest, Nigeria and are well perceived by the students.