Factors Militating Against the Effective Teaching of English Language in Modern Secondary School Eha-amufu
CHAPTER ONE
Objective of the study
The objective of the study is to investigate and comprehensively understand the multifaceted challenges and factors militating against the effective teaching of the English language in modern secondary schools. This study aims to:
- Identify and document the primary challenges that hinder the effective teaching of English in modern secondary schools.
- Analyze the root causes of these challenges and their consequences on English language education, students’ language proficiency, and overall educational outcomes.
- Evaluate the competence and training of English language teachers in modern secondary schools
CHAPTER TWO
REVIEWED OF RELATED LITERATURE
Problems of Teaching and Learning English Language
As Nigerians, we do have problems in learning and using itin ways acceptable and intelligible to other users in different parts of the world. Ahmad (2008) agree that the condition of learning English at secondary level is worse and there is need to address these problems on priority bases. Such problems are particularly the concerns of those involved in the teaching and learning, of which we all belong to. This means that what we teach should not only be nationally acceptable but must be internationally intelligible (Oyetunde&Moudumogu, 2002). The learners have few opportunities to absorb the language from the environment. Westwood (2006), reported that learning difficulties of the students were due to the lack of innate or cognitive abilities, perceptual impairment, and learning disability, deficiencies in memory or poor motivation. At the tertiary level of education, students have so much difficulty with their communication skills in English which affect their academic use of English. The concern being expressed in informed educational circles is the extent to which the variety and quality of English learned and used in the school system can serve in achieving Nigeria’s educational goals and objectives. English language being a compulsory subject and medium of instruction means that students are expected to be more skilled in the use of English language and perform well in external examinations. But, the traditional method of teaching (Grammar Translation) commonly used by the public schools do not give room for pragmatism. It is dogmatic and does not give room to use and practice the English language in and outside the classroom. The teacher assumes the position of someone who has all the knowledge and there is no communication in the class. It is always teacher-centred! The features are dull classrooms, no tasks and activities, pairing or grouping students. In a primary class, the teacher holds a long cane, chants and the learners repeat in chorus while in the secondary class, refers students to a comprehension passage which is used to teach the grammatical structure, vocabulary and meaning (Eshiet, 2012). Teachers are accused for teaching for exams at the expense of use of English, and a good grade in WAEC and NECO English examination, which is not a reflection of students’ competence in the language. The reason for the poor performances cannot be far-fetched, because teachers of today teach for assessments which follows the pattern of anticipated examination questions. A testing and teaching system that emphasizes the coupon-filling multiple-choice exercise in grammar, including the attendant guess-work, promotes knowledge about the language and not of the language. Tests of lessons on oral English that place a premium on recognition to the neglect of production skills will turn out students who may understand when spoken to but may not be able to respond intelligibly and intelligently (Alexander, 2014). What about the miracle centres where students pay huge sums of money for exam malpractice? Thereby presenting magic ‘A’ results that are not defendable! It is very obvious from the foregoing that there is problem. A large number of students fail their semester exams because they cannot even interpret the questions given. Who is to be blamed? So many factors have been put forward as the reasons for poor communication among students. These are inadequate preparation and qualification of teachers, the examination system, poor methodology, insecurity and lack of commitment on the part of the government. It is assumed only those who have professional training in English teaching should be the one whose competence and proficiency in all language skills are in good measure, especially in spoken and written English. It is also expected that the English language teachers possess good knowledge of current trends in the use and theoretical aspects of English. For that reason, the proficiency level by students at the end of secondary school, as well as the high quality of their spoken and written English, reflected a positive disposition to the teaching and learning of English. Having the paper qualification to teach English and not having at all have caused many problems for most students. In addition, the security situation and the COVI-19 pandemic on the other hand, created panic for both teachers and students. Thereby promoting ineffective teaching and learning of the English language, as well as disruption of academic calendar. For example, schools were closed down in the 2020 academic year, at some point as a result of kidnapping and Boko haram terrorism! This paper therefore, scrutinizes some major factors affecting the quality of English language teaching and learning in colleges of education in Nigeria
CHAPTER THREE
RESEARCH METHODOLOGY
INTRODUCTION
In this chapter, we described the research procedure for this study. A research methodology is a research process adopted or employed to systematically and scientifically present the results of a study to the research audience viz. a vis, the study beneficiaries.
RESEARCH DESIGN
Research designs are perceived to be an overall strategy adopted by the researcher whereby different components of the study are integrated in a logical manner to effectively address a research problem. In this study, the researcher employed the survey research design. This is due to the nature of the study whereby the opinion and views of people are sampled. According to Singleton & Straits, (2009), Survey research can use quantitative research strategies (e.g., using questionnaires with numerically rated items), qualitative research strategies (e.g., using open-ended questions), or both strategies (i.e., mixed methods). As it is often used to describe and explore human behaviour, surveys are therefore frequently used in social and psychological research.
CHAPTER FOUR
DATA PRESENTATION AND ANALYSIS
INTRODUCTION
This chapter presents the analysis of data derived through the questionnaire and key informant interview administered on the respondents in the study area. The analysis and interpretation were derived from the findings of the study. The data analysis depicts the simple frequency and percentage of the respondents as well as interpretation of the information gathered. A total of eighty (80) questionnaires were administered to respondents of which only seventy-seven (77) were returned and validated. This was due to irregular, incomplete and inappropriate responses to some questionnaire. For this study a total of 77 was validated for the analysis.
CHAPTER FIVE
SUMMARY, CONCLUSION AND RECOMMENDATION
Introduction
It is important to ascertain that the objective of this study was to ascertain Factors militating against the effective teaching of English language in modern secondary school Eha-amufu. 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 factors militating against the effective teaching of English language in modern secondary school
Summary
This study was on Factors militating against the effective teaching of English language in modern secondary school Eha-amufu. Three objectives were raised which included: Identify and document the primary challenges that hinder the effective teaching of English in modern secondary schools, analyze the root causes of these challenges and their consequences on English language education, students’ language proficiency, and overall educational outcomes and evaluate the competence and training of English language teachers in modern secondary schools. A total of 77 responses were received and validated from the enrolled participants where all respondents were drawn from selected secondary schools in Eha-amufu. Hypothesis was tested using Chi-Square statistical tool (SPSS).
Conclusion
In conclusion, this study highlights the nuanced challenges faced by educators and students in Eha-Amufu regarding the effective teaching of the English language in modern secondary schools. By acknowledging these challenges and working collaboratively with local stakeholders, including educators, policymakers, and the community, it is possible to develop targeted interventions that can improve language proficiency, educational equity, and the overall quality of English language instruction in Eha-Amufu’s secondary schools.
Recommendation
Based on the findings and conclusions of the study on the factors militating against the effective teaching of the English language in modern secondary schools in Eha-Amufu, the following recommendations are offered to address the identified challenges and enhance English language education in the local context:
- Develop and implement comprehensive teacher training programs that focus on improving English language proficiency and modern teaching methodologies. Encourage teachers to attend workshops and courses to enhance their skills continuously.
- Allocate sufficient resources to schools in Eha-Amufu to ensure the availability of up-to-date textbooks, teaching materials, and technology. Establish mechanisms for regular updates and maintenance of these resources.
- Explore strategies to reduce class sizes or implement alternative teaching methods, such as team teaching or blended learning, to enable teachers to provide more personalized attention to students.
- Develop strategies to increase student motivation and engagement in English language learning. This can include incorporating real-life examples, interactive activities, and projects that relate to the local context.
References
- Alaku, S. P. O. (2001). Teacher Effectiveness and the Teaching of English in Ayodele, S.O (1981). An Evaluation of the Level of Oral English Performance of Grade Two Teacher-Trainees, Unpublished PhD. Thesis, University of Ibadan, Nigeria.
- Azikiwe, U (2007), Language Teaching and Learning, APF, Onitsha, Nigeria.
- Clifford, I. G (2011). Impact of Large Classes on Learning English as L2 at Junior Secondary School Level in Yobe State Unpublished PhD Thesis Sokoto, Usmanu Danfodiyo University.
- Enesi, A.O (2001). Effects of Multi-Dimensional Learning variables on ‘O’ level English underachievers. An unpublished Ph.D theisis Zaria. Ahmadu Bello University.
- Gatemby, E.V. (1960). Conditions for Success in Language Learning: In Harold B. Allen (ed). Teaching English as a Second Language, New York: McGraw – Hill Book Company
- Gay, L.R (1981), Educational Research: Competences for Analysis & Application, Ohio, A.Bell and Howell.
- Gimson, A.C (1970). An introduction to the Pronunciation of English . 2ndEdition. Edward Arnold (publishers) L.t.d London, England.
- Iyere, T.O (2008). Spoken English (Course Guide) National Open University, Lagos, Victoria Island.
- Kado, M.K (2013). The State of English Language Teaching and Learning in the Preparatory Programmes in Hassan Usman Katsina Polytechnic, PhD Seminar paper presented at Faculty of Education and Extension Services , Sokoto, Usmanu Danfodio University Sokoto.
- Knowsly, L.E.A. (2009). Speech, Retrieved from http: WWW.buzin. net/ English /speech. htm. 4 th September, 2010.
- Krejcie, Robert V., & Morgan, Daryce W, (1970). “Determining Sample Size for Mc Gregor G.P (1984) English in Africa: A Guide to the Teaching of English as a Second Language with Particular Reference to the Post – Primary School Stages, London, Heinemann.
- Ministry of Education (2018), English Studies Teaching Schemes for Junior Secondary Schools in Katsina State, Katsina Government Printing Press.
