CHAPTER ONE
INTRODUCTION
Background to the Study
All over the world, education is known to be the foundation and instrument for
national development. The development of any nation hinges on how she
manages her education system. The purpose of education as contained in the
National Policy on Education is to enable a child to inculcate the right type of
values and attitudes for his survival in a competitive environment (FGN, 2014
p2). According to Section One of the National Policy on Education, the purpose of
education is to enhance the acquisition of appropriate knowledge and skills and
the development of mental, physical and social abilities and competences in the
learners so that they can loyally live and contribute to the development of their
nations and the world at large.
Effective learning of English as a core subject in secondary school level has been
one of the challenging factors as evidence has shown persistent poor
performance of students in English in the sense that passing English especially
in external examination is being celebrated. Although, English language is a
foreign language to Nigeria in the sense that it is not an indigenous language to
Nigerians, it has been widely used as a second language. Ever since it was
introduced in Nigeria, it has survived many decades and still in existence and
more prominent as it assumes a more vital status in Nigeria. According to
Bamgbose (2015), English language in Nigeria is one of the legacies of colonial
administration which has succeeded in eliminating the problems of effective
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communication in Nigeria as a country with multiple language differences. As a
matter of fact, English language has played a significant role which cannot be
over emphasized in every human endeavour such as business, government,
mass media, education, commerce and most of all, a role of unification. In other
words, it is pertinent to note that students who have so much difficulties with
their communication skills in English language may not function effectively not
only in English language but in their academic pursuit. This is simply because
English language in Nigeria today is the common language of instruction in
schools. Therefore, when the performance of the students in English language is
high, it will definitely affect other aspects of their academic activities.
However, the aim of education is to provide the students with the knowledge
that will integrate individuals and move them into more meaningful individuals
in the society. Many factors have been perceived to have been militating against
effective learning of English language. These factors are either teacher-related
factors, students-related factors or environmental factors.
Teachers have been seen as an effective instrument towards achieving this
effective teaching. That is to say that, teachers are the main pillars of our
educational system. No wonder, the National Policy on Education (2014) noted
that no education can rise above the quality of teachers in the system. In this
regard, the persistent slide in the performances of students in English language
in Nigeria calls for concern of not only the teachers but education administrators
as well for the fact that English language is the medium of instruction that link
other subjects as well as the lingua franca (language of unification).
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It is beyond reasonable doubt that high quality teachers are imperative to high
academic performances of the students because the students are like computer
system where the output is the product of the input by the operator. In this
illustration, the computer is the student, the operator is the teacher and the
input is what the teacher teaches while the output is the result of what the
teacher teaches the students. The computer cannot produce what the operator
did not put in the system. Therefore, to have that desired change in behaviour in
the students which is the primary purpose of learning, qualified teachers must
be there to impart the necessary knowledge.
Qualification according to Merriam Webster Online Dictionary (2017) is a
special skill or type of experience or knowledge that makes someone suitable to
do a particular job or activity effectively. In view of this, it is worthy of note that
qualification of teachers is not measured by paper certificate rather, the special
skill or ability to teach effectively observing all the principles that guide teaching
and learning and bring about the desired change in learners. Nwosu (2013)
pointed out that qualified teachers are those who have the academic knowledge
of the subject they teach including some instructions in the theories and
interests in the subject or profession. This is because, one can have academic
knowledge of a subject but if the interest is not there, he cannot perform
effectively in the classroom setting. In support of Nwosu’s view, Ndu (2017)
opined that for one to be called qualified teacher, he has to possess the subjects’
knowledge as well as the natural qualities that will help him to persevere in the
face of difficulties. In view of this, Nelson and Miron (2019) maintained that
there is a strong link between teachers’ effectiveness and their students’
academic achievement.
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Teachers’ effectiveness is seen in their ability to make use of the learning
opportunities available in the environment; their attitude in classroom and their
method of teaching. Moreover, being a teacher means willingness to take active
part in influencing social development because the teacher influences the kind
of values students adopt and how education is imparted in the school. According
to Ololube (2015), competent and motivated teachers are expected to have a
good command on their academic subject and should be prepared adequately to
understand the needs of the students and help them to learn through a wellintegrated general education, professional training and academic orientation.
It is noted that the success of the students in any examination depends largely
on the quality and dedication of teachers just like the National Policy on
Education (2014) rightly stated that no education can rise above the quality of
its teachers. Such attributes include; teachers’ knowledge of the subject matter,
communication ability, emotional stability, good human relationship and
interest in the job.
Another perceived factor that affects effective teaching and learning of English
language is environmental factor as reflected in poor learning environment.
According to Bosque and Dore (2018), school environment refers to the whole
range of components and activities within which learning happens. Thus,
learning and teaching environment ought to implement five functions: to inform,
communicate, collaborate, produce and manage. These functions can only be
achieved where there is adequate provision of learning facilities, instructional
media, proper classroom management and organization, as well as qualified
teachers which form the basic aspect of physical and psychological school
environment. Bosque and Dore (2018) further explained that school
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environment encompasses a wide range of components and activities within
which learning occurs. Learning is a connection between response and stimuli. A
conducive school environment is the environment controlled in such a way that
it is capable of motivating the students to learn; thereby enhancing their
academic performance.
A conducive school environment according to Obanya (2019) reinforces the
efforts of the teacher by providing positive stimulus for effective teaching and
learning to take place. Such a stimulus is not only provided by ensuring effective
facilities planning but also through proper maintenance of such physical
facilities. A conducive school environment where adequate working facilities
exist is a catalyst for effective teaching and learning. In a school where there is
enough space for the teachers to walk round in the classroom while delivering
lesson will promote rapt attention of students and improved academic
performance (Ajayi, 2011). Hence, in other for a school to record high students’
academic performance, the school environment should not only be equipped
with instructional facilities but the classroom should also be effectively managed
by the teachers.
According to Ajayi (2011), the school environment which includes the
classrooms, libraries, technical workshops, laboratories, teachers’ quality, school
management and teaching methods are factors that affect students’ academic
performance. Afolabi (2012) noted that a poor school environment is the
environment that is not conducive for learning. Afolabi (2012) argued further
that such environment is characterized by inadequate learning facilities,
inadequate classrooms, unqualified teachers as well as poor school leadership
and management. Lyons (2011) noted that poor academic performance is said
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to have occurred when a learner is unable to learn what he or she is expected to
learn. Thus, poor academic performance is when there is no change in behaviour
of the learner after he or she is exposed to instructional process. Lyons (2011)
argued that persistent poor academic performance among the students can be
attributed to many factors among which is poor school environment which is
one of the key focus of this study.
The physical characteristics of schools have a variety of effects on teachers,
students, and the learning process. Poor lighting, noise and environmental
pollution make teaching and learning difficult. According to Fraser (2015), poor
maintenance and ineffective ventilation systems lead to poor health among
students as well as teachers which in turn lead to poor performance and higher
absentee rates. These factors can adversely affect students’ behaviour and lead
to higher levels of frustration among teachers, as well as poor learning attitude
among students.
Students’ factors could as well affect the effective learning of English. According
to Wary and Newlin (2012), high motivation level, maturity and self-discipline
are seen as necessary general quality of successful students for the achievement
of education goals and objectives. Poor academic performance relate to poor
actions by students. According to Bashir and Mattoo (2012), the classroom
environment becomes less positive when the students exhibit poor quality
behavior towards learning while quality behavior of students can improve the
academic outcomes at any level of education. As noted by Bashir and Mattoo
(2012), study habits are well-planned and deliberate pattern of study which has
attained a form of consistency on the part of students toward understanding
academic subjects and passing an examination. Study habits determine the
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academic achievements of students to a great extent. Both reading and academic
achievements are interrelated and dependent on each other.
However, academic achievement means how much knowledge the individual
has acquired from the school, and be able to demonstrate such knowledge in
practice. Study habit to a large extent, affects the students’ academic
performance. Study habit can be seen as the students’ way of study whether
systematic, efficient or inefficient. Going by this definition, it literally means that
good study habit produces quality behavior which enhances student’s learning
while inefficient study habit leads to academic failure. Students’ study habit is
measured directly through reports, examination, assessment and rating.
Students’ attitude and study habit towards any subject has been described as a
function of their belief about the subject and implicit evaluative responses with
those beliefs. Students’ positive study habit is manifested in the learning
tendencies that enable students to study privately.
Azikiwe (2018) describes study habit as the adopted way and manner a student
plans his private readings, after classroom learning so as to attain mastery of the
subject. According to her, good study habits are good assets to learners because
it assists students to attain mastery in areas of specialization and consequent
excellent performance. This is the reflection of student’s quality; on the other
hand, poor study habit constitutes constraints to learning and achievement
leading to failure.
In Nigeria, there are so many factors influencing the ability of students to
cultivate effective and efficient study habit. Ozmert (2015) emphasized the
importance of environmental influence as a major factor in the development of
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students’ studying habit. In the same vein, Adetunji and Oladeji (2017) submit
that the environment of most children is not conducive for studying; it is in the
light of this that made some parents to prefer their children to go to boarding
school for proper discipline and to inculcate better reading habit. Hence, the
quality of the students depends on the environment where they previously lived
or studied.
According to Hussain (2016), many students often come from economically poor
and average income families. These families face various problems causing
emotional disturbance among their children hence, they have poor academic
achievement behaviour. This singular factor has caused serious damage to the
achievement behaviour of secondary school students. Students often come from
different environments and localities with different levels of academic
performance. Therefore, they differ in the pattern of reading habits. While some
students have high quality reading habits, others tend to exhibit poor reading
habits.
From the foregoing, it becomes very imperative to examine the perceived factors
militating against learning of English Language in Junior Secondary Schools in
Enugu North L.G.A of Enugu State.
Statement of the Problem
Whenever the issue of Nigeria educational system today is raised, the thought
that come to mind of people is poor academic performance. Irrespective of the
fact that the Federal Government of Nigeria has taken some positive steps
towards improving the academic performance of the students, there are a lot of
public complaints on the abysmal poor performance of students at the
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secondary school level especially in English Language as a core subject. This is
evident on the poor performance of students in English language in senior
secondary school certificate examinations. A lot of perceived factors could be
responsible for this. These factors are either teacher factors, students factors or
environmental factors. Research findings of many scholars such as Whitehurst
(2012) suggest that most of teachers in classroom especially in secondary
schools in Nigeria are unqualified. This is manifested in increased rate of
negative attitude to teaching, truancy and inappropriate method of teaching
among the teachers which has resulted in poor performance among the
students.
The learning environment has been unconducive for effective teaching and
learning leading to poor motivation of teachers and students towards effective
teaching and learning. The teachers at times had to work under the most unsafe
and unhealthy conditions like dilapidated physical buildings, out-dated libraries,
stinking abandoned classroom without instructional materials. It is very
surprising that most of the secondary schools in Nigeria does not have adequate
instructional materials in the classroom. Worst still, students learn standing by
the window side due to lack of adequate seat and overcrowding in the
classroom. In a situation like this, both teachers, class management and
students’ performance are apparently affected. Consequently, students are not
well taught; they tend to exhibit poor study habit; thereby leading to poor
academic performance. Against this backdrop, the present study sought to
determine the perceived factors militating against learning of English Language
in Junior Secondary Schools in Enugu North L.G.A of Enugu State.
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Purpose of the Study
The purpose of the study was to investigate the perceived factors militating
against learning of English Language in Junior Secondary Schools in Enugu
North L.G.A of Enugu State. Specifically, the study intends to:
1.
Examine teacher factors affecting effective learning of English Language
in Junior Secondary Schools in Enugu North L.G.A of Enugu State.
2. Examine environmental factors affecting effective learning of English
Language in Junior Secondary Schools in Enugu North L.G.A of Enugu State.
3. Examine the student factors affecting effective learning of English Language in
Junior Secondary Schools in Enugu North L.G.A of Enugu State.
Significance of the Study
The findings of this study will be of immense benefit to the school
administrators, teachers, students as well as the society at large. To the school
administrators, the findings of this study will give them the insight on the factors
militating against effective teaching and learning in secondary school levels. This
will help them in formulation and implementation of educational policies and
programmes that would improve the education system.
To the teachers, the study will enable them to understand that their competency
and attitudes contribute to a large extent, the academic performance of the
students especially in English language. This will enable them adopt the right
method of teaching that will be able to carry all the students along. Thereby,
their teaching jobs will be protected.
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The students will also benefit from the study because when the solutions to the
factors affecting teaching and learning are provided by the government, it will
enhance their academic performance.
Moreover, the society will also benefit from the study because if the problems
affecting students’ performance can be solved and students’ academic
performances enhanced, it will reduce the rate of social vices and sophisticated
crime in the society and at the same time, enhance economic growth and
development in the society.
Research Questions
The study was guided by the following research questions:
1.
What are the teacher factors affecting effective learning of English
Language in Junior Secondary Schools in Enugu North L.G.A of Enugu State?
2. What are the environmental factors affecting effective learning of English
Language in Junior Secondary Schools in Enugu North L.G.A of Enugu State?
3. What are the student factors affecting effective learning of English Language
in Junior Secondary Schools in Enugu North L.G.A of Enugu State?
Scope of the Study
The scope of the study was perceived factors militating against learning of
English Language in Junior Secondary Schools in Enugu North L.G.A of Enugu
State. The study focuses on three key variables which are: teacher, student and
environmental factors affecting effective learning of English.
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CHAPTER TWO
REVIEW OF RELATED LITERATURE
This chapter contain the review of related literature regarding the topic under
study. The review was presented under the following sub-headings:
Conceptual Framework,
Theoretical Framework,
Empirical Studies and
Summary of Review of Literature
Conceptual Framework
Concept of English Language
English language is the primary language of majority of people in the United
Kingdom (UK), United States of America (USA), Canada, Australia, New Zealand
and other former colonies of Britain and territories of the United States. It is also
an official language of many countries with British colonial history including
Nigeria. Even in countries where English language is not a primary or official
language, it is taught as foreign language and used as the language of technology
and diplomacy. English language is spoken in most parts of the world than any
other languages. According to Aremu (2012), English language is a medium of
communication like every other language in the world. He added that English
language is the native language of some parts of the western world like Britain
(United Kingdom). Some parts of America etc. He further described English
language as the most widely used in the world. Today, English language is the
lingua franca (official language) of Nigeria as a formal colony of Britain. It is the
language introduced to some countries of the world by British colonizers. It is a
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universal language. Though it was not adopted by the entire nations of the world
but more than 95% of the countries of the world use it as a means of
communication (Abdullahi, 2012). However, Salihu (2012), also stated that
English language serve as a general means of communication in most areas
where it is generally accepted as their lingua franca. Aliyu (2012) in his own
view also observed that English language is said to be the language which
originated in Britain and is also recognised by the America with the exception of
South Americans.
At this juncture, English language can be defined as a means of communication
adopted to be the lingua franca of the British colonised nations. Since the
independence of Nigeria, English language is used in Nigeria not only as lingua
franca but also as the language of instruction in schools so as to facilitate
learning of other subjects except the native language (Hausa, Igbo and Yoruba
language).
Concept of Teachers’ Quality and Effective Teaching and Learning of
English Language
The teacher is the driving force of any educational system. The importance of
teacher characteristics in realizing educational goals and objectives in any
educational system cannot be over emphasized. Teacher characteristics are the
instructional behaviours exhibited by the teacher towards goal attainment.
These characteristics are the combination of peculiar qualities, traits, mental or
moral nature/strength and status that make one person or group different from
another. Successful teachers’ characteristics are those that have been found by
empirical researches to be related to improved achievement by students in the
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cognitive, affective or psychomotor outcomes of education (Offorma, 2014). The
bedrock of educational system lies on a core of devoted, knowledgeable,
competent and well-trained teachers. Groton (2013) rightly pointed out that if a
person is to be successful in his chosen career, that individual also needs a set of
ethical beliefs or standards for guidance or direction in the appropriate use of
competences. According to the National Policy on Education (2014), no
education can rise above the quality of the teachers in the system. This means
that for effective learning to be achieved, there is every need that there should
be competent teachers with right attitude in the educational system. A
competent teacher seeks to know his learners’ behaviour in teaching, must
perceive the individual learner as a whole since he has affective, cognitive and
psychomotor talents. Also, students’ participation in the instructional process is
critical and their perception presents methodological challenges.
Teaching is an interactive process through which knowledge and skills are
shared with students, with a view to improving students’ understanding and
ability to manipulate the social, economic, political and physical environment to
enhance their survival (Oke and Brown, 2012). Hence, the main objective of
teaching is to bring about desirable learning in students. Thus, once a learner
understands what he has been taught, teaching is said to have taken place.
During the teaching and learning process the teacher has to adopt a particular
method to impact knowledge to the learner coupled with useful materials that
could help a learner to learn.
Effective education according to Hornby (2014) is a process of producing an
intended result, fulfilling a function or achieving the desired goals and objectives
of education. Therefore, effective education is the education which is capable of
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producing an expected result and capable of fulfilling its function. In view of the
above, Ukeje (2011) opined that teaching is a conscious behaviour that makes
learning more effective and more efficient and teachers remain the architects of
all profession. This means that extra care should be taken in recruitment of
teachers so as to be sure that only the qualified ones are recruited more
especially in a sensitive subject like English language.
According to Bebebfial (2015), effective education is an investment by the state
for its continued existence, development and general welfare of the citizen. He
further stressed that effective and qualified teachers are the conveners of this
much anticipated national development. Hence, Mgbako-Ezennia (2019),
reports that the public believe that the fallen standard of education especially
the poor performance of the students in public examination specifically in
English language is caused by ineffectiveness and lack of personal commitment
of teachers. The teachers’ preparation or training is an important ingredient for
effective performance in the classroom activities.
The quality of teachers is very important in any meaningful presentation of
educational transactions. It is very essential to the achievement of the great
national aspiration (Hotoh, 2017). In support of the above statement, Obasi
(2012) also stated that the concept of education cannot be properly defined or
conceptualized without reference to those who impart the knowledge. In other
words, teachers are the pillars and life wire of the educational sector. For that
reason, extra care should be taken while recruiting teachers into the teaching
profession because; they are the chief determinant of the level of functionality of
our education sector.
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According to Thomas (2018), the best school is not the one that is necessarily
housed or equipped; though, they do facilitate school works but what is most
important is the quality of the teaching staff which must be those of high
qualification and standard. In the National Policy on Education (2014), it was
stated that the purpose of teacher education should be to provide teachers with
the intellectual and professional background adequate for their assignment and
to make them adequate to any changing situation. If teachers and the authorities
responsible for education can pay heed to this objective, the problem of poor
academic performance of the students can solved (National Policy on Education,
2004). Emezi (2017) stated that the teacher is in all educational system, the
central figure; therefore, the source of any educational reform depends on him.
For this reason, there is every need that all subjects in every secondary schools
across the federation be equipped with well trained and qualified teachers so as
to have equal high academic performance of the students irrespective of the
subject and location of the school bearing in mind that every subjects is directly
or indirectly linked together.
The National policy on Education (2014) stressed it further in section 11, page
31 where it stated thus: “In order that this function may be discharged
efficiently, a cadre of staff is required in adequate numbers and quality at the
different operational levels of the local, state and federal institution in all
subjects” and to ensure quality control in the school, it is necessary to have good
and qualified teachers especially in a subject like English language.
There has been a frequently asked question of whether our secondary schools
are well staffed with specialisits in all subjects especially mandatory subjects
like English language. The answer is emphatically, “No”. Reflecting the
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importance of teachers in any society, Emezi (2017) opined that since teachers
are the backbone of the whole educational system, their own education is
perhaps the most vital factor affecting our future. We must ensure that teachers
are an educated person who possesses a firm grounding and a considerable
deeper knowledge of the subjects they are obliged to teach. A teacher must be a
leader, an innovator and an enlightened person. If teachers are not well
educated, the country will end up in producing half backed students. According
to Ezeala (2014), it is necessary to determine the factors responsible for the
failure of the students in order to improve students’ performance, knowledge
and skills in every subject especially in core subjects like English language. He
further stated that half-baked teachers are as a result of poor quality teachers in
the schools system. Teaching is not a profession for everybody. There are those
regarded as born teachers. These are people who have the urge and ability to
teach well. Such people are the caliber of men required in the profession and
they will always be ready to do anything possible to impart the necessary
knowledge on students.
Still on educational qualification of teachers, Nwosu (2013) pointed out that
teachers are those who have the academic knowledge of the subject they teach
including some instructions in the theories and interests in the subject or
profession. This is because, one can have academic knowledge of a subject but if
the interest is not there, he cannot perform effectively in the classroom setting.
In support of Nwosu’s view, Ndu (2017) opined that for one to be a teacher, he
has to possess the subjects’ knowledge as well as the natural qualities that will
help him to persevere in the face of difficulties. One has to submit oneself to
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professional training where one is equipped fully with the necessary tools for
the job.
As a matter of fact, it is therefore an established fact that the teachers are the
central figure in the success of any educational system as well as important
functionaries in the instruction and upbringing of the children. The quality of
training of a teacher determines the end product of his job as a teacher. This
means that the importance of well qualified teachers in every aspect of
education cannot be overemphasized. Lack of adequate trained English language
teachers is one of the major reason why students do not perform well in English
language as a core subject and it is important for both the federal, the state
government as well as all educational policy makers do everything possible to
improve the quality or employ only qualified English language teachers in our
schools.
An educationist, Olatubosu (2018), in his writing stated that a teacher should be
the master of his subject. In the act of teaching, he must know the individual
needs of his students and give them the kind of attention and assistance most
suitable to their needs. Hence, the students cannot performance effectively in
any subject without good quality teachers. Well qualified teachers will know
how best to handle students and how to tap their intellectual resources. People
always trace students’ performance to their teachers. That is why it is said that if
the students have not learnt, then the teacher has not taught. Therefore, for
optimum academic performances of the students to take place, teachers must be
qualified because no teacher gives what he does not have.
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Concept of School Environment and Effective Teaching and Learning of
English Language
Learning environment is the overall physical, psychological and social condition
under which learning takes place. Scholars believe that the condition of school
environment including infrastructure has an important impact on teachers’
effectiveness and students’ academic performance. The facilities that are needed
to facilitate effective teaching and learning in an educational institution include
the classrooms, offices, libraries, laboratories, conveniences and other buildings
as well as furniture items and sporting equipment. The quality of infrastructure
and school environment has strong influence on the academic performance of
the students. For instance, Earthman (2012) revealed that comfortable
classroom temperature and smaller classes enhance teachers’ effectiveness and
provide opportunities for students to receive more individual attention, ask
more questions, participate more fully in discussions, reduce indiscipline and
perform better than students in schools with substandard school environment.
It is also not uncommon that facilities in most Nigerian public schools as
reported by Lyons (2011) are dilapidated and inadequate to provide quality
education service delivery. Afolabi (2018) maintained that the classrooms in
most of the public schools in Nigeria were inadequate in terms of decency, space
and ventilation. The school plant was poorly maintained; these combined
deficiencies constituted a major gap in the quality of school environment.
Alimi, Ehinola and Alibi (2011) defined School Facility as the space,
interpretation and physical expression of the school curriculum. Put differently,
school facilities are everything used directly and indirectly for the benefit of
education. Sabitu, Babatunde and Oluwole (2012) explained that school facilities
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are made up of blocks of classrooms, staff rooms, laboratories, workshops,
libraries, laboratory, consumables, water, chairs and tables amongst other
things. They maintained that the absence of these variables undermine the
academic performance of the students. The overall effects of both physical and
psychological school environment revolve round the academic performance of
the students. While some researches show that there is no relationship between
the variables, other researches show that there is a relationship between school
environment and the performance of the students.
According to Sabitu et al. (2012), the availability and quality of educational
facilities such as school buildings, classrooms, chairs, tables, laboratories have
positive impact on the academic performance of students. This means that the
school environment determines how much learning and teaching will be
possible. Sabitu et al. (2012) added that the available facilities must be
appropriately utilized so as to aid teaching and learning.
Lumpkin (2013) explained that students’ achievement is lower in schools with
deficient building while students in improved environment, the results were
better. He further explained that the need for conducive environment is not in
isolation from other factors. For Conducive school environment to exist,
qualified teachers must be employed and the school management must be
effective so as to enhance the academic performance of the students.
Students Factors Affecting Effective Learning of English Language
According to Oxford Advanced Learners Dictionary (2012), learning is defined
as a knowledge or skill acquired through study or by being taught. Learning is
reflected in the way a child responds to environmental, social, emotional and
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physical stimuli and understands new information. The keys to better learning
and better academic achievement behaviour in schools are good teachers, good
study environment, course of study, parents’ cooperation, high quality books
and, the most important, the study habits (Robinson, 2014).
Meanwhile according to Cranelall (2017), achievement behaviour is the
behaviour directed towards the achievement of approval or the evidence of
disapproval from one’s self or others specifically contingent upon measures of
competence of performance. Atkinson (2015) in his own view described
achievement behaviour as a global, generalized desire to attain goals that
requires some degree of competence among individual adolescent. McClelland
(2015) argues that the sense of personal pride stemming from one’s
accomplishment is re-enforcing and will sustain achievement behaviour in the
future because it satisfies intrinsic need for competence or achievement.
Flanders (2017) stated that achievement behaviour is an important part of a
child’s development that leads to a child learning to be effective and developing
a sense of mastery over his environment. Through achievement, one develops a
positive self-esteem, feeling of acceptance, adequacy and self worth.
Yoloye (2019) argued that successful achievement in any form of activity is
based upon study, interpretation and application; and that study should have a
purpose. It therefore depends on individual to decide why he or she wants to
study, either to gain new ideas or to find out relationship between two different
things. What one learns as a result of study depends on the degree at which one
succeeds in achieving that aim or purpose. As one studies, it is possible, of
course to have divergent thinking which is capable of diverting the attention of
21
the person. Isangedighi (2017) reports strong correlation between study habits
and academic achievement behavior of the students.
Studying habits are well-planned and deliberate pattern of study which has
attained a form of consistency on the part of students toward understanding
academic subjects and passing at examinations. Study habits determine the
academic achievements behaviour of students to a great extent. In other words,
both reading and academic achievements are interrelated and dependent on
each other. Students often come from different environments and localities with
different levels of academic achievement behaviour. Therefore, they differ in the
pattern of reading habits. While some students have good reading habits, others
tend to exhibit poor reading habits.
According to Palani (2012), reading habit is an essential and important aspect
for creating a literate society in this world. It shapes the personality of
individuals and it helps them to develop proper thinking methods, and creates
new ideas. However, the developments in the Mass Media like hard copy of
literatures such as books, magazines and journals, among others had continued
to influence interest in reading. Palani (2012) is of the opinion that, effective
reading is important avenue of effective learning and reading is interrelated
with the total educational process and hence, educational success requires
successful reading habit. He believes reading is the identification of the symbols
and the association of appropriate meaning with them. It requires identification
and comprehension. Comprehension skills help the learner to understand the
meaning of words in isolation and in context.
22
Before the advent of the television, both the young and the old found enough
time to read. Apart from teachers, other professionals used to spend their
leisure time in reading but all these have become a thing of the past. Palani
(2012) further added that, nowadays, reading habit has lost its importance as
both the young and the old are glued to the television. As far as educational
institutions are concerned, coaching students for the examinations purpose only
seems to be their major priority.
Reading according to Dadzie (2018) is the ability to understand words
contained in a document and make use of the knowledge for personal growth
and development. This implies making meaning out of recorded information
either printed or non-printed in the life of an individual. People read for
different reasons and purposes, some of which include for pleasure, leisure,
relaxation, information and for knowledge. In the words of Palani (2012),
reading is the identification of the symbols and the association of appropriate
meaning with them. He further opined that reading requires identification and
comprehension. Comprehension skills help the learner to understand the
meaning of words in isolation and in context. He believes reading is a process of
thinking, evaluating, judging, imagining, reasoning and problem solving.
Reading is an essential tool for knowledge transfer and the habit of reading is an
academic activity that increases skills in reading strategies. To know about the
world and its environment, a child helps himself through reading books,
newspapers and other magazines. Once the child has been taught to read and
has developed the love for books, he can explore for himself the wealth of
human experiences and knowledge through reading. Deavers (2015) argued
that children who miss the opportunity of getting in touch with books in their
23
early stages of life, find it hard to acquire good reading habits in their later years
because reading habit can only be effectively developed at early stage of life.
Studying is an intellectual action which is possible only if a man forms a habit of
reading and practices from childhood. Reading habits, therefore, play a very
crucial role in enabling a person to achieve practical efficiency. Indeed, books
are the most suitable medium through which knowledge is transmitted from
generation to generation (Issa et al, 2012).
Studying consists of individuals’ reading activities for a variety of purposes, such
as for relaxation or information (Issa. et al, 2012). They believes that from
middle childhood through adulthood, reading becomes a major component of
studying, and much information learned through studying is initially acquired
through reading. Thus everyday reading activities in which students engage
may, considerably influence their studying skills and subsequent academic
performance. There is a general sense in which one appreciates the link between
good habits of reading and the academic performance of students generally (Issa
et al, 2012).
Incidentally, many students do not belong to the category of those with good
reading habits. Their poor or bad reading habits could partly be held responsible
for general poor performance that the school systems usually record in both
internal and external examinations (Issa et al, 2012). Perhaps, due to lack of
good reading habits among students, academic performance with respect to
their examination result has been dismal nowadays creating a great source of
worry and concern for all stakeholders in the educational sub-sector (Issa et al,
2012). Thus, the enthusiasm associated with the urge to engage in reading
24
practices voluntarily, pleasurably and extensively is almost nearly absent among
the greater number of students in the schooling system today (Issa et al, 2012).
According to Menzel (2012), many students fail not because they lack ability, but
because they do not have adequate study skills. Study habit is the tendency of a
student to learn in a systematic and efficient way, when opportunity is given. It
is also defined as the devotion of time and attention to acquire information or
knowledge especially from books or in other words it’s the pursuit of academic
knowledge by a detailed investigation of a subject or situation (Oxford Advanced
Learners Dictionary, 2012).
Good students are not born but are made by constant and deliberate practice of
good study habits, for which there is no substitute (Ames and Archer, 2018).
Thus, in order to improve academic performance of students, it seems essential
to improve their study habits without which desired outcomes cannot be
achieved. Development of good study habits in children depends upon the
combined efforts of parents and teachers (Kizlik, 2015).
Allport (2015) asserts that attitude is a mental and natural state of readiness,
organized through experience, exerting a directive influence upon the
individual’s response to all objects and situations with which is related. Attitude
toward study has great contribution in academic achievement and good study
pattern. Successful learners adopt positive attitude towards study and do not
waste time or energy over what they have to do. If the learning experience is
pleasant, the learner’s attitude and motivation usually is positive and if the
learning experience is not pleasant he tends to avoid it.
25
Students with negative attitude towards study sometimes makes an expression
in comment such as “I study but cannot remember what I study”, or “The lessons
time are too Long”. Attitude serves as index of how we think and feel about
people, objects and issues in our environment. Study attitude, according to
Hussain (2015) refers to predispositions which students have developed
towards private readings through a period of time. According to him, study
attitude offers great possibilities for successful achievement in studies. Study
method is the knowledge and application of effective study skills or techniques
by students.
Theoretical Framework
Operant Conditioning Theory
This theory was propounded by Burheus F. Skinner (1938). Skinner believed
that people can learn more effectively if their environment is carefully
controlled. He developed the principles of operant conditioning which basically
stated that if the occurrence of an action is followed by the presentation of a
reinforcing stimulus, the strength is increased (Skinner, 1938). This theory is
based upon the idea that learning is a function of change in overt behavior.
Changes in behavior are the result of an individual's response to events (stimuli)
that occur in the environment. Reinforcement is the key element in Skinner's
operant conditioning theory.
The implication of this theory is that when the environment of learning is made
conducive through the adoption of positive attitude by the teachers, and
adequate learning facilities, it will motivate the students to learn more and their
academic performance will be enhanced. But when the classroom is poorly
26
coordinated, students will not have the zeal to learn. Hence, it will eventually
lead to poor academic performance.
Social Learning Theory
This theory was propounded by Albert Bandura in 1977. The theorist share
many assumptions with behaviourists, particularly the belief that people are
shaped in fundamental ways by their environment through learning processes.
The major assumption of social learning theory is that all behaviours whether
adaptive or maladaptive, social or antisocial, defiant or non-defiant,
praiseworthy or condemnable are learned and can also be unlearned. Social
learning theorists also acknowledge that classical and operant conditioning are
of important influence on human behaviour. It is on this note that this study
draws its assumption that environmental factors to a great extent, affects
students study habit. Students who grow up in an environment where study
materials are made available for them at home are likely to develop more
reading culture than the less affluent ones.
Albert Bandura was the major motivator behind social learning theory. One of
the main things that he was concerned with was how cognitive factors influence
development, but he confined his approach to the behavioural tradition.
Bandura called his theory a social cognitive theory. Like other behaviourists,
Bandura believes that cognitive development alone cannot explain changes in
behaviour in childhood and he believed that learning processes are primarily
responsible for children’s academic achievement behaviour within the context
of this study. However, he felt quite strongly that the cognitive abilities of the
child affect learning processes. Hence, Bandura also take cognizance of the
27
importance of constant reading in the child’s cognitive development. This means
that what is taught in classroom alone is not enough for cognitive development
of the students. He opined that for the fact that the brain can easily forget what
is not constantly practiced, there is every need for constant practice (constant
reading).
Empirical Studies
Oduyemi (2019) conducted a study on impact of environment on teachers’
classroom management in secondary schools in Ikorodu education zone of
Lagos state. The purpose of the study was to ascertain the impact of
environment on teachers classroom management. Four research questions and
two null hypotheses guided the study. The study adopted a descriptive survey
design. A sample of 140 teachers was used for the study. A structured
questionnaire titled School Environment and Teachers’ Classroom Management
(SETCMQ) was used to collect data for the study. Data collected were analysed
using mean and standard deviation to answer the four research questions while
t-test statistics was employed to test the two null hypotheses at 0.05 level of
significance.
The results of the study among others indicated that school plant, school
climate, class size and students’ activities have influence on teachers’ classroom
management to a large extent. The study revealed that poor environment results
to poor performance level on the part of teachers and consequently low
achievement on the part of students. The study among others recommended
that all categories of staff within the school system that require professional
qualification should be encouraged to do so for the purpose of enhancing overall
28
positive performance. The both study examine the classroom management while
differ in the area of the study. The above empirical study is related to the current
study in the sense that though the study was carried out only in educational
zone in Lagos state, the present study tends to examine environmental factor as
well as other factors that affect students’ learning.
Offorma (2014) carried out a study which centered on the influence of learning
environment on the academic performance of students in public junior
secondary school in Ojo local government area. This study was aimed at finding
how learning environment has an impact on academic performance on students.
The researcher made effort to review books, journals and other materials
relating to the different headings incorporated in the literature review. The
study population for this study composed of 80 students in four public
secondary schools in ojo local government area, Lagos state. The instrument
used to collect data for this study was questionnaire. The data was analyzed
through SPSS computer package. The result obtained indicate that a significant
relationship exist between learning environment and academic performance.
Afolabi (2012) conducted a survey study of student perspectives on the learning
environment which include areas; convenience of lecture room facilities,
availability of technology and other resources, availability of language
laboratory facilities, and convenience of library facilities. The sample of the
study comprised selected students of Science-based and Non-science based
faculties of Metropolitan universities of Sri Lanka. The data were collected
online using a Google Form and were analyzed with SPSS software. Results
indicated that students of Non-science based faculties need improvements in
most of the variables while Science-based faculties need improvements in
29
selected cases particularly library facilities as per students' perspectives.
Generally, learning environment in relation to students’ performance is one of
the scopes of the present study.
Popoola (2019) investigated the effect of instructional resources on the
academic performances of students in Ogun State. Five secondary schools in
Abeokuta were used for this study. Questionnaires were designed to elicit
responses on instructional materials that were available for the teaching and
learning of each of the three school subjects he examined. He collected WASC
examination results for five years and compared achievements of students in
schools with adequate material resources and achievements of students in
schools with inadequate material resources. He found a significant difference in
the achievements of the two sets of students. The schools with adequate
instructional materials performed better than those with inadequate
instructional materials. This study is closely related to the current study. They
only differ in area of study. While this study was conducted in Ogun state,
Southwest Nigeria, the current study is carried out in Enugu-southeast Nigeria.
Olatubosu (2018) conducted a study to find out the impact of teacher quality on
the academic achievement of students at secondary stage in Punjab. Teacher
quality is the most important school resource input. The study delimited its
scope to the five indicators of teacher quality i.e. academic and professional
qualification, in-service refresher courses/ trainings, teacher experience and
teacher salary. Population of the study comprised all secondary and higher
secondary schools, secondary teachers and secondary students in Punjab.
Overall, a total of 288 schools, then 20 students and 10 teachers from each
school were randomly selected as the sample of the study. The study identified
30
the teacher quality through a questionnaire for teachers. The longitudinal data
of academic achievement in the form of aggregate marks of the annual
examinations of the Classes VI, VII, & VIII as prior achievement and that of the
Class X as academic achievement of the same students through "Result Sheet".
The data were summarized at school level and then analyzed collectively.
Stepwise Regression analysis with linear function was used to find out the
differential impact of teacher quality on the academic achievement. The study
found that there no much difference in the quality of teachers of schools with
higher academic achievement and that of the schools with lower academic
achievement. The study found that these five indicators of teacher quality are
not effective but instead the prior achievement is the most effective. The policy
implication is that only the quantity of academic and professional
degrees/certificates or trainings or years of service or amount of salary is not
important but it is the attitude of teachers towards teaching and the extent of
the use of their skills, expertise and abilities in teaching that is important. Hence,
one of the specific objectives of the present study is to examine the effect of
teacher quality on students’ learning.
In order to examine the impact of teachers’ qualification on students’
performance, Adu and Olatundun (2017) carried out an experimental study
using teachers with O’level and have had a year teaching experience and a
professionally trained teacher who just resumed teaching. Both of them were
allowed to teach for a month with constant supervision. It was observed that
even though, the former have had more period of working experience, he was
unable to control the class effectively but the later who is professionally trained
as a teacher was able to apply all those principles and methods of teaching
31
which enabled him in class control as well as effective teaching. This supports
the fact that educational qualifications of teacher have great influence on the
academic performances of the students.
Another study was conducted by Yara (2019) who studied the relationship
between teachers' knowledge of the subject matter and students' academic
achievement in Mathematics in some selected senior secondary schools in
Southwestern Nigeria. In the study, 400 respondents were used to collect data
for the study using questionnaire. After analyzing the data using mean and
standard deviation, it was found that teachers with good knowledge of their
subjects has positive attitude towards teaching, adopts appropriate method of
teaching and achieve better result than teachers who were very callous during
teaching and learning process.
Menzel (2012) carried out a study to find out the influence of students’ learning
attitude on their academic performance in Physics. The design selected for this
study was quasi-experimental. A total of 140 students took part in the study and
they were selected by a random sampling technique. A structured questionnaire
titled Students’ Attitude Towards Physics Questionnaire (SATPQ) on 4-point
scale was used to collect the data. The Questionnaire was validated and trialtested to establish reliability using Cronbach Alpha. The instrument had a
coefficient of internal consistency of 0.86. Analysis of Variance (ANOVA) was
used in analyzing the data. The results showed that students that are frequently
truant tend to have lower self-perceived academic ability, lower self-esteem,
greater alienation from school, increased neuroticism, and antisocial behaviors.
Furthermore, the study indicated that these students are less popular, often are
perceived as depressed, have poor concentration skills and are noncompliant
32
towards learning which in turn affects their overall academic performance.
Hence, while this study examined the attitude of students towards the use of
cooperative, competitive and individualistic learning strategies in Nigerian
senior secondary school physics, one of the specific objectives of the present
study is to examine the student-related factors which affect learning.
However, studies on the effect of educational qualification of teachers on
students’ learning have found positive relationship between teachers’
qualification and effectiveness on students’ performance. The evidence currently
available suggests that inexperienced and unqualified teachers are less effective
in classroom.
Summary of Review of Literature
From the review of Related Literature which was presented under conceptual
framework, theoretical framework and empirical studies, many scholars
disclosed their view regarding factors that can militate against learning of
English language. Emphatically, most scholars believed that poor academic
performance of the students in secondary school is as a result of lack of qualified
teachers. Hence, there is strong relationship between teachers’ quality and
students’ learning. Ukeje (2015) emphatically stated that the problem with the
educational system is quackery in the teaching profession. He further stressed
that for the problem of fallen standard of education in Nigeria to be solved, there
is every need to place more emphasis on the quality of teachers. Learning
environment is another factor that affects students’ learning of English language.
A learning environment that is not carefully controlled and equipped with
necessary learning materials and other facilities can affect students’ learning. On
33
the other hand, student-related factors can as well affect students’ learning.
These factors are reflected on students’ study habit, classroom discipline and
effectiveness.
Two theories were reviewed. The main thrust of the operant conditioning
theory centres on the role of environment on students’ motivation to learning.
The social learning theory equally centres on the role of effective teaching on
students’ learning. Hence, learning environment needs to be carefully
coordinated and be made conducive through the adoption of effective teaching
by the teachers, and adequate learning facilities.
Various empirical studies were also reviewed. Most of the research findings also
suggest the need for effective teaching and effectively managed learning
environment.
34
CHAPTER THREE
REASERCH METHOD
This chapter discussed the method used for the study which focused on the
following: Research Design, Area of the Study, Population of the Study, Sample
and Sampling Techniques, Instrument for Data Collection, Validation of
Instrument, Reliability of the Instrument, Method of Data Collection, Method of
Data Analysis and Decision Rule.
Design of the Study
The design used in this study was descriptive survey design. According to
Iketaku (2011), survey research design is the collection of sample, attitudes,
performance or feelings in order to estimate the total or overall reaction. In
other words, survey research design is a method of studying a group of people
by collecting information from few people regarded to be the representation of
the entire population. However, the choice of this design by the researcher is
because survey design is the most effective and less-complicated means of
studying public opinion, perception or attitude by obtaining information on
variables like performance, reaction, likes, dislikes and preference.
Area of the Study
The study covers all the secondary schools in Enugu North Local Government
Area of Enugu State. Enugu North is among the 17 local government Areas that
made up Enugu state. It has its headquarters at the main city of Enugu.
35
Population of the Study
The population of the study includes all the 4,135 junior students in the 9 public
secondary schools in Enugu North Local Government Area.
Source of data: Post Primary School Management Board, (PPSMB) 2022.
Sample and Sampling Technique
The sample size was 365. It was determined using Yaro Yamane statistical
method (Appendix A). Out of the nine (9) secondary schools in the study area,
six (6) was sampled randomly. In each of the six schools; six contact classes
were sampled each of them with 60 students with an exception of one that has
65 students. This gave a total of 65 students.
Instrument for Data Collection
The instrument used for the data collection for this study was questionnaire
which contained the questionnaire items. The response patterns for the items
contained in the questionnaire were: Strongly Agreed (SA), Agreed (A),
Disagreed (D), and Strongly Disagreed (SD).
Validation of Instrument
The instrument was face-validated by three experts; one in Measurement and
Evaluation two in department of Language Studies of Enugu State College of
Education (Technical), Enugu. They critically examined the language and
contents of the items and made suggestions where necessary. The suggestions
were reflected in the final draft of the questionnaire.
36
Reliability of the Instrument
Test-retest method was used to determine the reliability of the instrument. The
instrument was distributed to 40 students in secondary schools in Enugu South
Local Government Area. After two weeks interval, the instrument was readministered to the same 40 students. The initial test and the re-test scores
were collected and analyzed. Pearson Product Co-relation Co-efficient was used
to establish the internal consistency of the instrument. Then, correlation coefficient value of 0.88 was obtained.
Method of Data Collection
The researchers distributed copies of the questionnaire directly to the
respondents and collected them back at the spot after they have been filled to
ensure optimum return of the instrument. Out of the 365 distributed
questionnaire, 360 were collected back and used in the analysis.
Method of Data Analysis
Mean statistics were used for the data analysis.
The decision rule was that responses with a mean score of 2.5 and above were
perceived as factors affecting effective learning of English language while
responses below 2.5 were not perceived as factors affecting effective learning of
English language.
37
CHAPTER FOUR
DATA PRESENTATION AND ANALYSIS
This chapter deals with the presentation and analysis of the data. The
presentation was done according to the order of the research questions given in
chapter one. Each table represent a section of the questionnaire and a brief
interpretation follows after each table has been presented.
Research Question 1
What are the teacher factors affecting effective learning of English Language in
Junior Secondary Schools in Enugu North L.G.A of Enugu State?
Table 1: Responses on the teacher factors affecting effective learning of English
Language in Junior Secondary Schools
S/N
1
2
3
4
5
ITEMS
Below are teachers’ factors affecting
effective learning of English Language
in Junior Secondary Schools in Enugu
North L.G.A
Teachers’ negative attitude to the
students
Teachers’ lack of adequate knowledge
of the subject
Teachers’ lack of proper classroom
management
Teachers’ poor teaching method
Teachers’ gender
SA
4
A
3
120 80
D
2
SD
1
N
X
Decision
100 60
360 2.72 Agreed
150 100 100 10
360 3.08 Agreed
180 50
360 3.00 Agreed
80
100 150 90
75
25 60
Grand Mean
50
20 360 2.91 Agreed
200 360 1.93 Disagreed
= 2.72
In the table 1 above with grand mean of 2.72, items 1-4 scored above the cut-off
point. This indicate that the respondents agreed that teachers’ negative attitude
to the students, lack of adequate knowledge of the subject, lack of proper
classroom management and teachers’ poor teaching method are the teacherrelated factors affecting effective learning of English Language in Junior
38
Secondary Schools. On the other hand, item 5 scored below the cut-off point.
This indicates that the respondents disagreed that teacher’s gender is among the
factors that affect effective learning of English Language in Junior Secondary
Schools.
Research Question 2
What are the environmental factors affecting effective learning of English
Language in Junior Secondary Schools in Enugu North L.G.A of Enugu State?
Table 2: Responses on the environmental factors affecting effective learning of
English Language in Junior Secondary Schools
S/N
ITEMS
SA
A
D
Below are environmental factors
4
3
2
affecting effective learning of English
Language in Junior Secondary
Schools in Enugu North L.G.A
6 Inadequate instructional facilities 90
130 110
7 Lack of English language laboratory 100 150 90
8 Overcrowded classroom
140 120 70
9 Poor ventilation in the classroom
150 100 100
10 The location of the school
50
50 110
Grand Mean
SD
1
N
X
30 360
20 360
30 360
10 360
150 360
= 2.75
2.77
2.91
3.02
3.08
2.00
Decision
Agreed
Agreed
Agreed
Agreed
Disagreed
In the table 2 above with grand mean of 2.75, items 6-9 scored above the cut-off
point. This indicates that the respondents agreed that the environmental factors
affecting effective learning of English Language in Junior Secondary Schools are
inadequate instructional facilities, lack of English language laboratory,
overcrowded classroom as well as poor ventilation in the classroom. On the
other hand, item 10 scored below the cut-off point. This indicates that the
respondents disagreed that that the location of the school affects students’
learning of English language.
39
Research Question 3
What are the student factors affecting effective learning of English Language in
Junior Secondary Schools in Enugu North L.G.A of Enugu State?
Table 3: Responses on student factors affecting effective learning of English
Language in Junior Secondary Schools
S/N
11
12
13
14
ITEMS
Below are student factors affecting effective
learning of English Language in Junior
Secondary Schools in Enugu North L.G.A
Students’ truancy
Classroom indiscipline
Poor study habit
Absenteeism
15 Examination malpractice
SA
4
140
180
100
90
A
3
D SD
2 1
120 70 30
50 80 50
150 90 20
130 110 30
N
X
360
360
360
360
3.02
3.00
2.91
2.77
Decision
Agreed
Agreed
Agreed
Agreed
120 80 100 60 360 2.72 Agreed
Grand Mean
= 2.88
In the table 3 above with grand mean of 2.88, all the items scored above the cut-off
point. This indicates that the respondents agreed that students’ truancy, Classroom
indiscipline, Poor study habit, Absenteeism and Examination malpractice are the
student factors affecting effective learning of English Language in Junior Secondary
Schools.
Summary of Findings
From the analysis of the data, the following are the findings of the study;
1.
The teacher-related factors affecting effective learning of English Language
are teachers’ negative attitude to the students, lack of adequate knowledge of the
subject, lack of proper classroom management and teachers’ poor teaching method.
2.
The environmental factors affecting effective learning of English Language
are inadequate instructional facilities, lack of English language laboratory,
overcrowded classroom as well as poor ventilation in the classroom.
3.
The student factors affecting effective learning of English Language are
students’ truancy, Classroom indiscipline, Poor study habit, Absenteeism and
Examination malpractice.
40
CHAPTER FIVE
DISCUSSION OF FINDINGS, SUMMARY, CONCLUSION AND
RECOMMENDATIONS
This chapter dealt with the discussion of the findings of the study, the
recommendations based on the findings of the research and the conclusion
drawn from the study. Educational implications, limitations of the study and
Suggestions for further research were also included.
Discussion of Findings
Table 1 in chapter 4 above answered research question 1 which determined
teacher factors affecting effective learning of English Language in Junior
Secondary Schools. In the table, the respondents revealed that teachers’ negative
attitude to the students, lack of adequate knowledge of the subject, lack of
proper classroom management and teachers’ poor teaching method are the
teacher-related factors affecting effective learning of English Language in Junior
Secondary Schools. On the other hand, the respondents disagreed that teacher’s
gender is among the factors that affect effective learning of English Language in
Junior Secondary Schools. This result justifies the study conducted by Yara
(2019) who studied the relationship between teachers' knowledge of the subject
matter and students' academic achievement in Mathematics in some selected
senior secondary schools in Southwestern Nigeria. His findings suggest that
teachers with good knowledge of their subjects has positive attitude towards
teaching, adopts appropriate method of teaching and achieve better result than
teachers who were very callous during teaching and learning process.
41
Table 2 answered research question 2 which determined the environmental
factors affecting effective learning of English Language in Junior Secondary
Schools. The respondents revealed in the table that the environmental factors
affecting effective learning of English Language in Junior Secondary Schools are
inadequate instructional facilities, lack of English language laboratory,
overcrowded classroom as well as poor ventilation in the classroom. On the
other hand, the respondents disagreed that the location of the school affects
students’ learning of English language. This finding is in line with the view of
Oduyemi (2019) who conducted a study on impact of environment on teachers’
classroom management in secondary schools in Ikorodu education zone of
Lagos state. The results of the study among others suggested that school plant,
school climate, class size and students’ activities have influence on teachers’
classroom management to a large extent. Furthermore, the study revealed that
poor environment results to poor performance level on the part of teachers and
consequently low achievement on the part of students.
Table 3 answered Research question 3 which examined the student factors
affecting effective learning of English Language in Junior Secondary Schools. In
the table, the respondents agreed that students’ truancy, Classroom indiscipline,
Poor study habit, Absenteeism and Examination malpractice are the student
factors affecting effective learning of English Language in Junior Secondary
Schools. This study justifies the view of Menzel (2012) whose empirical study
findings suggested that that students that are frequently truant tend to have
lower self-perceived academic ability, lower self-esteem, greater alienation from
school, increased neuroticism, and antisocial behaviors. Furthermore, the study
indicated that these students are less popular, often are perceived as depressed,
42
have poor concentration skills and are noncompliant towards learning which in
turn affects their overall academic performance. Poor academic performance
relate to poor actions by students; the classroom environment becomes less
positive when the students exhibit poor quality behavior towards learning while
quality behavior of students can improve the academic outcomes at any level of
education. Hence, high motivation level, maturity and self-discipline are seen as
necessary general quality of successful students for the achievement of
education goals and objectives.
Conclusion
Education systems around the world face formidable challenges that are taxing
conventional strategies. Fresh approaches are needed to address persistent
problems of the past and provide students with an education appropriate to the
needs of a modern and information-based global economy. In many African
countries including Nigeria however, a major impediment is lack of qualified
teachers. It is beyond reasonable doubt that high quality teachers as manifested
in their classroom disposition are a sine qua non of high academic performances
of the students. Moreover, quality teachers complement with well coordinated
and equipped learning environment to enhance the academic achievement of
the students. It is only when all these are adequately provided that students’
positive study habit will be enhanced. Hence, for the problem of mass failure
ravaging the educational system to be curbed, there is every need to map out
effective educational policy that will enhance the quality of teachers and positive
learning environment.
43
Educational Implications
This study has lots of educational implications. Whenever education sector is
mentioned in Nigeria, what comes into the mind of the people is fallen standard
of education. This is caused by poor learning environment among other factors
and poor quality teachers which leads to negative students’ attitude. Therefore,
if the learning environment will be made more conducive through adequate
provision of physical facilities and proper management of human and material
resources involved in education sector, it will improve the quality and standard
of education in Nigeria. This will in turn, reduce the rate of social vices and
sophisticated crime in the society.
Recommendations
From the findings of the study, the following recommendations were made;
1.
The schools should always be inspected by the Ministry of Education so
as to ensure effective maintenance of the learning environment.
2.
Government should make adequate provision and ensure effective
utilization of basic learning facilities in the schools.
3.
Teachers should be retrained through seminars, workshops and
conferences so as to enhance their positive classroom disposition and
effectiveness.
4.
Students should also be motivated so as to enhance their positive attitude
to study.
44
Limitations of the Study
The researchers encountered a lot of problems on the process of carrying out
the study. The Covid-19 pandemic accompanied by social distancing is the major
limitation to the study. Other problems are lack of enough time as the study was
carried out during school session. Moreover, there was financial constraint and
lack of cooperation by the respondents during the field work.
Suggestion for Further Studies
The researchers suggest that further studies should be made on the following;
1.
Impact of availability and utilization of basic learning facilities on the
academic performance of secondary school students in Nigeria.
2.
Effects of teachers’ negative classroom disposition on students’
performance in secondary schools in Nigeria.
3.
Effects of truancy on the academic performance of secondary school
students in Nigeria.
45
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APPENDIX I
50
APPENDIX II
QUESTIONNAIRE
PART A: PERSONAL DATA
Please tick () appropriately.
Age: within the range of 10-18years [ ], Above 18years [ ].
Gender: Male [ ], Female [ ].
Class: JSS1 [ ], JSS2[ ], JSS3 [ ]
PART B: QUESTIONNAIRE ITEMS
Instruction: Please indicate that you agree or disagree with the questions/statements
below using the scale below. N/B: there is no wrong or right answer.
SA= Strongly Agreed, A= Agreed, D= Disagreed, SD= Strongly Disagreed.
Research Question 1
What are the teacher factors affecting effective learning of English Language in Junior
Secondary Schools in Enugu North L.G.A of Enugu State?
Section A
S/N
ITEMS
SA A D SD
1 Teachers’ negative attitude to the students
2 Teachers’ lack of adequate knowledge of the subject
3 Teachers’ lack of proper classroom management
4 Teachers’ poor teaching method
5 Teachers’ gender
Research Question2
What are the environmental factors affecting effective learning of English Language in
Junior Secondary Schools in Enugu North L.G.A of Enugu State?
Section B
S/N
ITEMS
SA A D SD
6 Inadequate instructional facilities
7 Lack of English language laboratory
8 Overcrowded classroom
9 Poor ventilation in the classroom
10 The location of the school
Research Question 3
What are the student factors affecting effective learning of English Language in Junior
Secondary Schools in Enugu North L.G.A of Enugu State?
Table 3
S/N
ITEMS
SA A D SD
11. Students’ truancy
12. Classroom indiscipline
13. Poor study habit
14. Absenteeism
15 Examination malpractice
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Department of English Language,
Enugu State College of Education
(Technical),
Enugu.
25th May, 2022.
Dear Sir/Madam,
REQUEST FOR VALIDATION OF RESEARCH INSTRUMENT
We am students of the above named institution currently undergoing a
research study on the “the perceived factors militating against learning of
English Language in Junior Secondary Schools in Enugu North L.G.A of
Enugu State”
We sincerely request for your help in the validation of this research
instrument. The purpose of the study and the research questions are attached
to help facilitate this work.
All corrections made will be treated accordingly and used for the academic
purpose only.
Thanks for your anticipated co-operation.
Yours faithfully,
52
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