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CAUSATIVE FACTORS ASSOCIATED WITH STUDENT'S PERFORMANCE IN ENGLISH

 Format: MS WORD   Chapters: 1-5

 Pages: 60   Attributes: COMPREHENSIVE RESEARCH

 Amount: 3,000

 Apr 20, 2020 |  03:46 pm |  1039

CHAPTER ONE

INTRODUCTION

Background to the Study

The relationship between language and students’ learning is interwoven. Language is regarded as the conveyor of learning; and learning cannot exist independent of language. This therefore implies that societal/institutional ideas are transmitted from one person/generation to another through the instrumentality of language. It then means that the adoption of English language as the medium of communication in Nigeria and as classroom language makes its understanding and knowledge compulsory for any student who will go far in Nigeria academic setting.

Amuseghan and Momoh (2013) opined that English language is the medium of instruction through which the students are expected to achieve a very large measure of mental, emotional and skillful development. Majority of these students enter secondary schools with very low competence in the language, therefore, their educational development will be retarded in all matters of leaning through the language.

According to Pinon and Haydon (2010) English language is an important tool for developing the Government sector as well as private sector. This implies that English language is an international source of communication and the importance of English language for the students at all levels cannot be denied. It is the language of comparative education and without competence in this language; we cannot get benefits from the experiences of the advanced countries in the field of education.

Several factors are combined to influence students’ performance in English Language at the secondary school level, ranging from home, school/systemic, socio-economic and students’ factors among others. Put differently, Shawkat, Aurangzeb and Arab (2018) observed that education is the combination of three tiers, that is, school, parents and society. The home factor is the combination of parental interest, level of education and finance. In line with Alexandar et al (2014) lack of parental interest in teaching learning process and their unawareness from their children`s performances are the major causes of students` failure. For reasons best known to individual parents, the academic lives of their wards are left to chance because they are busy doing other things.

Moreover parental level of awareness and education also affect students’ performance in English language. Ngidi (2007) revealed that majority of parents are not in favour of English learning, because they think that English is the language of British not of us, why we involve ourselves in the language of other people. As the result, whatever their children performance in English language it okay with them.

Parental financial level which informed students’ participations in economic activities and provisions of basic needs enable academic life. Nwachukwu (2002) postulated that poverty is a major factor that forced students to be engaged in economic activities simultaneously with their studies, particularly when they have to hawk their parents’ goods after school. This has negative implication on student’s performance in school activities.

Furthermore, educational process of development occurs in physical, social, cultural and psychological environments. A proper and adequate environment is very much necessary for fruitful learning of the students. The favourable school environment and timetable provides the necessary stimulus for learning experiences. The students spend most of their active time in school, and this school environment is exerting influence on performance through curricular, teaching technique and relationship (Arul-Lawrence, 2012).

In addition, teaching any subject demands, subject command and teaching method for effective teaching. Chireshe, (2013) submitted that students attribute their failure not only to the internal factors like unconstructive mind-set towards the subject and absenteeism but some external factors also involve in their failure like unqualified teachers and lack of teaching learning materials.  Furthermore, Teenvo (2011) reported that lack of on the job training and provision of the training in syllabi changes, non-availability of English newspapers to students and not using computer in the English learning process, are the major causes due to which large number of students fail in English at the secondary level.

Professional qualification is necessary for a teacher, Tahir,and Qadir (2012) noted that English teachers improve their teaching and professional skills to meet the needs of the students. Moreover they make themselves competent, committed and select appropriate methods for teaching English. Contrary to the foregoing, Rugemalira (2005) majority of the teachers do not have good command of English language and it became the major cause that students do not have capability to grasp the theme from the lessons as well as from the paper, Consequently they fail in examinations.

Besides, the relationship between class size and academic performance in English language has been a perplexing one for educators. Studies have found that the physical environment, class overcrowding and teaching methods are all variables that affect students’ achievement (Molnar, 2000). This implies that the more the population, the less teaching efficiency in the classroom setting.

Also, tension is inimical to memory proper functioning. Khan and Khattak (2011) opined that anxiety is the major cause of failure of the students at the secondary level. According to Marwan (2007) majority of students are anxious in English language learning, they feel fear and frightened in English class and that is why they obtain fewer marks than the students, who are fearless and have courage.          Similarly, Elaine et al (2012) revealed that students` anxiety in learning of English some time creates many serious problems. Further, Kobojunkie, (2012) reported that due to fear and anxiety some time students fail in examinations. Rogerson and Scott, (2010) also revealed that fear is the major cause of students` unsuccessfulness in teaching learning process because it generates serious negative feelings among students towards learning, like emotional problems, which affect students` motivation and mind-set towards English learning. That`s why they fail in annual examination.

Learning gets perfection with sound practice, such as listening, speaking, reading and writing which can-not occur without communication. According Amuseghan and Momoh (2013) listening and reading take place only when the learners are actually sharing the ideas and views of a communicator (a speaker) who performs the speaking with regards to the level of the background experience of the students in the English language. Niji (2013) opined that schools lack of reading and writing of English is the foremost cause of students` lower performance in examinations. Similarly, Farooq et al (2012) reported that writing of English is the major cause of low performance of students, because English has a lot of irregular spellings.

Aina et al (2013) documented that majority of students do not have capability to understand the ascent of the English teachers. That is why; they fail in internal as well as external examinations. Ncube (2013) noted in his research that generally, teachers of schools are lazy, idle and do not devote to their profession. Azy (2012) noted that insufficient preparation for examinations and inadequate revision on right time are the major causes of failure. Alvarez (2001) stated that majority of students at secondary level face social problem in society and at home.

Hence, the various factors cumulated in the present students’ academic performance in English language in senior secondary schools in Akure South local government area of Ondo State.

Statement of the Problem

          Proper understanding of English language enhance academic efficiency and this is why English language is studied at all level to ensure that students have mastery of the official language and medium of knowledge transmission in the informal environment. But   the various effort invested in students to have better understanding of the language is not yielding fruit as expected, partly because it is a foreign language. Various investigations into the causes of students’ poor performance appears to associate students’ performance with personal, parental, systemic and social factors. Therefore examination into causative factors associated with senior secondary students’ performance in English language is a square peg in a square hole.

 

Purpose of Study 

The aim of this study is to identify the various factors associated with students’ poor performance in English language. Specifically, the studies focus on the following:

1.   to investigate students’ performances in English language among senior secondary school students’ in Akure south local government.

2.   to find out the influence of school system on students’ performances in English language.

3.   to find out English language teachers’ qualification and competence.

4.   to examines parental factors affecting students’ academic performance in English language.

5.   to identify personal natural factors that hinders students’ efficiency in English language.

6.   to enquire into how the identified problems associated with student’ performance in English language can be solved.

Research Questions

1.   What is the level of senior secondary school students’ performance in English language?

2.   Does school system have any influence on students’ academic performance in English language?

3.   What is the place of teacher qualification and competence in students’ performance in English language?

4.   What are the parental factors influencing students’ poor performances in English language at the senior secondary school level?

5.   Do students’ personality trait and natural talent in any way affect their academic performances in English language?

6.   What are the means by which the identify problems can be solved?

Research Hypotheses

1.   Senior secondary school system and teacher qualification have no significance influence on students’ academic performances in English language.

2.   Parental factors and natural abilities have no significant influence on students’ academic performance in         English language.

Significance of the Study

          This study will be of tremendous important in sanitizing the students’ to put in their best despite the various discouraging factors in the schools system home front and the society at large. The students’ will be happy with their improved performance which is the major target of this academic research. This study will also serve as an impetus for the parents and the society at large to encourage and enroll their wards in schools for the benefit of an individual society and government at large. Hence, this research work serves as a guidance to the government and the society on how to improve the study of English language in senior secondary schools in Akure South Local Government Area of Ondo State.

Delimitation of Study

          This research is restricted to senior secondary school students in Akure South Local Government Area of Ondo State. It only considers matter related to students performance in the teaching and learning of English language.

Definition of Terms

Associated with: This simply refers to bringing together into relationship in a various tangible ways.

Causative Factor: are ones responsible for causing something or producing an effect about particular things. This has to do with the factor that influence a learning process targeted for improvement which is important in determining concrete and repeatable methods for improving the teaching and learning process of students.

English Language: is a language that is widely used as a common mean of communication among speakers of other languages. It is a system of word or sign that people use to express their thought and feeling to each other.

Performance: this is a completion of a task with application of knowledge, skills and abilities.  It is also refers to the process of performing a task or function in a given word. In work place, performance means good ranking with the hypothesized conception of requirement of a task role in teaching and learning activities. Hence, it deals with the outcome of learning activities.

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