ABSTRACT
This study
investigates the effect of spoken English on the academic performance of junior
secondary school students in Alimosho Local Government Area of Lagos State,
Nigeria. Spoken English, as a core component of language proficiency, is
essential for students in multilingual societies where English functions as the
official medium of instruction. Despite its importance, many Nigerian students
struggle with oral competence due to mother tongue interference, the pervasive
use of Nigerian Pidgin, inadequate teaching methods, and limited opportunities
for practice outside the classroom. These challenges not only reduce students’
confidence in classroom participation but also contribute significantly to poor
performance in both language and non-language subjects. The study adopted a
descriptive survey design. Data were collected through Spoken English Proficiency Test, academic
records, and structured questionnaires administered to 200 students as
representative sample of four junior secondary school in Alimosh Local
Government Area. The instrument contained items measuring spoken English
competence, classroom participation, and academic achievement. Reliability of
the instrument was confirmed through pilot testing, while validity was ensured
through expert review. Data were analyzed using descriptive statistics to
present frequencies and percentages, while chi-square was employed to test the
four hypotheses formulated for the study. Findings revealed a significant
relationship between students’ spoken English proficiency and their academic
performance across subjects. Students with higher oral competence not only
achieved better results in English Language but also performed better in
subjects like Mathematics, Integrated Science, and Social Studies, as they
could understand instructions more clearly and participate actively in
classroom interactions. Furthermore, the study established that weak spoken
English discouraged students from engaging in discussions, thereby limiting
opportunities for collaborative learning. Based on these findings, the study
recommends that teachers place greater emphasis on oral communication
activities such as debates, role-plays, and presentations in the classroom.
Schools should also create language-rich environments that encourage students
to practice spoken English beyond formal lessons. Parents and guardians are
equally encouraged to support the use of standard English at home, thereby
reinforcing what students learn in school. The study concludes that improving
spoken English competence is central to boosting students’ overall academic
performance and should be prioritized within Nigeria’s secondary education
curriculum.
Keywords: Spoken English, Academic Performance, Classroom Participation.
TABLE OF CONTENTS
Title Page i
Certification ii
Dedication
iii
Acknowledgements iv
Abstract
vi
Table of Contents vii
CHAPTER ONE
INTRODUCTION
1.1 Background to the Study 1
1.2 Statement of the Problem 2
1.3 Objectives of the study 3
1.4 Research
Questions 4
1.5 Research Hypotheses 4
1.6 Significance
of the Study 5
1.7 Scope
of the Study 6
1.8 Limitations
of the Study 6
1.9 Operational
Definition of Terms 7
CHAPTER TWO
REVIEW OF RELATED LITERATURE
2.1 Conceptual
Review 8
2.1.1 Concept
of Spoken English 8
2.1.2 Characteristics
of Spoken English 9
2.1.3 Concept
of Academic Performance 9
2.1.4 Spoken
English and Classroom Participation 10
2.1.5 Spoken
English and Comprehension in English Language 10
2.1.6 Spoken
English and Performance in Other Subjects 11
2.1.7 Challenges
of Spoken English among Nigerian Students 11
2.2 Theoretical
Framework 12
2.2.1 Communicative
Competence Theory 12
2.2.2 Krashen’s
Input Hypothesis 14
2.2.3 Relevance
of the Theories to the Study 15
2.3 Empirical
Review 16
2.3.1 International
Studies 16
2.3.2 Nigerian
Studies 19
2.4 Summary
of the Literature 22
2.5 Gaps
in the Literature 23
CHAPTER THREE
RESEARCH METHODOLOGY
3.1 Research
Design 25
3.2 Population
of the Study 25
3.3 Sample
and Sampling Technique 25
3.4 Research
Instruments 26
3.5 Validity
of the Instruments 26
3.6 Reliability
of the Instruments 26
3.7 Method
of Data Collection 27
3.8 Data
Collection Procedure 27
3.9 Method
of Data Analysis 28
3.9 Ethical
Considerations 29
CHAPTER FOUR
DATA PRESENTATION AND ANALYSIS
4.0 Introduction 30
4.1 Presentation
of Data 30
4.1.1 Presentation
of Spoken English Proficiency Test (SEPT) Results 30
4.1.2 Presentation
of Students’ Academic Records 31
4.1.3 Presentation
of Questionnaire Respondents’ Demographic Information 31
4.1.4 Presentation of Responses to the Problem Areas 33
4.1.4 Presentation
of Responses to the Problem Areas 37
4.1.4 Presentation
of Responses to the Problem Areas 40
4.2 Test of Hypotheses 42
4.2.1 Test
of Hypothesis One 42
4.2.2 Test
of Hypothesis Two 44
4.2.3 Test of Hypothesis Three 45
4.2.4 Test of
Hypothesis Four 47
4.3 Discussion
of Findings 48
CHAPTER FIVE
SUMMARY, CONCLUSION AND RECOMMENDATIONS
5.0 Introduction 50
5.1 Summary
of the Study 50
5.2 Conclusion 51
5.3 Recommendations 51
5.4 Suggestions
for Further Studies 52
References 53
Appendix A: Questionnaire
Introduction Letter 57
Appendix B:
Questionnaire 58
Appendix C: Spoken English Proficiency
Test (Sept) 61
Appendix D: Spoken
English Proficiency Test (Sept) Results 63
Appendix E: Academic Records (Ca And Exam) In English Language 68
CHAPTER ONE
INTRODUCTION
1.1 Background
to the Study
Language remains a fundamental tool for
communication, knowledge acquisition, and academic development. In multilingual
societies such as Nigeria, English plays a central role as the official
language and the medium of instruction in schools from the upper primary level
onwards. It is not only a subject taught in the curriculum but also the
language through which virtually all other subjects, apart from indigenous
languages, are taught and assessed (Olaoye, 2017). Consequently, proficiency in
English—especially in its spoken form has a direct impact on how well students
understand lessons, participate in classroom interactions, and perform in
examinations.
Spoken English is particularly important in the
Nigerian context because it serves as the lingua franca that bridges the gap
among students from diverse ethnic and linguistic backgrounds (Adegbite, 2018).
In urban areas such as Lagos State, spoken English has become a vital marker of
academic competence and social mobility. For junior secondary school students,
their ability to express themselves in clear, fluent English often determines
their level of participation in class discussions, oral presentations, and
comprehension of subject matter. Poor spoken English skills, on the other hand,
can limit self-confidence, cause misinterpretation of concepts, and ultimately
affect academic achievement (Okebukola, 2018).
Research has shown that spoken English is
strongly tied to students’ academic outcomes because classroom instruction and
assessment rely heavily on oral communication. Teachers frequently evaluate
students’ responses through oral questioning, while continuous assessments and
classroom participation also depend on verbal expression (Ogunmodimu, 2019).
Furthermore, the Junior Secondary School curriculum emphasizes speaking skills
as an essential component of English Language learning, highlighting the need for
students to develop competence in pronunciation, fluency, and interactive
communication.
Despite this importance, many Nigerian students
struggle with spoken English due to several factors such as interference from
mother tongues, limited exposure to English outside the classroom, inadequate
teaching methods, and lack of language-rich environments (Eze & Ibekwe,
2019). In Alimosho Local Government Area of Lagos State, which is the most
populous local government in Nigeria, the linguistic diversity is particularly
high. Students are constantly exposed to multiple languages and varieties of
Nigerian Pidgin, which sometimes hinders their fluency in standard spoken
English. This linguistic interference may influence not only their classroom
communication but also their overall academic performance.
The concern is that while many students can
read and write in English to some extent, their spoken competence often remains
weak, creating a gap in holistic language proficiency. Since spoken English is
the medium through which students interact with peers and teachers,
deficiencies in this area may result in poor comprehension, reduced
participation, and low academic outcomes (Akinwale, 2020). Understanding the
relationship between spoken English and academic performance among junior
secondary school students in Alimosho is therefore essential in order to
identify specific challenges and provide effective interventions.
This study is thus motivated by the need to
investigate how spoken English influences the academic performance of junior
secondary school students in Alimosho Local Government Area of Lagos State. It
seeks to highlight whether students’ oral communication skills have a
significant effect on their classroom learning outcomes and to provide
recommendations for improving spoken English proficiency as a pathway to better
academic achievement.
1.2 Statement
of the Problem
English language occupies a central position in
Nigeria’s educational system, serving as both a subject of study and the medium
of instruction for nearly all other subjects beyond the lower primary level.
The expectation is that students, by the time they reach junior secondary
school, should have attained reasonable competence in spoken English to enable
them to communicate effectively in the classroom and to succeed academically
(Okebukola, 2018). However, evidence suggests that many students continue to
struggle with oral communication in English, and this challenge appears to be
contributing to poor academic outcomes (Eze & Ibekwe, 2019).
In Alimosho Local Government Area of Lagos
State, where linguistic diversity is pronounced and the use of Nigerian Pidgin
and indigenous languages is widespread, students’ exposure to standard spoken
English is often limited. This constant interference of local languages and
non-standard varieties tends to hinder the development of oral fluency,
pronunciation accuracy, and confidence in the use of English for academic
purposes (Adegbite, 2018). The result is that many students find it difficult
to understand teachers’ explanations, express themselves clearly during oral
assessments, and engage meaningfully in classroom interactions (Akinwale,
2020).
Despite the emphasis placed on English language
competence in the curriculum, there appears to be a persistent gap between
students’ spoken English ability and the demands of their academic environment.
Teachers frequently report that students who are unable to articulate
themselves in English also perform poorly in written examinations,
comprehension tests, and oral exercises (Ogunmodimu, 2019). This situation
raises concerns about whether spoken English has a direct and measurable impact
on the academic performance of junior secondary school students.
If this trend continues unchecked, students in
Alimosho may experience long-term educational disadvantages, including
difficulties in passing national examinations such as the Basic Education
Certificate Examination (BECE) and later the West African Senior School
Certificate Examination (WASSCE). More importantly, their inability to
communicate effectively in spoken English could limit their confidence, social
participation, and access to further educational opportunities.
Therefore, the problem this study seeks to
address is the evident gap between the expected level of spoken English
proficiency and the actual oral competence demonstrated by junior secondary
school students in Alimosho Local Government Area. Specifically, the study
investigates how spoken English affects their academic performance, with the
aim of identifying whether deficiencies in oral communication contribute
significantly to poor academic outcomes and what can be done to improve the
situation.
1.3 Objectives
of the Study
The main purpose of this study is to examine
the effect of spoken English on the academic performance of junior secondary
school students in Alimosho Local Government Area of Lagos State. The specific
objectives of the study seeks to:
i.
Determine
the extent to which students’ proficiency in spoken English affects their
overall academic performance.
ii.
Assess
the relationship between students’ spoken English fluency and their classroom
participation.
iii.
Examine
the influence of spoken English on students’ comprehension and performance in
English Language as a subject.
iv.
Investigate
whether poor spoken English hinders students’ understanding and performance in
other subjects taught in English.
1.4 Research
Questions
Based on the objectives, the following research
questions guide the study:
i.
To what
extent does students’ proficiency in spoken English affect their overall
academic performance?
ii.
What is
the relationship between students’ spoken English fluency and their classroom
participation?
iii.
How does
spoken English influence students’ comprehension and performance in English
Language as a subject?
iv.
Does
poor spoken English hinder students’ understanding and performance in other
subjects taught in English?
1.5 Research
Hypotheses
The following hypotheses were formulated to
guide the study:
H₀₁: There is no significant relationship between
students’ proficiency in spoken English and their overall academic performance.
H₁₁: There is a significant relationship between
students’ proficiency in spoken English and their overall academic performance.
H₀₂: There is no significant relationship between
students’ spoken English fluency and their classroom participation.
H₁₂: There is a significant relationship between
students’ spoken English fluency and their classroom participation.
H₀₃: Spoken English has no significant influence
on students’ comprehension and performance in English Language as a subject.
H₁₃: Spoken English has a significant influence
on students’ comprehension and performance in English Language as a subject.
H₀₄: Poor spoken English does not significantly
hinder students’ understanding and performance in other subjects taught in
English.
H₁₄: Poor spoken English significantly hinders
students’ understanding and performance in other subjects taught in English.
1.6 Significance
of the Study
The importance of this study lies in its
potential to provide insights into how spoken English influences the academic
performance of junior secondary school students in Alimosho Local Government
Area of Lagos State. The findings will be of value to the following groups:
The study will help students to understand the
importance of developing competence in spoken English as a means of improving
their classroom participation and overall academic achievement. By identifying
the specific challenges they face in oral communication, the study can also
encourage them to adopt effective strategies for improving their spoken
English.
Teachers of English and other subjects will
benefit from the findings as it will draw attention to the relationship between
students’ oral proficiency and their learning outcomes. It will also guide
teachers in adopting instructional methods that emphasize oral communication,
pronunciation practice, and interactive classroom activities that enhance
students’ spoken English.
School management will find the results useful
for designing interventions such as debates, speech contests, drama clubs, and
oral communication workshops that promote spoken English within the school
environment. Such initiatives will ultimately improve students’ academic
performance.
The study will provide evidence-based
recommendations that can inform curriculum review and language education
policies. Emphasizing spoken English in teaching and assessment can help align
learning outcomes with the linguistic needs of students in multilingual settings
such as Lagos State.
Finally, the study will serve as a useful
reference for scholars conducting further research on language proficiency and
academic performance in Nigeria and other multilingual societies. It will also
contribute to the growing body of literature on the role of English language in
education and social mobility.
In sum, the study will help stakeholders to
better understand the extent to which spoken English competence affects
learning outcomes and to take practical steps in addressing the challenges
identified.
1.7 Scope
of the Study
This study is limited in scope to examining the
effect of spoken English on the academic performance of junior secondary school
students in Alimosho Local Government Area of Lagos State. Alimosho is the most
populous local government in Nigeria and is linguistically diverse, making it
an appropriate location for studying the influence of spoken English on
students’ academic outcomes.
The study focuses specifically on junior
secondary school students (JSS I–III) in selected public schools within the
local government area. This group is chosen because it represents the
transitional stage in which students are expected to demonstrate competence in
spoken English to cope with the demands of secondary education. The research is
delimited to two major variables:
Independent Variable: Spoken English competence
(measured in terms of pronunciation, fluency, and clarity of expression).
Dependent Variable: Academic performance
(measured through students’ results in English Language and other selected
subjects taught in English, as well as classroom participation).
While the findings of the study may provide
useful insights into the role of spoken English in academic achievement, it
does not cover other language-related skills such as writing and reading
comprehension in detail. Similarly, the study does not extend to private
schools or senior secondary schools in Alimosho. The generalization of findings
will therefore be limited to junior secondary students in public schools within
the study area.
1.8 Limitations
of the Study
Every research study has its constraints, and this study
is not an exception. First, the research was limited to junior secondary school
students in Alimosho Local Government Area of Lagos State, which restricts the
generalizability of findings to other regions in Nigeria. The linguistic,
cultural, and socio-economic contexts of students in other states may differ,
thereby influencing the relationship between spoken English and academic performance.
Second, the study relied primarily on self-reported data
through questionnaires, which may be influenced by social desirability bias or
inaccurate self-assessment from respondents.
Third, the study focused on spoken English competence
without a detailed examination of other dimensions of language proficiency such
as listening, reading, and writing, which may also influence academic
achievement.
Fourth, time and resource constraints limited the scope
of data collection, reducing the possibility of a larger sample size and
broader coverage.
Despite these limitations, the study provides valuable
insights into the impact of spoken English on academic performance and offers a
foundation for future research.
1.9 Operational
Definition of Terms
For the purpose of this study, the following
terms are defined in the context in which they are applied:
Spoken English: The
oral use of English language for communication, emphasizing correct
pronunciation, fluency, and clarity of expression. In this study, it refers to
the ability of junior secondary school students to verbally communicate ideas
effectively in the classroom and other academic contexts.
Academic Performance: The
measurable outcomes of students’ learning, usually reflected in test scores,
examination results, and participation in academic tasks. Here, it refers
specifically to students’ achievement in English Language and other subjects
taught in English.
Fluency: The
smooth, confident, and natural flow of speech in English, without undue pauses
or repetition. It reflects students’ ability to speak English with ease and
accuracy.
Pronunciation: The
manner in which English words are articulated, including sounds, stress, and intonation
patterns. In this study, it determines how intelligible students are when
communicating orally in English.
Junior Secondary School (JSS): The
stage of education in Nigeria that follows primary school and lasts for three
years (JSS I–III). It is a critical stage where students are expected to
improve
Mother Tongue Interference: The
influence of a student’s native language on their spoken English, which may
result in mispronunciation, incorrect grammar, or non-standard usage. This is
often a major challenge in learning English in multilingual societies.
Classroom Participation: The
active involvement of students in learning activities such as answering
questions, contributing to discussions, and engaging in oral exercises. In this
study, it is considered as an indicator of spoken English competence.
Medium of Instruction: The
language used by teachers to deliver lessons and by students to demonstrate
understanding in schools. For Nigerian junior secondary schools, this is
English, making proficiency in spoken English crucial to learning.
Nigerian Pidgin English: An
English-based creole widely spoken across Nigeria. Although useful for informal
communication, its dominance in many communities including Alimosho can
interfere with students’ acquisition and use of standard spoken English in
academic settings.
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