TABLE
OF CONTENTS
CHAPTER ONE
INTRODUCTION
1.0
Background
to the Study
1.2 Statement
of the Problem
1.3 Purpose
of the Study
1.4 Research
Questions
1.5 Research
Hypotheses
1.6 Significance
of the Study
1.7 Scope
of the Study
1.8 Definition
of Terms
CHAPTER TWO
LITERATURE REVIEW
2.1 The Nature of English Language.
2.2
The Importance of English Language
in Nigeria.
2.3
English as a Global Language
2.4
Studies on English Language Acquisition
2.5
Study Skills Training For Success in
English Language Examinations
2.6
The SQ3R–An Adaptation For Success
in English Language Examinations
2.7
Factors
Militating Against Success in English Language Examinations.
2.8 Examination
Ethics Students Should Adhere To For Success in English Language Examinations
2.9
Factors Promoting Students Success in
English Examinations
2.10 Related Researches On Poor Performance of
Students in English Language
CHAPTER THREE
RESEARCH METHODOLOGY
INTRODUCTION
3.1 Research Design
3.2 Population
3.3 Sample Size and
Sampling Technique
3.4 Research Instrument
3.5 Validity of the Instrument
3.6 Reliability of the Instrument
3.7 Procedure for Data Collection
3.8 Data Analysis
CHAPTER
FOUR
DATA
ANALYSES AND INTERPRETATION OF RESULTS
4.0 Introduction
4.1 Description
of Data According to Sex, Age, Marital Status, Religion, Qualification and
Years of Experience.
4.2 Analyses
of Participants’ Reponses to Answer the Research Questions
4.3
Analyses of Students’ Reponses to Answer the Research Questions
4.4 Testing
Hypotheses
4.5 Summary
of Findings
CHAPTER
FIVE
SUMMARY,
CONCLUSIONS AND RECOMMENDATIONS
5.1 Introduction
5.2 Summary
of the Study
5.3 Conclusions
5.4 Recommendations
Questionnaire
CHAPTER ONE
INTRODUCTION
1.1 Background to the
Study
There
is no doubt that the main purpose of teaching is to cause learning to take
place, and English language is an important factor that contributes to
students’ achievements. Many factors are contributory to the high performance
of students in English Language (Esun, 2004). Notable among the major factors
among others that cause success in English language examinations such as the
WAECC (West African Examinations Council), the General Certificate of Education
(GCE). The National Examinations Council (NECO), the Joint Admissions and
Matriculations Board (JAMB) and Internal examinations and tests in English
Language in the classrooms are: the availability of teaching and learning
facilities, students’ interests and motivation, teachers’ mastery of contents
in which English is taught, teacher-student ratio, good school attendance, good
academic background, good study habits, concentration, effective memory and
comprehension are largely responsible for success in English language
examinations in Nigeria secondary schools and beyond (Owuamanam, 2007).
According
to Adeoye (2005), many students in English language, do not possess interests
in the subject and do not have the required motivation to study the subject in
order to have success in their examinations. For students to pass their English
examinations in both external and internal examinations, they need to put
proper interest and be motivated in the subject. Adeoye (2007) submitted that,
absence of interest and motivation in anything one does, is the cause of
failure or lack of success in achievement.
Another
factors that militate against students’ performance in English language are
non-teachers’ mastery of what is taught in the classroom and the
non-availability of teaching/learning materials in the classrooms. Most
teachers according to Adeleke (2006), do not possess the proper mastery of
content of the aspect of English they teacher in the classrooms, coupled with
the non-availability of teaching materials which help the teacher to carry out
effective presentation in the classrooms. If teachers carry out effective
presentation of the subject-matter in the classroom, students will learn
effectively, thereby leading to their success in the classroom (Lamu, 2000)
High
teacher-student ratio in English language classroom enables teachers to be in-effective
in their teaching if the ratio is not as recommended by the National Policy on
Education (NPC, 1998), which stipulated that, teacher-student ratio should be
1-30. The recommendation is that, for effective teaching and learning to take
place, teacher-student ratio should be 1-30 in the classroom. According to Uzor
(2004), when teacher-student ratio is low or moderate, it results to high
academic achievement of students. In another development, Osarenren (2003), is
of the opinion that, good school attendance, and effective study habits are
pluses to the examination success of students in English language.
For
Osarenren (2003), if students attend to their English language classes
regularly and listen with rapt attention, they will obviously put up good
performance in the subject during the examinations or tests. Again, good study
habits of students in the subject is a great assistance to their effectiveness
needed in examinations. When students study seriously, they obviously come out
in flying colours in the subject which they are examined.
Proper
study-habit, means effective or high academic performance in examinations in
English language amongst senior secondary schools in Lagos state, Nigeria.
Other factors that help students to achieve good success in English language
examination are: students’ academic backgrounds, students’ home background,
students’ socio-economic status: paying proper attention to home works taking
notes during examinations; allocation time to daily activities which may
interrupt effective reading or studying, drawing time table etc. The above
identified factors if properly attended to, would assist students to perform
well in English language examinations.
1.2 Statement of the Problem
The
factors that militate against success in English language examinations cannot
be over emphasized. For instance, lack of teacher- mastery of contents and
methodology, lack of instructional materials, lack of school facilities for
English language teaching, high teacher-student ratio, poor school attendance,
poor interest and motivation of the students in the subject matter, poor study
habits, poor or lack of concentration by the students, poor memory and
comprehension, cram-pour-forget syndrome, poor home environment, poor academic
backgrounds of students and so on, are responsible for examination failures in
English language examinations in secondary schools in Lagos State, Nigeria.
The problems enumerated above, made this researcher to
examine the factors militating success in English language examinations.
1.3 Purpose of the Study
The
main purpose of this study is to examine the factors militating against success
in English language examinations at the senior secondary school level in
Mainland Local Government Area Lagos State, Nigeria.
The
specific objectives of the study will include the followings:
1.
Examine
whether teacher-mastery of contents affect examination success in English
language among students.
2.
Assess whether
Teacher-mastery of methods of teaching affect students’ success in English
language examination in schools.
3.
Find out
whether students’ poor school attendance affect their performance in English
language examinations in schools.
4.
Ascertain
whether the availability of language laboratories affect students’ success in
English language examinations in schools.
1.4 Research Questions
The following research questions will be examined in this
study:
1.
Will
teacher-mastery of contents affect examination success in English language
among students?
2.
Will
Teacher-mastery of methods of teaching affect students’ success in English
language examination in schools/
3.
Will
students’ poor school attendance affect their performance in English language
examinations in schools?
4.
Will
availability of language laboratory affect students’ success in English
language examinations in schools.
1.5 Research Hypotheses
The following research hypotheses will be tested in this
study:
1.
There
will be no significant relationship between teacher-mastery of contents and
examination success in English language among students.
2.
There
will be no significant relationship between teacher-mastery of methods of
teaching and students’ success in English language examination in schools.
3.
There
will be no significant relationship between students’ poor school attendance
and students’ high performance in English language examinations in schools.
4.
There
will be no significant relationship between availability of language
laboratories and students’ success in English language examinations in schools.
1.6 Significance of the Study
The study will be relevant to the following individuals:
1.
Students: Students will be able to understand the
factors that militate against their examination successes in English language
in schools.
2.
Teachers: Teachers will no doubt, be able to come in
proper terms with the issues of the factors that hinder or promote the success
of students in English language examinations in schools. This study will also
enable them to enhance such factors that promote students’ academic performance
in English language examinations.
3.
Parents: Parents will be also appreciate the findings
of this study because they will assist them to know the exact factors that
prevent their children from performing in their examinations, especially in
English language which is one of the compulsory subjects offered in schools.
4.
The Society: The society will be able to appreciate the
findings of this study because the members of the public will discover through
this study, the factors that can prevent or enhance the performance ofstudents
in English language examinations at the secondary schools level.
1.7 Scope of the Study
The study will cover the examination of the factors
militating success in English language examinations at the senior secondary
school level in Mainland Local Government Area Lagos State, Nigeria.
1.8 Definition of Terms
Operational definition of terms will be defined in this
study thus:
1.
Factors Militating Against: This term means the elements that hinder or are
responsible of stopping something.
2.
Examination Success: This means high academic performance in
examinations or tests in the classrooms in schools.
3.
School Attendance: This connotes the level or rate of attendance
at
4.
school by
the student.
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