Poor Teaching Method as a Factor in Students’ Poor Performance in English Language in Senior Secondary Schools in Awgu LGA
Background of the study
English Language is the instrument of communication in both post primary and higher institutions in Nigeria. It is also the official language in Nigeria. Secondary school students need effective English language to function properly or perform better. Fema, (2003) was of the view that “a person is functionally literate when he acquired the knowledge and skills in reading and writing which enable him to engage effectively in all those activities in which literacy is normally assumed in his culture or group. As agreed by Danladi (2008), It is the medium of instruction in our schools and compulsory school subject that must be passed at all levels of education in Nigeria. However, it is disheartening to note that the poor performance of students in English language at public examinations in recent times has been explained as a major cause of decline in the general academic performance and standard of education in Nigeria. Oluwole, (2008) was of the view that “having difficulty in grasping fully the contents and concepts of the various subjects of the curriculum taught in target language seem to be one of the most serious problems that language students of English face in their particular course of study. This might be due to their weaknesses in English language (the medium of instruction) which may have negative consequences on their overall performance.
Education at secondary school level is supposed to be the bedrock and the foundation towards higher knowledge in tertiary institutions. It is an investment as well as an instrument that can be used to achieve a more rapid economic, social, political, technological, scientific and cultural development in the country. The National Policy on Education (2004) stipulates that secondary education is an instrument for national development that fosters the worth and development of the individual for further education and development and for general development of the society and equality of educational opportunities to all Nigerian children, irrespective of any real or marginal disabilities. The role of secondary education is to lay the foundation for further education and if a good foundation is laid at this level, there are likely to be no problem at subsequent levels. Aremu & Sokan (2003); Aremu & Oluwole (2001) unanimously agreed that different people at different times have passed the blame of poor performance in secondary school to students because of their low retention, parental factors, association with wrong peers, low achievement, low retention, low achievement motivation and the likes.
Tebabal & Kahssay, (2011) stated that the primary purpose of teaching at any level of education is to bring a fundamental change in the learner. To facilitate the process of knowledge transmission, teachers should apply appropriate teaching methods that best suit specific learning objectives and outcomes. In the traditional epoch, many teaching practitioners widely applied teacher-centered methods to impart knowledge to learners comparative to student-centered methods. Hightower (2011) opined that until today, questions about the effectiveness of teaching methods on student learning have consistently raised considerable interest in the thematic field of educational research. Moreover, research on teaching and learning constantly endeavour to examine the extent to which different teaching methods enhance growth in students’ learning. In order for the method used for teaching to be effective, Adunola (2011) agreed that teachers need to be conversant with numerous teaching strategies that take recognition of the magnitude of complexity of the concepts to be covered. This study is meant to ascertain Poor Teaching Method as a Factor in Students’ Poor Performance in English Language in Senior Secondary Schools in Awgu Local Government Area.
Statement of Problem
Many methods of teaching exist in education. All the strategies are meant to make teachers succeed in their bid to disseminate knowledge. However, not much has been said concerning the appropriate method to be adopted in teaching of English Language.
Aremu (2000) stresses that academic failure is not only frustrating to the students and the parents, its effects are equally grave on the society in terms of dearth of manpower in all spheres of the economy and politics.
Adunola, (2011) observed that it is quite remarkable that regular poor academic performance by the majority of students is fundamentally linked to application of ineffective teaching methods by teachers to impact knowledge to learners. Substantial research on the effectiveness of teaching methods indicates that the quality of teaching is often reflected by the achievements of learners. According to Ayeni (2011), teaching is a process that involves bringing about desirable changes in learners so as to achieve specific outcomes.
Morakinyo (2003) believes that the falling level of academic achievement is attributable to teachers’ non-use of verbal reinforcement strategy. Others found out that the attitude of some teachers to their job is reflected in their poor attendance to lessons, lateness to school, unsavory comments about student’s performance that could damage their ego, poor method of teaching and the likes affect pupils’ academic performance. From the foregoing, this study is set to ascertain Poor Teaching Method as a Factor in Students’ Poor Performance in English Language in Senior Secondary Schools in Awgu Local Government Area.
Purpose of the Study
This study is set to ascertain Poor Teaching Method as a Factor in Students’ Poor Performance in English Language in Senior Secondary Schools in Awgu Local Government Area. Specifically, this study is set:
- Find out the factors to be considered before the selection of any teaching methods.
- Determine if teachers’ qualification affects students’ performance in English Language.
- Ascertain if attitude of students towards the study of English language affects their performance.
- Ascertain if non use of language laboratory affects the teaching method adopted by the English teacher.
Significance of the Study
The result of this study will provide basis for effective teaching methods in English Language classes in secondary schools in Awgu Local Government Area of Enugu state. The findings of the study will help teachers to modify or reinforce students’ academic performance. To the school administrators, it will recommend the needed instructional aids to employ in the teaching and learning of English language.
Again, the study will encourage students and consequently increase their interest in the learning of English Language. Also, it will direct the English Language teachers in the right method to be adopted in teaching so as to achieve the needed objectives at the end of each class.
More so, to interested individuals and researchers, this study will be of immense help in the information they’ll likely seek for in getting their research work completed.
The following research questions guided the study:
- What are the factors to be considered before the selection of a particular teaching method?
- How do teachers’ qualification affect students’ performance in English Language?
- In what ways do the attitude of students towards the study of English language affect their performance?
- How do non use of language laboratory affect the teaching method adopted by the English teacher?
Scope of the Study
This study is on poor teaching method as a factor in students’ poor performance in English Language in senior secondary schools with focus on secondary schools in Awgu Local Government Area.
REVIEW OF RELATED LITERATURE
The review of related literature was carried out under the following sub-headings:
- Conceptual Framework
- Theoretical Framework
- Review of Related Empirical Studies
- Summary of the Review of Related Literature
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