TABLE OF CONTENTS.
CHAPTER ONE
INTRODUCTION
Background of the Study
Statement of the Problem
Purpose of the Study
Research Questions
Research Hypotheses
Scope of the
Study
Operational Definition of Terms
Significance of the Study
CHAPTER TWO
REVIEW OF RELATED LITERATURE
A History of the English Language
The Development of English Grammar
The Place of English Grammar in the Senior
Secondary School Curriculum
Development of Fundamental Concepts in
Transformational Grammar
Theoretical Advanced in Transformational
Grammar
Home Environmental Factors Influencing
Students in English Grammar
Teaching Methods for Effective Teaching of
Grammar
CHAPTER THREE
RESEARCH METHODOLOGY
Population, Sample and Sampling Techniques
Procedure for Data Collection
Data Analysis Techniques
CHAPTER FOUR
DATA ANALYSIS AND RESULTS
Descriptive Statistics
CHAPTER FIVE
DISCUSSION, CONCLUSION AND RECOMMENDATIONS
Difference in the
Performance of Students in English Grammar based on Parents
Marital Status
Difference in the
Performance of Students in English Grammar based on
Parents Educational Background
Difference in the
Performance of Students in English Grammar based on
Parents Socio-economic Status
Difference in the
Performance of Students in English Grammar based on
Parents Ethnic Background
Conclusion
Recommendations
Suggestions for Further Studies
REFERENCES
APPENDIX
CHAPTER ONE
INTRODUCTION
Background of the Study
Language is one of the most useful tools we have as humans. Without it we
could not think thoughts expressible to others, nor could we engage in the
activities that commonly take place in the society we build ourselves (Di
Pietro, 1994). Language is very important in education. Roy-Campbell and Qorro
(1997) asserted that education is carried out largely through the medium of
language, thus, language is very significant in the education process.
Additionally, ADEA (2005) argues, “language is not everything in education, but
without language, everything is nothing in education”. Language plays a crucial
role in learning, and if the learner is handicapped in the language of
instruction, then learning may not take place at all as the instructor or
teacher and the learner will not be communicating (Malekela, 2003).
The language of instruction in post primary education to every learner is
English. English subject is taught with consideration of the objectives
stipulated in the syllabus. The objectives are important since they provide
means through which the goals of education in Nigeria could be achieved. It is
through the syllabus that can assure the teacher if or whether he has achieved
the goals or objectives of the course. With such situation, it is important for
teachers to establish objectives before working towards meeting the goals.
The English language like other languages of the world comprises several
aspects known as levels of language (morphology, phonology, syntax (Grammar),
semantics and graphology). These levels define how the language should be
expressed. A user of such language especially English must therefore be well
proficient in each of these levels of language to have a good communication.
Grammar, as a bedrock of this research work, can mean an individual’s
knowledge of a language which is exhibited through the utterances that he
produces. This is what is meant when one says that an individual has good or
poor grammar. In this sense, ‘grammar’ means the knowledge that a fluent
speaker of a language possesses which permits him to speak, understand and
comment on sentences (Liles 1971:81).
This is what is sometimes referred to as ‘linguistic competence’. Grammar
may also refer to a book containing the morphological and syntactic rules of a
language. Thus, we have several grammars of a language. For instance, there are
a number of books referred to as grammars of English.
The word ‘grammar’ can also be used to mean a series of descriptive
statements about the morphological and syntactic structures of a language. In
this sence, when one says that an individual has mastered the grammar of English,
one really means that the individual has mastered the series of descriptive
statements about the systemic interrelationships of structures within the
language. It is in this sense that ‘grammar’ is used when it is said that
grammar consists of Morphology and Syntax (Tale, 2007).
Grammar can also be referred to as a body of prescriptive rules about how
a language should be used. In modern linguistics, when the word ‘grammar’ is
used, it has two broad meanings. It may refer to the rules which an individual
has developed which enable him to understand, produce, and make statements
about the sentences of a language. For instance, when the transformationists
says that ‘a good grammar is that which can account for all sentences in a
language’, he means the word grammar in this sense. Also, the modern linguist
can use ‘grammar’ to mean a theory (definite statements) about the rules of a
language or a book containing such a theory. Thus, ‘grammar’ is used in modern
linguistics either to refer to the competence of a language user, a theory
about the rules developed by the speaker, or a book containing such a theory.
(Tale: 2007).
Having said all these, it should be borne in mind that there are factors
which may influence, either positively or adversely the teaching of English
grammar and can subsequently enhance or hinder the performance of students in
its usage or examinations. These factors range from teacher’s mastery and
competence on rules of grammar, methods of teaching adopted, conducive
environment for teaching, students’ readiness and attitude, instructional
materials among others. The teaching and learning process involves two active
participants in the classroom – the teacher and the learner, and that language
learning does not fall entirely on the teacher. The students must also assume
more responsibility for the learning process (Quiot: 2000). Vuzo (2010) also
reported “it is through interactions with each other that teachers and students
work together to create intellectual and practical activities that shape both
the form and the content of the target subject. Once Cummings (2002) as quoted
in Wang et al (1994) said that learning in which students are interactive
produced far more effective participation in a class. Meaning that
effectiveness of language learning and teaching in the classrooms will depend
upon the educational repertoire teachers have. This concurs with Quist (2000)
in that successful teaching and quality of students learning is closely related
to the teacher’s knowledge and understanding of the subject.
Statement of the Problem
Diverse of research works have investigated into factors affecting
students’ performance in English language subject in secondary schools in
Nigeria both internal and external examinations. Quist (2000) asserted that
most students fail English language as a result of their poor understanding of
the subject among others. The researcher is aware of these factors hence making
him embark on the influence of home environment on the performance of students
in English grammar in Ilorin West Local Government Area, Kwara State.
Since to teach is to communicate, English teacher must have maximum
communicative competence. Also a teacher must be knowledgeable in the grammar
itself so that he or she can make useful decision regarding what should be
taught to whom, and how the teaching should be done. Researches demonstrate
clearly that among the factors that lead to students’ performance are qualities
of teachers (Harmer, 2003: Mosha, 2004). It is on this finding that the researcher
based the parameters as variable (home background of the student, social status
of the parents, parental marital status, parental educational background etc)
to this research work.
Purpose of the Study
This research work focuses on the influence of home environment on the
performance of students in English grammar withthe following variables; ethnic
background, parents’ marital status, parents’ educational status and parents’
socio-economic status.
Research Questions
This study is concerned with the influence of home environment on the
performance of students in English grammar in some selected schools in Ilorin
West Local Government Area, Kwara State. The following research questions are
raised in order to guide the study.
i.
What is the general performance of students in grammar?
ii.
Is there any difference in the performance of students
in grammar based on ethnic background?
iii.
Is there any difference in the performance of students
in grammar based on parents’ marital status?
iv.
Is there any difference in the performance of students
in grammar based on parental educational background?
v.
Is there any difference in the performance of students
based on parental socio-economic status?
Research Hypotheses
The following null hypotheses which are based on axioms are formulated in
the study:
H01: There is no significant difference in
the performance of Hausa, Igbo and Yoruba students in Ilorin West Local
Government, Kwara State
H02: There is no significant difference in
the performance of students in grammar based on parents’ marital status.
H03: There is no significant difference in
the performance of students in grammar based on parents’ educational
background.
H04: There is no significant difference in
the performance of students in grammar based on parents’ socio-economic status.
Scope of the
Study
The study centres on the influence of home environment on the performance
of students in English grammar in some selected secondary schools in Ilorin
West Local Government Area, Kwara State, Nigeria. It is aimed at finding out
the influence of home environment on the performance of students in English
grammar. Nine schools from both public and private schools will be visited, all
from Ilorin West Local Government Area, Kwara State.
An achievement test which cuts across sentence, clause, phrase, words,
morphemes, tenses and concord in English grammar were administered to elicit
data from the respondents. Demographic characteristics of respondents would be
described using percentage. The test would be interpreted using mean, standard
deviation and inferential statistics.
Operational Definition of Terms
Language: A form of communication using
words either spoken or gestured with the hands and structured with grammar,
often with a writing system.
Secondary School: A post primary school
attended between the ages of 11 and 16 or 18.
English Grammar: A system of rules and
principles for speaking and writing an English language. It can also be seen as
the study of the internal structure of words (morphology) and the use of words
in the construction of phrases and sentences (syntax) in the English language.
Performance: It simply means
achievement, representation by action or carrying into execution.
Socio Economic Status: This is the
economic and sociological combined total measure of a person’s work and of an
individual’s or family’s economic and social position in relation to others,
based on income, education and occupation.
Influence: The power to affect either
positively or adversely, control or manipulate something or someone; the
ability to change the development of fluctuating things such as conducts
thoughts or decisions.
Significance of the Study
The relevance of English grammar in Nigeria secondary schools to the
achievement of educational goals cannot be undermined; the findings of this
study would be useful to the English language teachers, students, curriculum
planners, policy makers, textbook writers and even the parents.
English language teachers would be acquainted with the origin, meaning
and various changes that occur in grammar which will therefore facilitate
efficient teaching and learning. Students on the other hand, would also show
keen interest in speaking and writing correct English grammar which will
subsequently aid success in English language as well as related subject
examinations.
The research would help policy makers to see the need to employ more
competent English language teachers who have gone through pedagogy especially
grammar.
Moreso, parents would be enlightened on the need to be involved in the
academic achievement of their children to ease the burden off teachers at
school. Students would also be exposed to the need to cultivate the habits of
extensive reading to be at a better chance of excelling in English language.
Finally, the findings of this study would be additional knowledge for
future researchers who may wish offer suggestions and direction for future
study.
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