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The study examined the relative and combined contributions of the some determinants of students' achievement of Senior Secondary school English Comprehension in South western States. One thousand students were sampled. The Self Factor Scale (SFS), Home Factor Scale (HFS) and Teacher Factor Scale (TFS) were used to collect data, which was analyzed with stepwise multiple regression t-test statistical tool. The finding implied that the achievement of students in English language Comprehension could be predicted by the combination of students' Self, home and teacher factors. It was recommended that students should be allowed to think on their own and be left alone to work and teachers should perform their supervisory roles.

This study assessed the errors in English comprehension by Senior Secondary School Students. Errors in English punctuation in this study were categorized as mechanical errors in comprehension with particular emphasis on punctuation marks and spelling. This study adopted a descriptive research design of ex-post-facto type. The target groups for the study were Ogun State Secondary Schools in Nigeria. The samples were drawn from four (4) geo-political zones in Ogun State of Nigeria (Ijebu, Remo, Yewa and Egba). Multi-stage stratified sampling technique was used to select five co-educational Secondary Schools from the four geo-political zones. Five schools were selected with fifty (50) Secondary Students III (SSS 3) per school totaling two hundred and fifty (250) male and female students in each of the divisions. Two instruments, Errors in English Language Comprehension (EELC), and an achievement test in English Language Punctuation (ATELP) were used to collect data from the one thousand (1000) students who were randomly sampled as participants. The validity and reliability of the instrument were determined by trial testing. The data were subjected to Chi-square, Analysis of Variance (ANOVA) and Pearson Product Moment Correlation coefficient. The data were tested for significance at the 0.05 level. Based on the findings, it was detected that students made more errors in punctuation than in spellings. This could be attributed to lack of knowledge and understanding of common mistakes made in English. Part of the recommendations made was that; teachers should concentrate on areas of difficulties such as comma, colon and semi-colon for students.

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