Spelling Errors as Predictors of Academic Achievement in English Language Among Senior Secondary Students in Ikere Local Government Area.

Student: Oluwafunmilayo Grace Ogundare (Project, 2025)
Department of Education and English Language
Bamidele Olumilua University of Edu. Science and Tech. Ikere Ekiti, Ekiti State

Abstract

This study examined the relationship between spelling errors and academic achievement in English Language among senior secondary school students in Ikere Local Government Area (LGA). A total of 100 students and 5 teachers from five selected schools participated in the study. The results revealed a significant negative correlation between spelling errors and academic achievement in English Language. Specifically, students with higher rates of spelling errors tended to perform poorly in English Language. The study concludes that spelling errors can be a predictor of academic achievement in English Language among senior secondary school students. The findings of this study have implications for English Language educators, policymakers, and parents, highlighting the need to prioritize spelling instruction and support in senior secondary schools.

Keywords
Spelling errors Academic achievement ​English language ​Literacy ​Senior secondary students ​Predictors of performance ​Spelling instruction ​Causes of spelling errors ​Educational research ​Language skills.
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