ABSTRACT
This
study examined the factors affecting the teaching and learning of English in
Primary School in Ilorin West Local Government Area of Kwara State.
The
research adopted a descriptive survey of correlation type. Stratified random
sampling technique was used to select primary schools in the Local Government.
One hundred respondents were selected using simple random sampling technique
comprising of primary school teachers within the sampled schools. Questionnaire
on the Factors Affecting the Teaching and Learning of English Language was used
to gather information from the respondents. Four research questions were raised
for the study and answered with descriptive statistics of mean scores and
standard deviation. Four research hypotheses were formulated and statistically
tested using inferential statistics of person product moment correlation
statistic at 0.05 level of significance.
The
result of the findings revealed that there was significant relationship between
teachers’ attitude towards teaching and learning of English Language in Primary
School in Ilorin West Local government area Kwara State. There was significant
relationship between government attitude towards teaching and learning of
English Language in Primary School. There was significant relationship between
availability of instructional materials towards teaching and learning of
English Language in Primary School. There was significant relationship between
methodology of teaching towards teaching and learning of English Language in
Primary School.
Based on
the findings, it was recommended that teachers should improve their attitude
towards teaching English Language so that pupils’ participation improved.
Government should endeavour to provide necessary needs for teachers as well as
pupils in order to improve the teaching and learning of English Language in
Primary School. Instructional materials for teaching and learning of English
Language should be provided adequately by the school management in order to
improve pupils’ performance in English.
TABLE OF CONTENT
Title Page i
Certification ii
Dedication iii
Acknowledgement iv
Abstract vi
Table of Contents vii
CHAPTER ONE
INTRODUCTION 1
Background
to the Study 1
Statement of the Problem 8
Purpose of the Study 10
Research Questions 10
Research Hypotheses 11
Scope of the Study 12
Operational Definition of
Terms 12
Significance of the Study 12
CHAPTER TWO
REVIEW OF THE RELATED LITERATURE 13
Primary School Education in Nigeria 13
The Roles of English Language
in the Nigerian Primary School Education 21
Importance of Teaching and
Learning of the Four Language skills of
English Language 24
Listening 26
Speaking 28
Reading Skills 31
Writing Skill 33
Factors Affecting the
Teaching and Learning of English Language in
Nigerian Primary Schools 35
Lack of Qualified Teacher 38
Methodology of Teaching 40
Availability of Instructional
Materials 42
Attitude of Teacher and
Students 44
Appraisal of the Literature
Reviewed 45
CHAPTER THREE
RESEARCH METHODOLOGY 49
Research Type 49
Population, Sample and
Sampling Techniques 50
Researcher instrument 50
Procedure for Data Collection 51
Data Analysis Technique 51
CHAPTER FOUR
PRESENTATION
AND DATA ANALYSIS 52
Demographic Data of the Respondents 52
Research
Questions 54
Hypothesis Testing 58
Discussion of Findings 62
CHAPTER FIVE
SUMMARY, CONCLUSION AND RECOMMENDATIONS 65
Summary 62
Conclusion 62
References 68
Questionnaire 70
CHAPTER ONE
INTRODUCTION
Background to the Study
Primary
School as the first level of Nigerian education occupies the starting point and
background for other levels of education. Besides, it is through it, that an
individual pupil is introduced, acquainted and acquires the rudimentary
knowledge, skills and attitude towards acquiring education up to the secondary
school and even tertiary institutions. Primary education as referred to in the
National Policy on Education (NPE), is the education given in institutions for
children aged 6-1 1 plus (FRN, 2012). It is the first stage and compulsory
education. Primary education is preceded by preschool or nursery education and
followed by secondary education. The primary education is the first six years
of the nine years of basic education using the Universal Basic Education (UBE) standard.
This stage of education is often addressed as elementary education. In most
countries of the world, primary education is compulsory for children to receive
although it is permissible for parents to provide it.
The
place of primary education is very paramount because it is the foundation of
adults’ contribution to developmental processes. In other words, basic
education makes a child a better adult. Primary education is to the educational
system; and the nation at large, what the mind is to the body.
According
to Quadri (2001) the Section 4, page 12 of the National Policy on Education
(2004) described primary education as the “education given in an institution
for children aged normally between 6 years to 11 years plus.” The primary
education level is the key to the success or failure of the whole educational
edifice because the rest of the educational system is built upon it. Primary
education according to the National Policy on Education (NPE, 2004) is likened
to the key which opens to success or failure of the whole educational system.
Akande (2010) reiterated Njoku (2000) regarded primary education as very
vitaland fundamental to all types of education any person can receive in life.
Primary
education is the foundation of formal education. It is an essential component
in the echelon of educational system of every nation. In order to qualify for
other levels of education one must first pass through primary schools, as such
it is an institution upon which all other levels of education and educational
achievements are built. It prepares the mind and trains the child for higher
and tougher academic pursuits. It provides young learners with the fundamentals
of reading, writing, skill acquisition, information and attitudes necessary for
proper adjustment into the society. Unfortunately, though not all recipients of
primary education get to other levels.
In the
teaching of pupils in Primary school, English language occupies the role of
both language of instruction and as one the core and compulsory subjects that
the students must undergo. The importance of language to man is great. Language
is one of man’s most remarkable attributes. It is an absolute precondition for
nearly all our social life, and it is the medium in which most organized thought
and communication proceed.Highlighting the importance of language to man,
Adetugbo (1980) states that “all human societies and institutions are made
possible only by man’s possession of language”.
Odusina
(1989) in his view observes that “without language, there would be mental
isolation and thought stagnation in interaction either”. Closely related to
this, Obanya (1981) said that language is seen as “man’s most important gift,
the vehicle for communication and a good instrument for thought and
creativity”. For Pickering and Hoeper (1990) language is, “the means by which the writer controls and influences
the reader”. Language is so important in teaching and learning process such
that the Nigerian government appreciates it as a means for promoting social
interaction and national cohesion (FRN, 2004).
English
language is a language of communication in Nigerian society. It is a language
of medium instructions, as a Lingual Franca, useful in all facets of lives in
Nigeria. English as a second language is useful between the encoder and
decoders. It is a language meant for a medium of communication by instructors
(teachers) in the school. English is a compulsory subject to be taken to
qualify students to enter the universities, and to pass WASSCE NECO, NABTEB and
other public examinations. English carries our major instruments of
communication in various ministries, parastatals, universities, business
centre, cyber café, embassies, airports, seaports, and in our major highways.
The original owners of English language were the natives of Britains or United
Kingdom which comprises of Wales in Queen Elizabeth, domain, Scotland among the
Scottish, North Ireland and among the English people of England. English
language gradually became an international language through the act of
colonization of British in an attempt to explore the whole worlds (Oribabor,
2014).
The
English language is an essential pre-requisite for propelling educational wheel
of Nigeria. Joseph and Joshua (2010) added that the government having
recognized the importance of English language for enhancing educational
attainment as well as for improving communicative competence and ability of
citizens has made it a core and compulsory subject for all in Nigerian schools.
The English language continues to be a medium of instruction for all subjects
from primary level to tertiary level in so many countries including Nigeria. It
is a medium of instruction, a compulsory and core subject that must be offered
and passed at all levels of education in Nigeria’s educational system.
It is
therefore obvious that without a thorough mastery of the language, it is not
possible to have a sufficient firm grasp of what the learner has to learn. The
knowledge of English language helps in understanding other school subjects
since it is used to teach all other subjects except local languages. Good
foundation of the language paves way to success in life. The knowledge of the
content of school’s subject is transferred to the students at all levels of
education via the English language medium. In spite of these, the English
language achievement of the Nigerian school students has been on a steady
decline over the years. An online article published on 6 January 2010 by News
desk showed that the falling standard of education as exemplified by the
falling performance of students at various examinations is alarming. This is
leaving many stakeholders in the sector to wonder about the future of education
in the country as well as the place of Nigeria in the 21st century when
competitors among countries will not be defined based on endowment of natural
resources alone but more importantly on the competitiveness of their human
capital (David, 2012).
Formal
education in Nigeria today is a product of English Language. Without English,
there is the possibility that there may not be anything more than elementary
formal education in Nigeria. English language is a major school subject in
Nigerian Educational system. It is not only the medium of instructions at all
levels of education in Nigeria but also a pre-requisite to entering into
post-primary and secondary institutions; Muhammed (2005) Despite the importance
of English Language, the primary school pupils uses and performance in English
Language has not been encouraging.
Many
scholars and specialists in the English language field have had to ask
questions pertaining to the low level of proficiency and performance of primary
school pupils in the various aspects of English Language and in English
Language examinations sometimes, they blame it on the individual background,
mother tongue interference, comprehension problem, social factor, individual
differences, etc. For instance, Eze (2004) in his opinion stated that “the poor
performance of students in English Language examinations can be attributed to
their inability to interpret written language and also answer comprehension
questions in their own words” Obayan (2003) also agreed with the above where he
said that students can do well in English Language examination if only they can
be able to answer the questions in their own words and avoid needless lifting
which results to vague answers.
Various
researchers especially in English Language have teaching an learning of English
language is determined by a number of variables such as family, schools,
society and motivation factors, (Aremu & Joken 2003; Aremu Oluwole 2001).
Gillian and Gillian (2002) observed that social factors such as parents’
educational attainments have been found to be more important than economic
factors in explaining children’s educational outcomes.
The
teaching and learning of pupils in English Language has been found to be
strongly associated with factors such as the home, literacy environment, teachers’ teaching styles and investments in resources that promote
learning such as quality child care, educational materials and excursion to
education resources (Shonkoff & Philips, 2000). Other factors include spa
renting which in turn affect their children’s development and educational
achievement. High level of illiteracy, poverty and low social status coupled
with high rate of paternal and maternal deprivation, lack of money to purchase
necessary textbooks, working materials and school fees for their children.
These ugly situations have made some young school pupils to drop out of school
and to engage in subsistence life by becoming house- helps or engaging in other
menial jobs to support their academic pursuit.
The fact
that primary school occupies the foundation of education in our educational
sector and it carries out great roles in teaching . and knowledge acquisition
of the pupils, therefore this study is intended to investigate the factors
affecting the teaching and learning of English is Primary School in Ilorin West
Local Government Area of Kwara State.
Statement of the Problem
As the primary
school undoubtedly forms the crux of education in Nigeria SO the English
language is the core and compulsory subject that must be learnt by all the
primary school pupils. In the course of teaching the subject there tendencies
are that the teacher confront some difficulties since the subject is neither
the pupils’ nor the teachers’ first
language. This problem could probably be part of the reasons why the
researchers carried out various researches on variables related to English
Language.
For
instance, researchers such as Chapman and Pascarella (1983) studied the
relationship between institutional types, class size, academic attainment and
social integration in eleven institutions. They discovered that students who
attend residential schools perform better academically than those who do not.
Also, Ywnne and Sayibo (1998) emphasized that students level of performance in
English Language depends largely on socio economic background and that high
school student’s level of performance are linked to their gender and
socioeconomic background among other factors.
Botts,
Reuben and Dannenberg (2000) agreed that differences in students’
socio-economic background are responsible for much of the difference in
students’ performance in English Language. Akande (2007) studied socio-economic
factors influencing students’ performance in Nigeria using some explanations
from local survey. Ipaye (1996) discovered that poverty imposed a lot of
challenges on parents making them unable to cater for the academic needs of their
children which eventually has terrible effects on the students’ performance in
public examinations.
Though
the low performance of the Primary school pupils in English Language may be as
correlation of social factors such as home background, gender, age, parents’ social status, ethnicity, school ownership,
religion among others but the extent to which these factors affect their
performance in English language is not certain. This study therefore examines
the factors affecting the teaching and learning of English Language in Primary
School in Ilorin West Local Government, Kwara State.
Purpose of the Study
The main
purpose of the study is to examine the factors affecting the teaching and
learning of English Language in Primary School in Ilorin West Local Government,
Kwara State. Specifically, the study will find out whether:
a. Attitude
of teacher affects teaching and learning of English Language in Primary School.
b. Government
attitude affect teaching and learning of English Language in Primary School
c. Availability
of instructional materials affect teaching and learning of English Language in
Primary School
d. Methodology
of teaching affect teaching and learning of English Language in Primary School
e. Infrastructural
facilities affects affect teaching and learning of English Language in Primary School
Research Questions
Based on
the problem and purpose highlighted above, the flowing research questions have
been drawn to guide the conduct of this research:
a. Is
there any influence of Attitude of teacher affects teaching and learning of
English Language in Primary School?
b. Is
there any influence of Government attitude affect teaching and learning of
English Language in Primary School?
c. Is
there any influence of Availability of instructional materials affect teaching
and learning of English Language in Primary School?
d. Is
there any influence of methodology of teaching affect teaching and learning of
English Language in Primary School?
e. Is
there any influence of infrastructural facilities affects affect teaching and
learning of English Language in Primary School?+
Research Hypotheses
The
following null hypotheses will be tested in this study:
f. There
is no significant influence, attitude of teacher1 as factor affecting teaching
and learning of English Language in Primary School
g. There
is no significant influence Government attitude as a factor affecting teaching
and’ learning of English Language in Primary School.
h. There
is no significant influence of availability
of instructional materials as a factor affecting .teaching and learning of
English Language in Primary School.
i. There
is no significant influence methodology of teaching as a factor affecting
teaching and learning of English Language in Primary School.
Scope of the Study
This
study intends to examine the factors affecting the teaching and learning of
English Language in Primary School in Ilorin West Local Government, Kwara
State. The respondents for the study would all primary school teachers from
both the private and public schools under Ilorin West Local Government area of Kwara
State.. Purposive sampling techniques would be employed to select primary
school teachers from twenty private and ten public schools under Ilorin West
Local Government areas. Researcher designed questionnaire would be prepared to
elicit information for the study.
The statistical tools of Chi square will the research hypotheses in the study.
Operational Definition of Terms
Parental ethnic groups: Hausa,
lgbo and Yoruba
Parental education:
NCE/OND, FIND/First Degree, Master Degree, Ph.D.
Parental literacy: Parent
that can read with at least SSCE certificate are literate and Parent that
cannot read with at least SSCE certificate are literate
Significance of the Study
The
findings of this study would be of immense benefits to students, teachers,
parents, guidance and counselors, school administrators and policy makers. This
might be facilitated by making the study available in places where the public
could gain access to it, (e.g. the library, internet, media houses) and so on.
The
findings of the study might provide tangible information to the primary school
teachers in order to forge the family—school linkages through communicating
effectively with pupils’ parents about school strategy of enhancing the pupils’
knowledge of English language.
The
finding of this study might help the school administrators to involve and
encourage parents to provide resource person on learning of English Language at
home that can teach students the more thereby improving the students’ academic
performance.
Pointedly,
school counselors (if available) in the school would be better informed on
factors determining students academic performance in school and strategies to
improve the students’ attitude towards learning English Language as a subject
in the primary schools.
Finally,
the outcome might also, assist the government at all levels to understand
background factors that cannot be under estimated in pupils’ learning
acquisition is English Language and prepare a plane grand for governmental intervention through equipping the school libraries, building more
classrooms, attractive salaries for the teachers and others.
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