1.1 Introduction
Education is widely recognized as the foundation of national development, and language is the central tool through which education is delivered. English Language, in particular, is defined as the official language of Nigeria and the principal medium of instruction in schools, as well as the language of governance, commerce, and international relations (Afolayan, 2016). In the Nigerian educational system, proficiency in English is not only a requirement for effective learning across all subjects but also a prerequisite for academic progression, as credit passes in English Language are compulsory for admission into tertiary institutions (Olanrewaju, 2019).
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
Historically, tackling low academic performance in English Language in Nigerian secondary schools is rooted in the country's colonial and post-colonial educational development. During the colonial era, English was introduced as both the official language and the language of education. According to Afolayan (2016), English was made the medium of instruction to unify Nigeria's diverse ethnic groups and to facilitate administrative convenience under colonial rule (Afolayan, 2016). In the post-independence period, English retained its official status and continued to serve as the medium of instruction in schools. Adegbite (2017) reported that the government emphasized the role of English Language as the key to national and international communication, which subsequently made it compulsory in both internal and external examinations. Over time, however, performance in the subject began to decline. Nwachukwu (2017) asserted that the rapid expansion of schools after independence led to overcrowded classrooms and shortage of qualified teachers, which weakened the quality of English Language instruction.
English Language occupies a central position in the Nigerian educational system as it is the official language of instruction, communication, and assessment. According to Afolayan (2016), English is not only the lingua franca of Nigeria but also the gateway to educational and professional advancement. Without proficiency in the language, students are unable to effectively engage with the curriculum or compete successfully in examinations. Adegbite (2017) reported that English Language remains the most important subject in Nigerian schools, given that a credit pass in the subject is mandatory for admission into tertiary institutions irrespective of the chosen discipline.
Despite this significance, the academic performance of secondary school students in English Language has consistently remained poor. The West African Examinations Council (WAEC) and National Examinations Council (NECO) results over the years reveal that a large proportion of candidates fail to obtain credit passes in English. Nwachukwu (2017) asserted that this trend is a major educational concern because English serves as the foundation for learning other subjects, making failure in it a serious obstacle to academic success. Similarly, Okebukola (2018) stated that inadequate instructional methods, poorly trained teachers, lack of resources, and negative student attitudes towards English contribute to this challenge.
The socio-economic background of students also plays a significant role. Eze (2020) affirmed that students from disadvantaged homes often lack access to textbooks, conducive learning environments, and parental support, which limits their performance in English. On the other hand, Aina and Olanipekun (2015) contended that language interference from mother tongues, peer pressure, and the rise of informal communication through social media also weaken students' command of standard English. These factors collectively explain why students continue to underperform despite the importance attached to the subject. Okebukola (2018) asserted that unless urgent steps are taken, the cycle of failure in English Language will continue to affect generations of students, thereby limiting national progress.
Improving students' performance in English Language is therefore essential, not only for academic success but also for socio-economic development. The ability to communicate effectively in English provides access to higher education, enhances career opportunities, and promotes participation in global discourse. This study is set against the backdrop of these realities and seeks to provide a framework that schools, teachers, parents, and policymakers can adopt to enhance students' academic performance in the subject.
1.3 Statement of Problems
Investigation revealed that the problem of low academic performance in English Language among secondary school students in Nigeria is a pressing educational concern. English Language is not only a compulsory subject but also the medium of instruction in Nigerian schools, making proficiency in it a crucial determinant of students' overall academic success. The situation is further worsened by the fact that English is not the mother tongue of most students, thus creating additional barriers in learning and effective communication (Aina & Olanipekun, 2015). Additionally, poor proficiency in English reduces employability and career opportunities, thereby affecting the socio-economic progress of individuals and society at large.
Furthermore, many teachers rely on traditional approaches that fail to actively engage students in the learning process, thereby limiting their comprehension and retention. On the other hand, students' attitudes towards the subject also contribute significantly. A good number of learners perceive English as difficult and irrelevant to their immediate environment, leading to low interest and reduced motivation to improve (Okebukola, 2018). It is against this backdrop that this study seeks to examine the underlying causes of low academic performance in English Language among secondary school students in Kaduna Local Government.
1.4 Aim and Objectives of the Study
The aim of this study is to investigate effective tactics for improving low academic performance in English Language among secondary school students in Kaduna Local Government. The specific objectives of this study are:
- To identify the teaching methods that will improve students' understanding and retention in English Language.
- To examine the influence of students' attitudes on their performance in English Language.
- To assess the impact of learning resources and instructional materials on students' academic outcomes.
- To determine the socio-economic factors that will affect students' performance in English Language.
- To recommend strategies that schools and policymakers will adopt to improve English Language performance.
1.5 Research Questions
Based on the stated objectives, the study seeks to answer the following research questions:
- What teaching methods will improve students' understanding and retention in English Language?
- How does students' attitude influence their performance in English Language?
- To what extent do learning resources and instructional materials affect students' academic outcomes in English Language?
- What socio-economic factors influence students' performance in English Language?
- What strategies will schools and policymakers adopt to enhance students' performance in English Language?
1.6 Significance of the Study
It is believed that at the completion of the study, the findings will guide teachers in adopting effective teaching methods that will make lessons more engaging. In addition, the study will inform parents on ways they will support their children's learning.
Furthermore, the study will be of great importance to teachers as it will identify effective teaching methods and innovative classroom practices that will make English Language lessons more engaging and result-oriented.
Lastly, the study will add to existing literature and provide a reference for future research on language education in Nigeria.
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.
Hypothesis One
- H0: There is no significant relationship between teaching methods and the academic performance of students in English Language in secondary schools in Kaduna Local Government.
- H1: There is a significant relationship between teaching methods and the academic performance of students in English Language in secondary schools in Kaduna Local Government.
Hypothesis Two
- H0: The availability of learning resources do not significantly affects students' academic performance in English Language.
- H1: The availability of learning resources significantly affects students' academic performance in English Language.
Hypothesis Three
- H0: Socio-economic factors do not significantly influence students' performance in English Language.
- H1: Socio-economic factors significantly influence students' performance in English Language.
Hypothesis Four
- H0: Implementing effective teaching tactics significantly improves students' performance in English Language.
- H1: Implementing effective teaching tactics do not significantly improves students' performance in English Language.
1.8 Scope of the Study
The scope of this research study is focused on secondary schools in Kaduna Local Government, Kaduna State, Nigeria, and explores tactics that will improve students' academic performance in English Language.
1.9 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:
- Time Constraint: The time frame given to accomplish this project was very short due to school academic calendar and it was carried out under pressure which made the researcher not to implement some necessary features.
- Financial Constraint: Insufficient fund tends to impede the efficiency of the researcher in sourcing for the relevant materials, literature or information and in the process of data collection (internet, questionnaire and interview).
- Initial Cooperation Delay from Respondents: A particular limitation of this work came as a result of the respondent refusal to offer their cooperation at the initial time they were contacted. This contributed in making the success of this research study difficult.
1.10 Definition of Terms
Academic Performance: This refers to the measurable outcomes of students' learning efforts, especially their grades or results in English Language examinations (Eze, 2020).
English Language: The official language of instruction in Nigerian schools and the medium through which students learn other subjects (Afolayan, 2016).
Tactics: Refers to practical strategies or approaches that teachers, students, or policymakers will use to improve performance in English Language (Aina & Olanipekun, 2015).
Teaching Methods: Techniques or approaches employed by teachers to facilitate learning and comprehension in the classroom (Nwachukwu, 2017).
Learning Resources: These include textbooks, libraries, audio-visual aids, and other instructional materials that support students' learning (Okebukola, 2018).
Socio-Economic Factors: These are conditions related to students' family income, parental education, and home environment that influence learning and academic performance (Eze, 2020).
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