Some Factors Influencing Igbo Language Performance of Junior Secondary School Students in Imo State
Chapter One
Objectives of the Study
The objectives of the study are to:
- determine the factors influencing students‟ performance in Igbo language in junior secondary schools in Imo state;
- investigate the gender factors influencing students‟ performance in Igbo language in junior secondary schools in Imo State; and
- examine the teacher‟s effective use of instructional materials on students‟ performance in Igbo language in rural and urban areas in Junior Secondary Schools in Imo state.
CHAPTER TWO
REVIEW OF RELATED LITERATURE
Introduction
This chapter reviews conceptual framework as a basis for understanding the variables of study which include the theoretical framework that are related to this study were reviewed. These theories are theory of instructional materials which comprised the sensory stimulation theory, constructivist theory and Gane‟s theory of instruction. Concept of Igbo language, concept of instructional materials, concept of language teaching method, concept of language and communication skills concept academic performance. Also, language and communication skills which includes listening, speaking, reading and writing skills, instructional materials for teaching Igbo language, needs for instructional materials, types of instructional materials, characteristics of instructional materials, qualities of instructional materials, history of Igbo language, Igbo language curriculum for junior secondary schools in Nigeria, the objective and content of junior secondary school Igbo language curriculum, competence and performance were reviewed. This study went further review empirical studies by some scholars in the area of factors influencing students performance in Junior Secondary students in Igbo language in Imo State.
Conceptual Framework
The study used the following concept: concept Igbo language, concept instructional materials, concept language teaching method, concept of language and communication skills, concept of academic performance.
Theoretical Framework
The study was hinged to sensory stimulation theory (SST). Fosnot (1996) constructivist theory and Gane‟s theory of instruction
- The Sensory Theory of Learning (SST), of learning of which it has its basic premise on the fact that senses learning occurs when the senses are According to Laid (1985) in Savic (2012), the SST theory states that by stimulating the senses especially the visual sense, learning can be enhanced. (Laid, 1985) quotes research that found that most of the knowledge possessed by adults (75%) is learned through seeing. Hearing is the next most efficiency (13%) and the other senses touch, smell and taste account for 12% of what we own. The sense of touch, taste and smell should also be included in the learning process however, it has been noted that the seeing and hearing senses are mostly used in one‟s learning, leaning can be enhanced by stimulating the senses, especially the sense of sight. However, this theory states that when multi-senses are stimulated, greater learning takes place. Stimulation through a greater variety of colors, volume levels, strong statements, facts presented visually, use of variety of techniques and materials. This theory has relevance to some extent with the present study that seeks to investigate the factors influencing teaching and learning of Igbo language. Instructional materials such as: Television, Video machines, computers disc, projectors, etc. helps to stimulate senses by attracting the attention of the students in the classroom teaching learning processes. The effective use/utilization of electronic materials and other instructional materials in the classroom objectives.
Constructivist Theory
Constructivist learning theory is based on the belief that learning occurs as learners are actively involved in a process of meaning and knowledge construction as opposed to passively receiving information. Learners are the makers of meaning and knowledge. Constructivist teaching fosters critical thinking and creates motivated and independent learners. This theoretical framework holds that learning always builds upon knowledge that a student already knows; this prior knowledge is called a schema. Because all learning is filtered through pre-existing schemata, constructivists suggest that learning is more effective when a student is active engaged in the learning process rather than attempting to receive knowledge passively. A wide variety of methods claims to be best on constructivist learning theory. Most of these methods rely on some form of guided discovery where the teacher avoids most direct instruction and attempts to lead the students through questions and activities to discover, discuss, appreciate and verbalize the new knowledge.
CHAPTER THREE
RESEARCH METHODOLOGY
Introduction
This study investigated the effects of instructional materials on students‟ performance in Igbo language in junior secondary school, in Imo State. The chapter discussed the following sub-headings: research design, population of the study, sample and sampling techniques, instrumentation, validity of instrument, pilot study and reliability of instrument, procedure for data collection and procedure for data analysis.
Research Design
Quasi-experimental research design was used for the study. According to Tanko (2014), quasi-experimental design was developed to deal with the messy world of research where it is not always practical and ethical or even possible to randomly assign persons to experimental and control group. The research adopted quasi-experimental design based on the recommendation of Slchonefield (2006), that quasi-experimental design use in research when its involves selection groups upon which a variable is tested, without any random pre-selection process as well as with a variable compared between different groups or over a period of time, it is a type of design which aim to determine whether an intervention has effect on a study participants (Schonefield, 2006). Specifically, this study will utilize non-equivalent comparison group design, non-equivalent group design according to Salihu (2014), is a design well worth using when the true experimental designs are not possible, comparisons are made between or among subjects in the group. The non-equivalent group design can be expressed as (graphical representation). Table 3.1 shows the graphical representation for non- equivalent group design.
Population of the Study
The population of this study is made up of twenty-three thousand, four hundred and sixty students (23,460) studying Igbo language in junior secondary schools in Imo State, Nigeria. The target population of this study comprise of all the Igbo language students in Owerri zonal education, Imo State, Nigeria. There are 27 junior secondary schools in the study area and a total number of 15,840 Igbo language students in the schools base on official statistics collected from zonal education office Owerri, (2015).
CHAPTER FOUR
DATA ANALYSIS, RESULTS AND DISCUSSIONS
Introduction
This chapter gave the report of the findings of the research based on information collected from respondents. Frequencies and percentage were used for the analyses of the first sets of data concerned with the demographical data of the respondents, while performance mean scores and standard deviation was used to answer the research questions and t-test was used to test the null hypotheses, each of the objectives and null hypotheses were addressed by presenting the relevant items which provided valid solution to the research questions in the chapter. In analyzing the data, the two groups of respondents were treated separately, but the results obtained were added together in answering the research questions and test of Null hypotheses.
CHAPTER FIVE
SUMMARY, CONCLUSION AND RECOMMENDATIONS
Introduction
This study investigated the Factors influencing students‟ performance in Igbo Language in junior secondary schools in Imo State, Nigeria. The chapter consist summary of the study, conclusion and recommendation.
Summary
Chapter one consists of background to the study, statement of problem, objectives of study, research questions, research hypotheses, basic assumption, significance of the study and scope of the study.
In chapter two literature review is provided in the following areas, conceptual framework theoretical framework, related to the study theories of instructional materials comprised the sensory stimulation theory, constructivist theory and Gane‟s theory of instruction concept of Igbo language, concept instructional materials, concept of language teaching method, concept language and communication skills, concept academic performance. Also language and communication skills which includes listening, speaking, reading and writing skills, instructional materials for teaching Igbo language, needs for instructional materials, types of instructional materials, characteristics of instructional material, history of Igbo language, Igbo language curriculum for senor secondary schools, competence and performance were reviewed. The study further reviewed empirical studies by some scholars.
Chapter three discussed the following sub-heading: research design, population of the study, sample and sampling techniques, instrumentation, pilot study and reliability of the instrument, procedure for data collection and procedure for data analysis.
Chapter four is the data analysis, result and discussion, the chapter gave the repot of the findings of the research based on the information collected from respondents. Frequencies and percentage were used for the analysis of the first sets of data concerned with the demographical data of the respondents, while performance means scores and standard deviation was used to answer the research questions and independent t-test was used to test the null hypotheses.
Conclusions
The study is an attempt that examining the effect instructional materials in assessing the academic performance of students in Igbo language in junior secondary schools in Imo state. The study examine the relevance of instructional material in teaching Igbo language from two perspectives. One, it examine the factors influencing experimental group who were taught with instructional materials and two, control group who where taught without instructional materials. Interesting finding where discovered from the experiment of the study, which has shown the relevance and indispensable use of instructional materials in teaching and learning of Igbo language. In the light of the findings from this study, it can be concluded that students taught Igbo language using instructional materials had a better performance mean score than those taught without in junior secondary schools in Imo State. Similarly, the male students taught Igbo language using instructional materials had a better performance mean score than the female students taught with instructional materials in junior secondary schools in Imo State which was as a result of the effective use of instructional materials during classroom instruction. The students in rural located schools taught Igbo language using instructional materials had a better performance mean score compared to their counterparts from urban located schools in junior secondary schools in Imo State.
Recommendations
The following recommendations were offered from the study conducted;
- Imo State government and the relevant stakeholders should make instructional materials available both quantitatively and qualitatively that would support Igbo language learning in schools.
- Teachers should adequately plan for gender differences while planning for classroom
- Teachers in both rural and urban located schools should be encouraged to be resourceful and creative to improvise instructional materials using cheaper locally available materials.
Suggestions for Further Study
- Further research study should be carried out on students of other subject in other State in order to test the cxlix efficacy of instructional materials as a tool for enhancing students learning and academic
- Impact of Instructional Materials on Students‟ Performance in private and public secondary
- Influence of instructional material in curriculum delivery in Tertiary
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