Factors Associated With Mass Failure Of Student In English Language In Secondary Schools
(Case Study Of Nsukka Lga)
Several factors contribute to the mass failure of students in English language in secondary schools. Firstly, inadequate teacher training and preparation can hinder effective delivery of English language curriculum, leading to poor comprehension and mastery among students. Insufficient resources, such as outdated textbooks and limited access to supplementary materials, also impede students’ ability to grasp English language concepts. Additionally, socio-economic disparities among students may create unequal learning opportunities, with disadvantaged students facing greater challenges in language acquisition. Furthermore, the absence of a conducive learning environment, characterized by overcrowded classrooms and lack of interactive teaching methods, can hinder students’ engagement and motivation to learn English. Lastly, language barriers and the prevalence of local dialects in students’ daily communication outside school may undermine their proficiency and confidence in using English effectively. Addressing these challenges requires comprehensive strategies that prioritize teacher capacity building, resource allocation, inclusive education policies, and fostering a supportive learning environment to enhance students’ English language proficiency in secondary schools.
This study was on the factors associated with mass failure of students in the English language in secondary schools in Nsukka L.G.A of Enugu State. Using simple random sampling procedures, the researchers drew 128 students and 50 teachers from nine state owned secondary school of Enugu State.
Questionnaires were used to elicit information from the respondents- Teachers and students on the problems associated with mass failure of secondary school student in English language in WAEC Examinations. The questionnaire items included qualification and experience of the English teachers, the methods they adopt in teaching the subject, the materials available to them foe use in teaching the subject, the influence of the vernacular language in student learning of the subject and home environment.
In analyzing the data collected, means scores were used to answer the research questions. The results showed among other things, that the teachers knowledge of teaching the subject is not updated often times and that there is absence of teaching facilities in most of the schools while vernacular language and home environment have negative impacts, towards the students’ the findings, recommendations were made and implications were highlighted. This was followed by suggestion for further studies, summary of the study and conclusion.
Title Page
Approval Page
Dedication
Acknowledgement
Table of Contents
List of Tables
CHAPTER ONE:
INTRODUCTION
Statement of the Problem
Purpose of the Study
Significant of the Study
Scope of the Study
Research Question
CHAPTER TWO:
LITERATURE REVIEW 16
Conceptual frame Work
Empirical Study
Summary of Literature Review
CHAPTER THREE:
RESEARCH METHOD 36
Design of the Study
Areas of the Study
Population of the Study
Sample and Sampling Techniques
Instrument for Data Collation
Validation of Instrument
Method of Data Collection
Method of Data Analysis
CHAPTER FOUR:
RESULT 41
CHAPTER FIVE:
DISCUSSION, CONCLUSION, IMPLICATIONS, RECOMMENDATIONS AND SUMMARY
Discussion of Findings
Conclusion
Implication of Findings
Recommendations
Limitations of the Study
Suggestion for Further Research
Summary Of The Study
References
Appendix 1
Appendix 2
Statement of the Problem
Perhaps not much attention has been given to the performance of students in junior secondary school subjects in recent years. This neglect, no doubt has relegated this junior subjects to the background in our junior secondary certificate examination. A close look at the 2004/2008 JSSCE result records, confirms that students’ performance has been very poor generally and the increase number of school dropout in the area of study is a clear pointer of the theme. The poor performance is caused by many factors such as; students ineffective study techniques, quality of teachers and method of teaching, the parent’s inability to provide useful materials like textbooks, exercise books and school fees and problem of inadequate instructional materials for teaching and learning of English language in schools.
In philosophical view of these causes, this study therefore is specifically designed to assess the factors associated with mass failure of English language in junior secondary school certificate examination in Igbo-Etiti Local Government Area of Enugu State.
1.2 Purpose of the Study
The main purpose of this study is to find out the factors associated with mass failure of English language in junior secondary school certificate examination. The interests of the researchers are to examine critically and identify the factors associated with mass failure of English language in junior secondary school certificate examination specifically, the study sought to find out if:-
1. There are sufficient numbers of qualified English language teachers and instructional materials for teaching of English language.
2. The previous socio-economic background of the students affect them in studying English language.
3. The attitude and interest of students towards the nature of English language contribute deeply to their mass failure in JSSCE especially in English language.
1.3 Significance of the Study
The student will be able to appreciate the importance of the effective domain like interest and motivation in improving their performance. With this awareness, the student might put up a positive attitude towards English language which will increase their performance and enhance higher grades in junior secondary school certificate examination. Teachers will also be able to adjust their teaching methods and offer remedial helps where they find out that students are putting up a low attitude. State government will also see the need of guidance and counseling in each schools, the ministry of education and curriculum planners for better organization of junior subjects in education.
1.4 Scope of the Study
The scope of this study was focused on the factors associated with mass failure of English language in junior secondary school certificate examination in Igbo-Etiti Local Government Area of Enugu State. Due to military factors such as time and other resources and the inconvenience of handling a large scope, the researchers focused only on junior English language.
1.5 Research of the Study
To carry out a detailed study of the research, the following research question will guide to study:-
1. Are there sufficient numbers of qualified English language teachers and instructional materials for teaching English language?
2. Does the previous socio-economic background of the students affect them in studying English language?
3. Does poor attitude and low interest of students towards the nature of English language contribute deeply to their mass failure in JSSCE especially in English language?
Mass failure of students in English language in secondary schools can be attributed to a variety of factors, which can vary depending on the specific context. Here are some common factors associated with mass failure in English language:
- Poor Teaching Methods: Ineffective teaching methods and lack of teacher training can make it difficult for students to grasp English language concepts. Teachers who are not proficient in English themselves may struggle to effectively convey the subject matter.
- Lack of Resources: Insufficient teaching materials, textbooks, and classroom resources can hinder students’ understanding and performance in English.
- Limited Exposure to English: Students who have limited exposure to English outside of the classroom, especially in homes where English is not spoken, may struggle with the language.
- Inadequate Language Proficiency: Students may enter secondary school with poor language skills acquired during primary education. If foundational skills are lacking, it can be challenging to build upon them.
- Large Class Sizes: Overcrowded classrooms make it difficult for teachers to provide individualized attention to students, leading to a lack of comprehension.
- Low Motivation: When students lack motivation or see little relevance in learning English, their performance can suffer.
- Socioeconomic Factors: Economic disparities can impact access to quality education, including access to good English language teachers and resources. Students from disadvantaged backgrounds may face additional barriers.
- Cultural and Linguistic Diversity: Schools with students from diverse linguistic backgrounds may struggle to address the varying needs and language proficiency levels of their students.
- Inadequate Assessment: If the assessment methods used do not accurately measure students’ language abilities, it can lead to skewed results and a misunderstanding of their actual proficiency.
- Lack of Language Immersion: Immersion programs, where students are encouraged to use English in various contexts, can significantly enhance language acquisition. The absence of such programs can hinder language development.
- Teacher-Student Ratio: A high teacher-student ratio can make it challenging for teachers to provide individualized attention and support to struggling students.
- Parental Involvement: The level of parental involvement in a student’s education can impact their success. Lack of support or interest from parents can hinder a student’s progress.
- Inadequate Teacher Training: Teachers who are not adequately trained in language instruction may struggle to effectively teach English.
- Curriculum Issues: A curriculum that is not well-designed or aligned with students’ needs can hinder their progress.
- Language Policy: National or school-level language policies can impact the availability and quality of English language instruction.
To address mass failure in English language, it’s essential to consider these factors comprehensively. Solutions may involve improving teacher training, providing additional resources, promoting parental involvement, revising the curriculum, and addressing socioeconomic disparities. Additionally, creating a positive and motivating learning environment can help students overcome some of these challenges.