CHAPTER ONE INTRODUCTION
English language is a language without which there could not have been an entity called Nigeria (Ogunsiji and Olanrewaju, 2002). This Ezeokoli (2005) gave credence to when he also dispelled that English language is very crucial to the Nigeria education system .It is not only the medium of instruction especially at the upper primary, secondary and tertiary level of education and also the language of text-books. It is through the vehicle of English language that pupil and student accesses knowledge in other subject areas. Yet, the academic performance of pupils. English language is essentially not only for academic success alone but to perform in life as various individuals. However, there is low proficiency English language is both a core subject and the language of instruction in the Nigerian secondary school system.
Although the English language is not indigenous to the Nigerians, it has been assigned the status of a prestige language by default because it is the language of mass media and the official language in the country. The importance of the
English language in the Nigerian educational system is further underlined by the fact that a minimum of a credit passing the subject in the West African Senior School Certificate Examination
(WASSCE) is a strong requirement for admissions to the numerous higher institutions of learning in the Nigeria [1]. By implication, the English language is taught and learned as a second language in schools with an emphasis on the teaching of the four language skills, punctuation, spellings, grammar, and other literary elements.
Furthermore, English grammar is taught and tested by language teachers in Gambian schools. the West African Examinations Council (WAEC) tests the knowledge of grammar in (lexis and structure) Paper 2, and the application of the knowledge of grammatical rules is indirectly evaluated in Paper 3 which comprises essay, reading comprehension, and summary writing. Therefore, grammar instruction is an integral aspect of
second language teaching because the knowledge of grammar in the target language possessed by ESL learners determines their level of competence in the English language. To Kolawole [2], second language learners must master the grammar of the target language in order to be able to use the language well because success in the target language is closely tied to their knowledge of grammar rules.
Teaching is about bringing out desirable changes in human learning abilities and behaviour. Teaching is a human activity. It deals with children, parents and fellow professionals. Teaching involves two kinds of knowledge: value judgment decision-making. It requires communication skills, human relations techniques and lots of other attributes. The teaching of English language (L2) to non native speakers of the language is centered on the following strategies: The Grammar translation methods Williams (1990:31-32); the direct method, cognitive code-learning, communicative competence in language Teaching and audio-lingual learning which results in rapid acquisition of speaking skills. The audio-lingual method drills students in the use of grammatically correct sentences patterns.
Academic performance is the outcome of pupils’ determination and hard work in an academic setting. Academic performance is defined as the scholastic standing of a pupil at a given
moment (Akanbi, 2010). This scholastic standing could be explained in terms of the grades obtained in a course or groups of courses. Academic performance is the quality and quantity
of knowledge, skills, techniques and positive attitudes, behaviour and philosophy that pupils achieve or acquire (Mwiigi, 2014). For the purpose of this study, academic performance is the
knowledge and skills acquired by pupil which is usually access through test and examination.
The academic performance of primary school pupils in English Language, in particular do not appear to be as good as they are expected to be as shown in the analysis and statistics of school records (Igbinedion & Omodolor, 2016). In Nigeria, researches have shown that pupils’ academic performance is declining at a disturbing rate (Tenibaje, 2009). Some of the reasons that have been identified for such decline are personal factors such as individual pupil’s intelligence, achievement motivation, anxiety, self-esteem, locus of control and sociodemographic variables teaching strategy as well as learning strategies (Akinleke, 2012).
Statement of the Problem
Despite the importance of English language in primary schools in Nigeria, the objectives of teaching and learning English language seem not to have been achieved. Marjah (2010) asserted
that English language learners demonstrate narrow range of ability in the English studies. The Basic Education Certificate Examination analysis released for 2014 and 2015 academic year
show that pupils from Oyo State have 40 percent average in English language. In 2016, 2017 and 2018, the results were worse, as pupils have 30 percent average in English language
(Basic Education Certificate Examination Chief Examiners report, 2018). The poor performance of pupils in English language in both internal and external examinations has been of serious concerns to all stakeholders in the education sector in Nigeria.
This may be attributed to several factors among which is the use of the conventional teaching Method that dominates classrooms and makes teaching and learning of English language uninteresting and pupils’ achievement in the subject very low. Most importantly, primary school pupils find it extremely difficult to recollect basic facts needed to enhance their performance in English language. To redress this situation, however, there is need to find instructional strategies that will address the poor academic performance associated with English studies in primary schools. This is the worry of the researchers hence, the determination to examine the influence of teaching English language on the academic achievement of primary school pupils
is not clearly known due to limited research works. In order to fill this gap, this study was carried out.
Purpose of the Study
The main purpose of this study is to determine the influence of teaching English language on the academic achievement of primary school pupils. Specifically, the study sought to:
1. Determine how the strategy employed in teaching affect the teaching of English language on the academic achievement of primary school pupils.
2. Determine how school location affect the teaching of English language on the academic achievement of primary school pupils.
3. Determine teachers’ perception on the interaction between teaching of English language on the academic achievement of primary school pupils.
1.3 Research Questions
The following three research questions were posed to guide the development of this study:
1. Does the strategy employed in teaching affect the teaching of English language on the academic achievement of primary school pupils?
2. Does school location affect the teaching of English language on the academic achievement of primary school pupils?
3. Does teachers’ perception on the interaction between teaching of English language on the academic achievement of primary school pupils?
1.5 Research Hypothesis
The following hypotheses were raised for this research;
- There is no significant effect of strategy employed in teaching English language on the academic achievement of primary school pupils.
- There is no significant effect of school location in teaching English language on the academic achievement of primary school pupils.
- There is no significant interaction between teachers’ perception in teaching English language on the academic achievement of primary school pupils.
TABLE OF CONTENTS
Title page
Certification
Dedication
Acknowledgement
Table of Contents
Abstract
CHAPTER ONE: INTRODUCTION
- Background to the study
- Statement of the Problem
- Research questions
- The Objectives of the Study
- Significance of the Study
- Scope of the Study
- Operational Definition of Terms
CHAPTER TWO: LITERATURE REVIEW AND THEORETICAL FRAMEWORK
2.1 Review of Related Literature
2.2 Empirical Studies
2.3 Theoretical Framework
2.4 Review of Relevant concept
2.5 Summary of the literature
CHAPTER THREE: METHODOLOGY
3.1 Research Design
3.2 Population of the Study
3.3 Sample Size and Sampling Techniques
3.4 Research Instrument
3.5 Validation of the Research Instrument
3.6 Reliability of the Research Instrument
3.7 Research Procedure
3.8 Methods of Data Analysis
CHAPTER FOUR: RESULT AND DISCUSSION OF FINDINGS
4.1 Data presentation and analysis
4.2 Testing of hypothesis
4.3 Discussion of finding
CHAPTER FIVE: SUMMARY CONCLUSION AND RECOMMENDATION
5.1 Introduction
5.2 Summary of Study
5.3 Summary of Major Findings
5.4 Recommendations
5.5 Limitation of the Study
5.6 Suggestions for Future Research
References
Appendix
List of the Tables
4.1 Analysis of Research Questionnaire Administered
4.1 Distribution of Respondents by Sex
4.2 Age Distribution
4.3 Marital Status Distribution
4.4 Educational Qualification Distribution
4.5 Years of Service Distribution
4.6 Research Question One
4.7 Research Question Two
4.8 Research Question three
4.9 Research Hypothesis One
4.10 Research Hypothesis Two
4.11 Research Hypothesis Three
request for free research topic, material at cheaper price
request for free research topic, and pay for material guide at cheaper price
Related
