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This study determined which topics in the English language curriculum for senior secondary school are perceived by students and teachers as difficult. It also examined difficult topics vis-à-vis English language achievement. Seven research questions were answered using descriptive statistics and two hypotheses were tested at 0.05 level of significance using t-test statistics. The study involving twelve English language teachers and one hundred and eighty seven students was carried out in Makurdi Township, Benue State, Nigeria during the second term of 2015/16 academic session. A self-developed questionnaire with closed-ended items was used to elicit data. Since the researcher relied on the opinion of the respondents for data collection, survey design was chosen as method of research. The results of the analysis showed that out of the 35 topics selected from the SSCE syllabus and prescribed textbooks for English at that level, teachers perceived 14 as difficult topics, while students perceived 22 as difficult topics. The reasons why they were experiencing difficulty with the topics were poor reading and study skills, absence of motivation, hatred for English language, poor experience with the subject, and poor teaching methods. The study recommended remedial teaching of difficult topics, the use of ICT; retraining of teachers, peer teaching, and professionalization of teachers as steps to improve English language teaching and learning.
2017 •
This study determined which topics in the English language curriculum for senior secondary school are perceived by students and teachers as difficult. It also examined difficult topics vis-à-vis English language achievement. Seven research questions were answered using descriptive statistics and two hypotheses were tested at 0.05 level of significance using t-test statistics. The study involving twelve English language teachers and one hundred and eighty seven students was carried out in Makurdi Township, Benue State, Nigeria during the second term of 2015/16 academic session. A selfdeveloped questionnaire with closed-ended items was used to elicit data. Since the researcher relied on the opinion of the respondents for data collection, survey design was chosen as method of research. The results of the analysis showed that out of the 35 topics selected from the SSCE syllabus and prescribed textbooks for English at that level, teachers perceived 14 as difficult topics, while students ...
Abstract: The study investigated the causes of poor performance in English language among secondary school students in Dutse metropolis of Jigawa state. Responses were elicited from students and teachers in five secondary schools in Dutse metropolis. The study sample was 379, in which 300 were students and 79 were teachers. The descriptive survey design was used and questionnaire was used in collection of data. Frequency and simple percentage were used in the analysis of data. The findings of the study led to the conclusion that the dominance of mother tongue, inadequate qualified teachers of English language, negative attitudes of students toward English language, improper use of method in teaching English language, inadequate instructional media and facilities, lack of language laboratory for teaching English language are the causes of poor performance in English language among secondary school students of Dutse metropolis of Jigawa state.. The study also found out that provision of qualified teachers of English language, using the right approach to teaching of English language, provision of language laboratory, engaging of students in debating and listening to English programmes are some of the ways that can improve secondary school students’ performance in English language. The study also recommended that qualified teachers of English language should always be employed to teach it, adequate facilities and instructional media/materials need to be provided and where they are not available teacher are to improvise, proper supervision by all stakeholders should be imbibed and so on. Key words: Poor Performance, English Language, Secondary Schools Students, Dutse Metropolis
2013 •
This study examines the challenges facing the teaching of English language in secondary schools in Aniocha South Local Government Area of Delta State Nigeria. The purpose of the research is to determine the basic factors that can be attributed to poor usage of the language by school leavers and graduates. The methodology of the study was the use of questionnaire to elicit response from English teachers. The questions contained in the questionnaire covered areas of perceived difficulties in the teaching and learning of English, the motivation of teachers, availability and use of teaching resources, training of teachers and exposure to modern teaching methods. Findings from the study show that the problem of poor usage of English is a combination of various factors which include problem of indiscipline among students, teachers’ inadequacy to teach effectively, inadequate coverage of course contents, etc. Recommendations are made. Background to the Study Results of candidates who sat f...
English language is a language of communication in Nigerian society. It is a language of medium instructions, as a lingual franca, useful in all facets of lives in Nigeria. English as a second language is useful between the encoder and decoders. It is a language meant for a medium of communication by instructors (teachers) in the school. English is a compulsory subject to be taken to qualify students to enter the universities, and to pass WASSCE NECO, NABTEB and other public examinations. English carries our major instruments of communication in various ministries, parastatals, universities, business centre, cyber café, embassies, airports, seaports, and in our major highways. Without English language it would have been difficult for an average Nigerians to exists and interacts with the rest and outside worlds. The original owners of English language were the natives of Britains or united kingdom which comprises of Wales in Queen Elizabeth, domain, Scotland among the Scotish, North Ireland and among the English people of England. English language gradually became an international language through the act of colonization of British in an attempt to explore the whole worlds. All the English speaking countries should belong to the Anglophone countries of which Nigeria. Ghana, India, USA , Egypt,, south Africa are member. As a result of this English language has gradually become a major language of instruction by all and sundry. Gradually, English has became a lingual France, a medium of communication to both the rich and the poor, the affluence and downtrodders in our society. As a second language learner most Nigerian faces major problems in speaking and writing English language, because they could not speak and write like the Native speakers. Many of our indigenous languages has now being assimilated into the study of English language in our day to day activities. What are the factors affecting the poor performance of students in English in our major schools. We lay emphasis on students as learners in various institutions of higher learning's in Nigeria. The scope of our topic is a widers one which does not restrict our studies to primary, nursery or secondary schools. In our discussion we are going to examine critically factors affecting the poor performance of students of English in various standard, and what are the causes responsible for their poor performance in various public examinations. Since examination is a yardstick or measure to be use in determining the level of students performance, we are using to examine factors in English language in Nigerian schools. Most of the factors ranged from sociological, psychological, environment, political, psychosocial influence of peer group in schools. The psycho-motor domain of students and response to the study of English language needs to be properly examined. We can also group than into various roles played by stakeholders, of Educators in our society such as teachers, parents, government , government policies on education, non-government policies on education, non-governmental organization, the societies in general, PTA associations and other bodies affiliated with education. The sociological aspect of the factors reveal the truth nowadays that is no reading culture in our society among our youth. Indeed they are ton be recognized in the society. The value of people towards reading is negative in the sense that many people believe that spending many years in the university, primary and secondary schools are waste of time some businessmen belief that at the end of the day, graduate may find himself in the unemployment market, looking for white collar jobs and if he could not get any resulted into armed robbery. Some even think that it is better to study courses hat will make you to be on your own at the end of the day, people even think that English language is not necessary in their daily routine since they are able to communicate in pidgin English. It is the value for money that is highly essential to people. Peoples attitude to reading culture is negative people don't read newspapers. Journal , Magazine which does not bring money to them. With these it discourages people to speak English language even in the public people often embrace their mother tongue like Hausa, Yoruba, Igbos and other indigenous languages at the detriment sentiment English language. The environment is not even conducive to the study and learning of English language in the citadel of learning. In an environment which is full of kidnapping, and taken people as ransome for money, which they believe is a lucrative business, is better than studying. Even in the school environment there are no instructional materials that could aid the study of English language, no seasonal textbooks on English language, books in the library are now obsolete since there is no provision for New books in the library. The hostile environment of the school compound does not give adequate security for learning. In a society where there is no adequate security, which is full of kidnapping, bombing and killing of innocent souls in the street, churches, mosque, and everywhere, how do you expect effective learning to take place. in an environment where there is no peace, but war, kidnapping, killing of innocent souls bombing of schools, suicide bombers barricade the whole arena of schools could not yield positive result to the study and
This research is designed to investigate effects of Instructional Materials on students' performances in English Language in secondary schools in Katagum Zone, Bauchi State, Nigeria. It is also aimed at finding out why some teachers do not use Instructional Materials to teach English Language. In the study, one hundred students have been randomly selected from selected public and private secondary schools in Katagum Zone consisting of fifty male and fifty female students to constitute the sample. The sample size was divided into group viz, experimental and control groups. English Language was taught to the experimental group on a series of lessons using most suitable, appropriate and available Instructional Materials while the control group was taken through the same lesson without the utilization of any Instructional Materials. After the experiment students taught with Instructional Materials performed better than the control group not taught with Instructional Materials. It also shows there is no significant difference in the performance of gender taught using Instructional Materials. Based on above findings, some recommendations that could bring about improvement on the performance of students, teachers school authorities, NGOs and governments have been made.
2016 •
Language and literature are both methods of knowledge linguistic. Language provides man his intelligent form, categorization and consistency. Language creates culture, whereas literature functions as the collection house of culture. In fact relatively few researchers ’ appear to focus on literature as an aid to learning of language as assert by (Adeniyi, 2010). The purpose of this investigation therefore, is with the former. That is, it asks the question “How does the study of English Literature aid performance in English Language at the School Certificate Examination in Yobe State? " It is hoped that the outcome of the research on factors affecting attainment in English Language in Yobe State and the recommendations may offer a working tool for tutors and supervisory authorities and general public. Especially, with current public outreach and disappointment about the poor performance of students in English Language at the Secondary School level of the state. Background to the ...
2014 •
The incessant cries of the public towards senior secondary school students at the English language certificate examination failure in the national examination (NECO) and West African senior school certificate examination (WASSCE) have been going on for the last two decades. This article focuses on the rate at which the Nigerian education standard has fallen; it keeps reflecting in the persistent failure of this group of students being the bedrock of the educational system. To further find out if literature is giving a clear picture of the situation on ground, the researchers carried out a pilot study by administering a questionnaire on 72 senior secondary school teachers of English language from Plateau and Kogi states, North-central region of Nigeria to get their opinions on the issue at stake. Students’ attitude, government’s lack of proper attention, parents’ laxity towards their children’s education and in some cases, comprising with examination malpractice in the last two decad...
Journal of Culture, Society and Development
Factors Contributing to Students’ Unsatisfactory Academic Achievement in English at Secondary Level2017 •
The poor academic performance in English is commonly observed among secondary school students in public sector which is a big challenge for the teachers, educational administrators, educationists, policymakers and Ministry of Education. Therefore, the purpose of the study was to investigate the factors that contribute to students’ unsatisfactory academic performance in English at Secondary Level in Kohat Division (Pakistan). A sample of 180 male secondary school teachers was selected from sixty secondary schools through simple random sampling technique. The study was quantitative and descriptive in nature and survey design was used for gathering information. A self-developed structured questionnaire based on five point likert’s scale was used to seek the responses of the respondents regarding factors contributing to students’ unsatisfactory academic performance in English. Statistical analysis was done on the basis of descriptive statistics i.e., mean and standard deviation. The fin...
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