Strategies for Improving Low Academic Performances in English Language in Secondary School
CHAPTER ONE
OBJECTIVE OF THE STUDY
Objectives of the study are;
- To find out the types of facilities available in the secondary schools for teaching English language.
- To identify the methods of teaching used in teaching English language.
- To identify the extent to which teachers are motivated to teach English language.
- To identify strategies for improving the low academic performance of students in English language.
CHAPTER TWO
REVIEW OF RELATED LITERATURE
INTRODUCTION
There are many causes of poor performance in English language among senior secondary school students. These include the followings: The dominance of mother tongue is regarded as one of the cause of poor performance in English language. Usman, (2012) was of the view that Nigerian students are surrounded by a complex linguistic situation that force them to learn their first indigenous language and they are required to have a good command of the English language. The Nigerian policy on education stressed the use of the immediate language of the community in instruction at the lower level of primary education and combination of English and language of the immediate community at the upper part of primary education. In other words, the policy recommended the use of mother tongue in teaching at primary level. This situation contributes immensely in poor learning of English language right from primary school and it extends to secondary school. Fema, (2003) was of the view that the major cause of the errors in English used by Nigerians can be attributed to the interference of mother tongue with the English language. He added that students often use their native language or mother tongue in all their interactions and English is only used within the four walls of the classrooms and ends there. The above situation clearly shows that dominance of mother tongue in Azare metropolis contributed immensely in poor performance in English language. Inadequate qualified English language teachers also cause poor performance in English language in our secondary schools. Due to the above mentioned cause, in some schools other subject teachers are forced to teach English language and some who even read it exhibit poor abilities in oral and written expression of it. Therefore, with this kind of situation these teachers can never teach effectively and hence poor performances from their products. Adedokun, (2011) was of the view that poorly trained English and untrained teachers (of English) were employed to teach and prepare secondary school students for the school certificate examinations in English language. This situation contributed immensely in poor performance in English language among secondary school students. Therefore, is clear to us that inadequate qualified teachers in our secondary schools lead to poor performance in English language. Inadequate Infrastructural Facilities and Instructional Media are regarded as another cause of poor performance in English language in our secondary schools. Roger, (1981) was of the view that instructional materials and facilities are important part of the process of learning as they provide practice and feedback in learning track.
CHAPTER THREE
RESEARCH METHODOLOGY
Research design
The researcher used descriptive research survey design in building up this project work the choice of this research design was considered appropriate because of its advantages of identifying attributes of a large population from a group of individuals. The design was suitable for the study as the study sought to strategies for improving low academic performances in English language in secondary school
Sources of data collection
Data were collected from two main sources namely:
(i)Primary source and
(ii)Secondary source
Primary source:
These are materials of statistical investigation which were collected by the research for a particular purpose. They can be obtained through a survey, observation questionnaire or as experiment; the researcher has adopted the questionnaire method for this study.
Secondary source:
These are data from textbook Journal handset etc. they arise as byproducts of the same other purposes. Example administration, various other unpublished works and write ups were also used.
CHAPTER FOUR
PRESENTATION ANALYSIS INTERPRETATION OF DATA
Introduction
Efforts will be made at this stage to present, analyze and interpret the data collected during the field survey. This presentation will be based on the responses from the completed questionnaires. The result of this exercise will be summarized in tabular forms for easy references and analysis. It will also show answers to questions relating to the research questions for this research study. The researcher employed simple percentage in the analysis.
DATA ANALYSIS
The data collected from the respondents were analyzed in tabular form with simple percentage for easy understanding.
A total of 133(one hundred and thirty three) questionnaires were distributed and 133 questionnaires were returned.
CHAPTER FIVE
SUMMARY, CONCLUSION AND RECOMMENDATION
Introduction
It is important to ascertain that the objective of this study was to ascertain strategies for improving low academic performances in English language in secondary school
In the preceding chapter, the relevant data collected for this study were presented, critically analyzed and appropriate interpretation given. In this chapter, certain recommendations made which in the opinion of the researcher will be of benefits in addressing the challenges of strategies for improving low academic performances in English language in secondary school
Summary
This study was on strategies for improving low academic performances in English language in secondary school. Four objectives were raised which included: To find out the types of facilities available in the secondary schools for teaching English language, to identify the methods of teaching used in teaching English language, to identify the extent to which teachers are motivated to teach English language, to identify strategies for improving the low academic performance of students in English language. In line with these objectives, two research hypotheses were formulated and two null hypotheses were posited. The total population for the study is 200 staff of selected secondary schools in Igbo Osogbo local government of Osun State. The researcher used questionnaires as the instrument for the data collection. Descriptive Survey research design was adopted for this study. A total of 133 respondents made up principals, vice principals administration, senior staff and junior staff were used for the study. The data collected were presented in tables and analyzed using simple percentages and frequencies
Conclusion
Based on the findings of this study, the following conclusions were made: That the causes of poor performance in English language among senior secondary school students in Lagos state include dominance of mother tongue, inadequate teachers of English language, inadequate facilities and instructional media/materials, teachers’ attitude toward innovation and use of instructional media, negative attitude of students toward learning English language and improper use of methods of teaching by teachers. That provision and appropriate use of instructional media/materials, provision of qualified teachers of English language, use of proper methods of teaching, provision of language laboratory, listening to English language programmes and engaging students in debating activity can improve the performance of senior secondary school students in English language in Lagos state
Recommendation
Qualified teachers of English language should always be employed to handle the course in all the senior secondary schools of Lagos state. Adequate instructional media/materials should provided where not available improvisation should be adopted by the English teachers of senior secondary schools of Lagos state. Proper supervision by both the administrations of the senior secondary schools of Lagos state ministry of education should be conducted to make sure teachers of English language are actually doing what they are expected to do.
References
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