Problems of Teaching and Learning English Tenses in Upper Basic Schools

1.1 Introduction

Language is a fundamental tool for communication, learning, and social interaction. English, being a global language, plays a significant role in education, commerce, and technology in Nigeria. One essential aspect of English proficiency is mastery of tenses, which involves the proper use of verbs to indicate time in communication. Tense is defined as the grammatical expression of time in relation to the action or state described by the verb (Crystal, 2019). It is central to conveying meaning accurately and coherently in both spoken and written English. Teaching and learning English tenses in upper basic schools, however, has continued to present significant challenges. According to Adegbija (2018), many students struggle to distinguish between past, present, and future tenses, leading to frequent grammatical errors and miscommunication (Adegbija, 2018).

As a prelude to other parts of this study, this chapter will discuss the background upon which this study was initiated, the statement of problems that led to this study, the Aim and Objectives of the study. Others are Significance of the study, Scope of work, Research hypothesis and questions, Limitation of the study and Definition of terms.

1.2 Background of the Study

English language proficiency is a critical component of academic success in Nigeria, particularly in the upper basic school level where foundational language skills are developed. Tense usage, as a key aspect of English grammar, is essential for accurate communication and comprehension. According to Crystal (2019), tense is the grammatical representation of time in relation to actions or events, and mastery of tenses is vital for coherent expression in both writing and speech.

Teaching English tenses in Nigerian schools has been reported to present multiple challenges. Adegbija (2018) asserted that students often struggle with differentiating between past, present, and future tenses, leading to frequent errors in sentence construction. Oyedele (2020) stated that many teachers rely predominantly on rote learning methods and textual explanations, which limits students’ ability to apply tense rules in real-life contexts. On the other hand, Nwachukwu (2017) affirmed that learners’ negative attitudes towards English grammar, including perceptions of its complexity, contribute significantly to poor performance in tense usage.

According to Oyedele (2020), the introduction of the Universal Basic Education (UBE) program sought to strengthen foundational language skills, including tense mastery, in upper basic schools. However, reports indicated that despite curricular reforms, many learners continued to struggle with tense usage due to large class sizes, limited teaching resources, and inadequate teacher training. Nwachukwu (2017) affirmed that the challenge is not only in teaching methodology but also in learners’ attitudes, as many students perceive grammar, particularly tenses, as difficult and abstract.

Classroom dynamics and instructional resources have been reported to affect the teaching and learning of tenses. Eze (2019) contended that overcrowded classrooms and lack of teaching aids such as visual charts, exercises, and practical examples hinder effective instruction. According to Bello (2021), inconsistencies in curriculum implementation and inadequate assessment strategies result in learners failing to consolidate their understanding of tense structures. On the other hand, some teachers also contend that insufficient professional development in grammar teaching reduces their effectiveness in delivering tense lessons (Abdullahi, 2020). This study is set against the backdrop of these persistent challenges, aiming to investigate the problems associated with teaching and learning English tenses in upper basic schools and to propose strategies that will enhance both teaching and learning outcomes.

1.3 Statement of Problems

Investigation revealed that many students struggle with the correct usage of past, present, and future tenses, leading to errors in both spoken and written English (Adegbija, 2018). In addition, classroom environments and resources contribute to the challenges faced in teaching tenses. Teachers contend that large class sizes and limited teaching aids, such as visual charts and exercises, make it difficult to provide individualized attention to students who struggle with tense usage (Eze, 2019).

Furthermore, Oyedele (2020) reported that teachers often rely heavily on rote memorization rather than interactive or communicative approaches, which limits students’ ability to internalize and apply tense rules. On the other hand, some students demonstrate reluctance or lack of motivation towards learning tenses due to the perceived complexity of English grammar, as affirmed by Nwachukwu (2017). Such negative attitudes further hinder effective learning outcomes. It is against this backdrop that this study seeks to investigate the problems associated with teaching and learning English tenses in upper basic schools.

1.4 Aim and Objectives of the Study

The aim of this study is to examine the problems of teaching and learning English tenses in upper basic schools and provide practical solutions for effective instruction. The specific objectives of this study are:

1. To assess the influence of classroom resources and teaching aids on tense mastery.
2. To identify the difficulties students face in learning English tenses.
3. To evaluate the methods used by teachers in teaching English tenses.
4. To determine the impact of learners’ attitudes on their understanding of English tenses.
5. To recommend strategies that will enhance the teaching and learning of English tenses in upper basic schools.

1.5 Research Questions

Based on the stated objectives, the study will address the following research questions:

• What difficulties do students face in learning English tenses?
• What methods do teachers use in teaching English tenses, and how effective are they?
• How do classroom resources and teaching aids influence students’ mastery of English tenses?
• What is the impact of learners’ attitudes on their understanding of English tenses?
• What strategies will improve the teaching and learning of English tenses in upper basic schools?

1.6 Significance of the Study

The outcome from the findings of this research will hold significant relevance in the following way:

1. Teachers: The study will help teachers adopt effective strategies that improve students’ mastery of tenses.
2. Students: The study will increase students’ competence and confidence in using English tenses correctly.
3. Curriculum Planners: The study will guide the design of curriculum materials that address tense-related challenges.
4. Educational Policymakers: The study will inform policies aimed at improving English language teaching in schools.
5. Researchers: The study will provide information that will support further research on grammar instruction and language acquisition.

1.7 Research Hypotheses

In order to pursue the objective of this study, the following generalized statements have been designed to guide and aids in obtaining the result for the experiment to be conducted. For this work, the null hypothesis will be represented with H0 while the alternative hypothesis will be represented with hypothesis H1.

• H₀1: There is no significant relationship between teaching methods and students’ mastery of English tenses in upper basic schools.
• H₀2: Teaching methods has significant influence on students’ understanding of English tenses.
• H₀3: Classroom resources and teaching aids significantly affect students’ mastery of English tenses.
• H₀4: Learners’ attitudes significantly influence their understanding of English tenses.

1.8 Scope of the Study

This study will focus on the problems of teaching and learning English tenses in upper basic schools within Ogun State, Nigeria, using selected public schools as case studies.

1.9 Limitations of the Study

A study of this nature is bound to experience certain problems as such the constraints imposed on the research include:

1. Time Constraints: A study of this nature needs relatively long time during which information for accurate or at least near accurate inference could be drawn. The period of the study was short, time posed as constraints to the research.
2. Financial Constraints: The research would have extended the survey to other area at the empirical level, but limitation as included cost of transportation to the source of material and the cost of time setting of the already completed work.
3. Lack of Cooperation: Many of the respondents are usually aggressive on issue that border cooperation among the respondents border.
4. Response Bias: The study will involve surveys and interviews with cooperative managers and members. Response bias may occur if respondents provide socially desirable answers or if there is reluctance to disclose negative financial information due to privacy concerns or fear of repercussions.

1.10 Definition of Terms

English Tenses: Grammatical tools that indicate the timing of actions, events, or states in relation to the present, past, or future (Crystal, 2019).

Teaching Methods: Approaches and techniques employed by teachers to deliver instructional content and facilitate learning (Oyedele, 2020).

Learning Difficulties: Challenges students face in understanding, remembering, and applying knowledge, especially grammatical rules such as tenses (Nwachukwu, 2017).

Classroom Resources: Materials, tools, and aids used to support teaching and learning, including charts, exercises, and audiovisual aids (Eze, 2019).

Learners’ Attitude: Students’ perception, motivation, and interest in learning English grammar and tenses (Bello, 2021).