FACTORS MILITATING AGAINST SUCCESS IN ENGLISH LANGUAGE EXAMINATIONS AT THE SENIOR SECONDARY SCHOOL LEVEL
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FACTORS
MILITATING AGAINST SUCCESS IN ENGLISH LANGUAGE EXAMINATIONS AT THE SENIOR
SECONDARY SCHOOL LEVEL
CHAPTER ONE
INTRODUCTION
1.1
Background to the Study
There is no
doubt that the main purpose of teaching is to cause learning to take place, and
English language is an important factor that contributes to students’
achievements. Many factors are contributory to the high performance of students
in English Language (Esun, 2004). Notable among the major factors among others
that cause success in English language examinations such as the WAECC (West
African Examinations Council), the General Certificate of Education (GCE). The
National Examinations Council (NECO), the Joint Admissions and Matriculations
Board (JAMB) and Internal examinations and tests in English Language in the
classrooms are: the availability of teaching and learning facilities, students’
interests and motivation, teachers’ mastery of contents in which English is
taught, teacher-student ratio, good school attendance, good academic
background, good study habits, concentration, effective memory and
comprehension are largely responsible for success in English language
examinations in Nigeria secondary schools and beyond (Owuamanam, 2007).
According to
Adeoye (2005), many students in English language, do not possess interests in
the subject and do not have the required motivation to study the subject in
order to have success in their examinations. For students to pass their English
examinations in both external and internal examinations, they need to put
proper interest and be motivated in the subject. Adeoye (2007) submitted that,
absence of interest and motivation in anything one does, is the cause of
failure or lack of success in achievement.
Another
factors that militate against students’ performance in English language are non-teachers’
mastery of what is taught in the classroom and the non-availability of
teaching/learning materials in the classrooms. Most teachers according to
Adeleke (2006), do not possess the proper mastery of content of the aspect of
English they teacher in the classrooms, coupled with the non-availability of
teaching materials which help the teacher to carry out effective presentation
in the classrooms. If teachers carry out effective presentation of the
subject-matter in the classroom, students will learn effectively, thereby
leading to their success in the classroom (Lamu, 2000)
High
teacher-student ratio in English language classroom enables teachers to be
in-effective in their teaching if the ratio is not as recommended by the
National Policy on Education (NPC, 1998), which stipulated that,
teacher-student ratio should be 1-30. The recommendation is that, for effective
teaching and learning to take place, teacher-student ratio should be 1-30 in
the classroom. According to Uzor (2004), when teacher-student ratio is low or
moderate, it results to high academic achievement of students. In another
development, Osarenren (2003), is of the opinion that, good school attendance,
and effective study habits are pluses to the examination success of students in
English language.
For
Osarenren (2003), if students attend to their English language classes
regularly and listen with rapt attention, they will obviously put up good
performance in the subject during the examinations or tests. Again, good study
habits of students in the subject is a great assistance to their effectiveness
needed in examinations. When students study seriously, they obviously come out
in flying colours in the subject which they are examined.
Proper
study-habit, means effective or high academic performance in examinations in
English language amongst senior secondary schools in Lagos state, Nigeria.
Other factors that help students to achieve good success in English language
examination are: students’ academic backgrounds, students’ home background,
students’ socio-economic status: paying proper attention to home works taking
notes during examinations; allocation time to daily activities which may
interrupt effective reading or studying, drawing time table etc. The above
identified factors if properly attended to, would assist students to perform
well in English language examinations.
1.2 Statement of the Problem
The factors
that militate against success in English language examinations cannot be over
emphasized. For instance, lack of teacher- mastery of contents and methodology,
lack of instructional materials, lack of school facilities for English language
teaching, high teacher-student ratio, poor school attendance, poor interest and
motivation of the students in the subject matter, poor study habits, poor or
lack of concentration by the students, poor memory and comprehension,
cram-pour-forget syndrome, poor home environment, poor academic backgrounds of
students and so on, are responsible for examination failures in English
language examinations in secondary schools in Lagos State, Nigeria.
The problems
enumerated above, made this researcher to examine the factors militating
success in English language examinations.
1.3 Purpose of the Study
The main
purpose of this study is to examine the factors militating against success in
English language examinations at the senior secondary school level in Mainland
Local Government Area Lagos State, Nigeria.
The specific
objectives of the study will include the followings:
1. Examine whether
teacher-mastery of contents affect examination success in English language
among students.
2. Assess whether
Teacher-mastery of methods of teaching affect students’ success in English
language examination in schools.
3. Find out whether
students’ poor school attendance affect their performance in English language
examinations in schools.
4. Ascertain whether the availability of
language laboratories affect students’ success in English language examinations
in schools.
1.4 Research Questions
The
following research questions will be examined in this study:
1. Will teacher-mastery of contents affect
examination success in English language among students?
2. Will
Teacher-mastery of methods of teaching affect students’ success in English
language examination in schools/
3. Will students’
poor school attendance affect their performance in English language
examinations in schools?
4. Will availability
of language laboratory affect students’ success in English language
examinations in schools/
1.5 Research Hypotheses
The
following research hypotheses will be tested in this study:
1. There will be no
significant relationship between teacher-mastery of contents and examination
success in English language among students.
2. There will be no
significant relationship between teacher-mastery of methods of teaching and
students’ success in English language examination in schools.
3. There will be no significant relationship
between students’ poor school attendance and students’ high performance in
English language examinations in schools.
4. There will be no
significant relationship between availability of language laboratories and
students’ success in English language examinations in schools.
1.6 Significance of the Study
The study
will be relevant to the following individuals:
1. Students:
Students will be able to understand the factors that militate against their
examination successes in English language in schools.
2. Teachers:
Teachers will no doubt, be able to come in proper terms with the issues of the
factors that hinder or promote the success of students in English language
examinations in schools. This study will also enable them to enhance such
factors that promote students’ academic performance in English language
examinations.
3. Parents: Parents
will be also appreciate the findings of this study because they will assist
them to know the exact factors that prevent their children from performing in
their examinations, especially in English language which is one of the
compulsory subjects offered in schools.
4. The Society: The
society will be able to appreciate the findings of this study because the
members of the public will discover through this study, the factors that can
prevent or enhance the performance ofstudents in English language examinations
at the secondary schools level.
1.7 Scope of the Study
The study
will cover the examination of the factors militating success in English
language examinations at the senior secondary school level in Mainland Local
Government Area Lagos State, Nigeria.
1.8 Definition of Terms
Operational
definition of terms will be defined in this study thus:
1. Factors
Militating Against: This term means the elements that hinder or are responsible
of stopping something.
2. Examination
Success: This means high academic performance in examinations or tests in the
classrooms in schools.
3. School
Attendance: This connotes the level or rate of attendance at
4. school by the
student.
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