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project material on: FACTORS ASSOCIATED WITH MASS FAILURE OF STUDENT IN ENGLISH LANGUAGE IN SECONDARY SCHOOLS

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project material on: FACTORS ASSOCIATED WITH MASS FAILURE OF STUDENT IN ENGLISH LANGUAGE IN SECONDARY SCHOOLS

project material on: FACTORS ASSOCIATED WITH MASS FAILURE OF STUDENT IN ENGLISH LANGUAGE IN SECONDARY SCHOOLS

FACTORS ASSOCIATED WITH MASS FAILURE OF STUDENT IN ENGLISH LANGUAGE IN SECONDARY SCHOOLS

 

ABSTRACT

This study was on the factors associated with mass failure of students in the English language in secondary schools in Ovia South L.G.A of Edo State. Using simple random sampling procedures, the researchers drew 128 students and 50 teachers from nine state owned secondary school of Edo 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.

 

CHAPTER ONE

INTRODUCTION

1.1     Background to the Study

Over the years, there have been growing concerns about the attitude of students towards the study of English languagein secondary schools. The need to adapt our education to the needs of the Nigerian society started before and after independence.  Many educational elites began to recognize that the functional inadequacies of the educational system inherited from the colonial education failed to develop positive values, attitudes and habits in our society because the English languagethey taught was British oriented and has nothing to offer to the Nigerian child. Fafunwa (1974) observed that the present educational system instead of developing positive values in the society which the African child lives, tends to alienate him from his cultural environment. This was the reason behind the re-evaluation of the educational system and the curriculum of the school and objectives that are relevant to the society.

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