1.0 Introduction
1.1 Background of Study
The issue of low academic performance in English language within secondary schools has long been a subject of concern in the Nigerian educational system. English language, which was introduced as a colonial language during the British colonial era, became the primary medium of instruction and an essential subject in Nigerian schools after independence in 1960. As a result, the role of English in the academic development of students has continued to grow in importance (Akinyemi, 2016).
Historically, the Nigerian education system has been plagued by various challenges, including inadequate infrastructure, lack of qualified teachers, and an over-reliance on outdated teaching methods. The teaching of English language, in particular, has suffered from these systemic issues, contributing to the persistent low academic performance of students in this subject. Early educational reforms, such as the introduction of the 6-3-3-4 system in the 1980s, sought to address some of these challenges by promoting a more flexible and comprehensive approach to education. However, English language proficiency among secondary school students remained a persistent problem, with many students unable to meet the expected standards of the subject (Adekola, 2017).
The English language is not only a medium of communication but also a crucial academic subject in secondary schools, as it lays the foundation for success in other subjects. However, despite its importance, many secondary school students in Nigeria continue to struggle with achieving satisfactory performance in English language examinations. The persistent low academic performance in English language has become a significant issue in the educational sector, particularly in secondary schools (Adedeji, 2017). A number of factors contribute to the low performance in English language. Teachers' pedagogical skills, student motivation, and the quality of available learning resources have been identified as significant influencers (Udo, 2018).
Research indicates that many English language teachers in Nigerian secondary schools rely heavily on traditional teaching methods such as rote memorization and chalk-and-talk lectures, which may not adequately engage students or promote a deep understanding of the language (Emmanuel, 2020). Socio-economic factors such as poverty, parental illiteracy, and inadequate educational support at home have also been shown to play a role in the academic underachievement of students in English language (Olumide, 2019). The role of the family in shaping students' attitudes towards education cannot be overlooked. In many cases, parents lack the educational background to provide adequate support, leading to diminished student motivation and engagement in their studies (Ogunlade, 2021).
Education is widely regarded as a fundamental tool for national development, and proficiency in the English language is essential for academic success across various disciplines. English, being the medium of instruction in Nigerian secondary schools, plays a critical role in the overall educational achievement of students (Adebayo, 2018). Low academic performance refers to the inability of students to achieve the expected standard of academic excellence in school subjects, particularly in English language, despite their potential and available educational resources (Okonkwo, 2017). Several factors contribute to low academic performance in English language, including poor teaching methods, lack of qualified teachers, inadequate instructional materials, poor study habits, and the students' negative attitude towards learning (Uzoechina, 2020).
Eradicating low academic performance in English language requires a strategic approach. Strategies such as the adoption of student-centered teaching methods, frequent workshops for teachers, provision of adequate learning materials, the establishment of effective remedial programs, and fostering positive attitudes among students towards English learning are crucial (Adeyemo, 2019). This study, therefore, aims to explore and highlight effective strategies for eradicating low academic performance in English language among secondary school students, thereby promoting academic excellence and educational advancement.
1.2 Statement of Problems
Investigation revealed that many students still struggle with achieving proficiency in English, which is a crucial subject for their academic and future career success. The inability to master English not only limits students' academic potential but also hinders their ability to communicate effectively in an increasingly globalized world (Olumide, 2020). Additionally, teachers often rely on traditional, teacher-centered approaches, which fail to address the diverse needs of students, particularly those who struggle with language skills (Adeyemi, 2018).
Furthermore, many schools, especially those in rural areas, face inadequate resources, which makes it difficult for teachers to employ innovative and interactive methods that could enhance student learning (Ogunlade, 2019). It is against the backdrop that this study seeks to address these concerns by investigating the underlying causes of low academic performance in English language.
1.3 Aim and Objectives of Study
The aim of this study is to explore and identify effective strategies for eradicating low academic performance in English language among secondary school students in Nigeria.
The specific objectives of the study are:
- To evaluate the impact of socio-economic factors, such as parental involvement and socio-cultural context, on students' English language learning.
- To assess the effectiveness of current teaching methods and instructional materials used in teaching English in secondary schools.
- To explore the role of teacher qualifications and training in influencing students' performance in English language.
- To examine the key factors contributing to low academic performance in English language in secondary schools.
- To identify and propose strategies that can be implemented by educators, school administrators, and policymakers to improve English language proficiency among secondary school students.
- To provide recommendations for school management and government agencies on how to enhance the teaching and learning of English language in secondary schools.
1.4 Research Questions
Based on the stated objectives, the following research questions guide this study on the effects of poor sanitation on public health and the environment:
- What are the key factors contributing to low academic performance in English language among secondary school students?
- How effective are the current teaching methods and instructional materials used in teaching English in secondary schools?
- To what extent do teacher qualifications and training influence students' performance in English language?
- How do socio-economic factors, such as parental involvement and socio-cultural context, affect students' learning and performance in English language?
- What strategies can be proposed to improve the teaching and learning of English language in secondary schools?
1.5 Significance of Study
The outcome of this research study will enhance the teaching and learning of English in secondary schools. This research will also will guide them in making informed decisions about teacher training, classroom management, and the adoption of new teaching tools to improve student performance in English.
For students, the findings will directly benefit them by fostering a better learning environment in which effective teaching strategies are employed.
Furthermore, the study will promote a more comprehensive approach to addressing the issue of low academic performance in English, fostering collaboration between schools, parents, and the broader community.
Lastly, the study will offer practical recommendations for school management and government agencies to implement policies and programs that will address the challenges faced by both teachers and students.
1.6 Scope of Study
This study will focus on secondary schools within Lagos State, Nigeria, and will explore the strategies for eradicating low academic performance in English language. The research will include both public and private secondary schools across urban and rural areas of the state to provide a comprehensive understanding of the challenges students face in mastering English.
1.7 Limitations of the Study
During the course of this study, there were some problems encountered which stood as limitations to the research work. Some of the limitations include:
- Delay from Respondents: Some participants, including teachers and school administrators, were not always available or responsive in a timely manner, which affected the pace of data collection and subsequently impacted the overall timeline of the study.
- Financial Constraints: Limited funds for transportation, materials, and other research expenses restricted the ability to access more diverse schools or conduct extensive fieldwork, especially in remote areas.
- Time Constraints: The study was conducted within a limited timeframe, which restricted the depth of investigation and prevented a more comprehensive analysis of the long-term effects of teaching strategies or policy changes. As a result, some aspects of the study that required more detailed examination were not fully explored.
1.8 Definition of Terms
Academic Performance:
Academic performance refers to the level of achievement or success a student demonstrates in their studies, particularly in relation to their grades, test scores, and overall understanding of the subjects studied. In the context of this study, academic performance specifically relates to students' proficiency in English language as assessed through written and oral tests, assignments, and classroom participation (Akpan, 2020).
English Language:
English language refers to the language used as a medium of instruction in Nigerian secondary schools, and it includes both the spoken and written forms. It is one of the core subjects taught in secondary schools, with a focus on developing students' reading, writing, speaking, and listening skills (Owolabi, 2018).
Secondary School:
Secondary school refers to the level of education that follows primary school and precedes higher education. In Nigeria, secondary school is for students between the ages of 12 and 18 years, and it includes both junior secondary schools (JSS) and senior secondary schools (SSS) (Federal Ministry of Education, 2019).
Low Academic Performance:
Low academic performance is defined as the inability of students to meet the expected standards or benchmarks in their academic work, often resulting in low grades or failure in exams. In the context of this study, low academic performance specifically refers to students struggling to achieve the required proficiency in English language (Jibril, 2021).
Teaching Methods:
Teaching methods refer to the strategies, approaches, and techniques employed by educators to deliver instruction and facilitate learning. These methods include traditional lecture-based teaching, as well as more interactive and student-centered methods like group discussions, project-based learning, and the use of technology (Oluwaseun, 2020).
Teacher Qualifications:
Teacher qualifications refer to the academic qualifications, professional training, and teaching experience of educators. This includes the level of education attained, certifications, and any specialized training in teaching specific subjects such as English language (Afolabi, 2017).
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