Environmental Variables and Students’ Academic Performance in English Language in Urue Offong/oruko Local Government Area
Chapter One
Purpose Of The Study
The purpose of the study is to investigate environmental variables and students’ performance in English language in Urue Offong/Oruko Local Government Area of Akwa Ibom State. Specifically, the objectives of the study is to examine the influence of:
- Establish the influence of teacher training on performance of English in primary schools.
- Establish the influence of teaching and learning materials on performance of English in primary schools.
- Examine the influence of teachers’ and students’ attitude towards learning of English on performance of English in primary schools.
CHAPTER TWO
LITERATURE REVIEW
Introduction
This chapter provides a discussion of literature relevant to the study. The chapter discusses the empirical studies based on the study variables followed by the conceptual framework, theoretical review and finally a summary of literature will be provided.
Teacher Training and Performance of English
Previous studies have established that education quality is depended upon the capability, effort as well as the commitment of the instructor. The failures of the teacher in keeping him/herself in pace with the brisk scientific and educational advancements leads him/her to become inefficient and ineffective. In their studies Aaronson, et al. (2007) established the lack of a significant correlation linking teacher experience to student academic performance. Clotfelter, et al. (2007) on the other hand found the presence of a strong positive correlation between student academic achievement and the experience of the teacher.
A study by Farooq and Shahzadi (2006) compared professionally trained and untrained teachers effectiveness in teaching and the effect of students’ gender on achievement in Mathematics. The outcomes of the study confirmed that better results were obtained by students taught by trained teachers as compared to those taught by untrained teachers. In addition, Moon, Mayes and Hutchinson (2004) sought to explain that Teachers’ professional distinctiveness, their skillfulness in teaching and the atmosphere they build to teach has significant influence on learners’ performance. Evidently, studies have not been conclusive on how teacher training impacts on the academic performance. Various findings have been put across that contradict each other necessitating the need for further studies in the area.
According to Jacob and Lefgren (2004) there is no statistically significant effect as far as marginal increases in in-service training is concerned on either reading or math achievement. This suggests that the academic accomplishments of children in elementary schools in extremely poor areas may not be sufficiently increased by modest investments in staff development. Harris & Sass (2006) in their research looked at the effects of various types of education and training on the capability of teachers to advance student attainment of high performance in academics. They discovered that there is no evidence that the ability to increase student achievement is not influenced by either teachers’ undergraduate training or their scholastic propensity.
Apart from the positive correlations between ownership of a Master’s Degree and elementary mathematics attainment established by Betts et al. (2003), Dee (2004) and Nye, et al. (2004), recent research indicated the presence of either insignificant associations or in some instances even negative associations between possession of graduate degrees by a teacher and their students’ achievement in either arithmetic or reading. Contrary to the familiarity and possession of advanced degrees, the pre-service undergraduate training of teachers has attracted less attention in the recent literature.
According to Goe (2007), qualification of the teacher is vital as it is used as an indicator in the assessing the quality of teachers. Furthermore, Aaronson & Barrow (2003) asserts that there are two key teacher academic qualification variables which produce positive results in the teaching of English language. Learning of English in primary school level appears that those teachers having stronger English knowledge produce better student achievement as compared to those teachers with less knowledge (Goe, 2007). Wenglinksky, (2003) identifies that the subject matter knowledge is vital in production of better results in English language. Therefore teachers need to continuously be updated on current trends in English language to remain competent in teaching.
CHAPTER THREE
RESEARCH METHODOLOGY
Introduction
This chapter gives a detailed description of the methods that were used to carry out the study. It comprises the research design appropriate for this study followed by the target population from which possible findings from the study were generalized, the sample size and sampling techniques, which gave a representative inference of the population on all major variables. The chapter then identifies and describes the research instruments that were used in the study, stating their validity and reliability tests. The section concludes by identifying the methods that were used to analyze the data.
Research Design
This research adopted a research design that was descriptive in nature. Mugenda (2008) noted that a research design that is descriptive helps to determine and report things naturally and attempts to present issues as feasible behavior, attitudes, ideals and characteristics. This study sought to describe the current situation on teaching and learning of English in primary schools. This design was suitable for this study because it elucidates facts regarding the nature and position of a circumstance, as it occurs at present time of study. It also sheds light on the prevailing relationships and practices, values and processes that are occurring, effects that are being felt or trends that are developing
Target Population
Target population is considered to be the particular populace from which, information is to be obtained (Ngechu, 2004). Therefore the population that was targeted in this study included the class 5 and 6 pupils and Teachers of English in primary level schools in Urue Offong/Oruko Local Government Area. There are 20 public and 15 private schools in this area. Therefore 105 schools formed the study target population.
CHAPTER FOUR
FINDINGS AND DISCUSSIONS
Introduction
This chapter presents the findings as derived from the data analysis and discussions thereof. The researcher essentially presented the findings in line with the study and objectives. The study sought to establish factors influencing performance of English language in primary schools in Akwa-ibom state. The analysis delved into the influence of training of teachers, availability of teaching and learning materials, and student’s and teacher’s attitude towards English learning on performance of English in primary schools. The findings were presented starting with background information of the respondents, then descriptive statistics presented as per every variable and finally the inferential statistics. This was done in tables and discussions thereof.
CHAPTER FIVE
SUMMARY, CONCLUSIONS AND RECOMMENDATIONS
Introduction
After the data was collected and analyzed in form of both descriptive and inferential statistics, the researcher compiled a summary of major research findings. The researcher then drew conclusions from the summary of the study findings. Finally, the researcher put across pertinent recommendations in line with the effect of independent variables on the dependent variable and suggested areas for further research.
Summary of Findings
The research was to investigate factors influencing performance of English in primary schools in Urue Offong/Oruko Local Government Area. More specifically, the study sought to determine the influence of teacher training, presence of teaching and learning materials and teachers and students attitude on performance of English in public schools. The findings were in form of both descriptive and inferential statistics. The study summarized the findings as per every objective in the study.
Teacher Training and Performance of English
Descriptive statistics indicated that teachers observed that training was a key requirement in teaching English in their schools, and that trained teachers produce excellent students in performance of English. These statistics also showed that in-service training helps in improving teaching methods of teachers. They were also of the same opinion concerning the qualifications of English teachers determining the performance of students, just like well trained teachers produce better student achievements in examinations. They also agreed that through training, teachers acquire confidence in the mastery of English language. However, respondents were undecided on whether the school provides training opportunities for teachers of English regularly. Correlation analysis indicated that teacher training had no significant relationship with performance of English in primary schools in Urue Offong/Oruko Local Government Area. As such, the researcher observed that teacher training has no significant effect on performance of English in primary schools.
Availability of Teaching and Learning Materials and Performance of English
In regard to availability of teaching and learning materials, descriptive statistics indicated that teachers agreed that availability of teaching and learning materials improves the effectiveness of teaching. They also concurred that small class sizes enables individual student attention in the teaching of English and that sufficient time is allocated for learning of English thus facilitating its improvement. In addition, teachers agreed that the presence of learning materials have built students’ interest in learning of English and that the use of a variety of materials stimulates students’ involvement in the learning process. On the other hand, they observed that the availability of enough teachers of English has improved students achievement in English. However, teachers were indifferent on whether the school has got sufficient teaching and learning materials for English and whether the class sizes of the school are small hence enhancing teacher student interaction in teaching. Correlation analysis indicated that teachers’ perceptions on availability of teaching and learning materials had no significant relationship with students’ performance of English in primary schools in Urue Offong/Oruko Local Government Area.
Additionally, students observed that they have the best teachers of English, and that the presence of learning aids makes learning of English friendly. However, they were not certain that the school provides enough textbooks for English and that there were sufficient English revisions books in the school. Correlation analysis that there was an average significant relationship between availability of learning materials among students and their performance of English in primary schools in Urue Offong/Oruko Local Government Area.
Conclusions
The study derived various conclusions regarding environmental factors influencing performance of English language in primary schools in Urue Offong/Oruko Local Government Area, as a result of the findings from the study. Firstly, the study concluded that training of teachers have no significant influence on the performance of students in English in WACE. Correlation analysis indicated that teacher training has statistically significant relationship with students’ performance of English in primary schools in Urue Offong/Oruko Local Government Area. Therefore, teacher training alone is not sufficient to enhance students’ performance of English.
Secondly, The study came to the conclusion that for the students, the presence of teaching and learning materials has a significant influence on their performance of English. Consequently, providing sufficient learning materials to the student is of paramount importance in as far as performance of English is concerned. However, the presence of teaching materials for the teachers has no significant influence on the performance of the students in English. As such, it is much more important to provide students with the learning materials since the same are used by the teachers in teaching.
Recommendations
The study came up with several recommendations from the study findings. First, the researcher would recommend that the ministry of education provides more training for teachers to improve on their teaching methods. Respondents acknowledged that well trained teachers produce excellent students’ performance in English. More in-service training should be provided to the teachers to enhance their experience in teaching. Additionally, the school management boards should ensure the provision of teaching and learning materials is sufficient in the schools. This will go a long way in improving students’ performance of English. The study’s findings showed that the performance of students in English is dependent upon the provision of the learning materials. Teachers also indicated that availability of teaching and learning materials improves the effectiveness of teaching and builds the students interests in learning English.
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