ABSTRACT
This study evaluated the teaching of English language in
senior secondary schools in Gombe State. In doing so, the study adopted the
evaluative survey research design. Evidence abounds of the low performance of
Senior Secondary students in English language in Gombe State. The 2006 to 2011
report of the Chief examiner, West African Examinations Council reveals that
candidates’ performance in the examinations between those periods was always
poor. The report clearly shows that there was no improvement in the performance
of candidates who sat for English language in Senior Secondary School
Certificate Examination (SSCE) in some states of the country including Gombe
State. Therefore, the inclusion of Gombe State in the list of states with candidates
whose performances were woeful in the Senior Secondary School Certificate
Examination, (SSCE) by West African Examinations Council’s Report, paints a
clear picture of lack of adequate knowledge of the language among Senior
Secondary School students in Gombe State. Perhaps, myriads of factors may have
combined to account for this ugly state of affairs, which possibly could
include motivational and curricula issues, among others as they relate to the
teachers in the study area. The general purpose of the study is to evaluate the
teaching of English language in senior secondary schools in Gombe State.
Specifically, the study sought to: Find out the demographic characteristics of
English language teachers, determine the methods used by the teachers in teaching
the English language, ascertain the instructional materials available for
teaching English language, ascertain the extent of the utilization of the
available instructional materials in teaching the English language, and to find
out the adequacy of classroom environment for the teaching of the English
language in the senior secondary schools in Gombe State. The area of the study
covered Gombe South Education Zone comprising Balanga, Billiri, Kaltungo
and Shongom Local Government Areas of Gombe State. Five research
questions and two null hypotheses were formulated to guide the study. The study
population of the study comprised 113 English language teachers in all the
study area in the State. Random sampling technique was used to draw one
education zone (Gombe South Education Zone) out of the three education zones in
Gombe State. Data were collected using a researcher- made teachers of English
language Questionnaire (TELEQ). The instrument was validated by three experts
and both from the Department of Arts Education, Science Education and the
Institute of Education of the University of Nigeria, Nsukka. The
reliability coefficient of obtained were 0.98, 0.99, 0.94, 0.88, and 0.92
for section B, C, D, E and F respectively with a reliability coefficient of 0.94.
Data collected were analyzed using the t-test statistics in testing the two
null hypotheses at 0.05 level of significance. The findings of the study
indicated that 59% of the teachers possessed B.ED degree, while 50% of teachers
specialized in English language; 58% of teachers had 6-10 years of
teaching experience; The finding on method of teaching indicate that direct
method was the method often used with 95% in teaching while cognate and
silence way methods were the least used while Radio cassettes is
the instructional materials mostly used by the teachers. Base on the results,
It was recommended that there should be adequate supply of English teachers in
various secondary schools in Gombe State, teaching facilities should be
properly upgraded in various secondary schools in Gombe State, the government
should ensure adequate funding of all the secondary schools in Gombe State, and
English language teachers should be motivated to enable them teach efficiently.
CHAPTER ONE
INTRODUCTION
Background of the Study
No society can exist without a language since it is a means of communication
among human beings. As human beings develop their linguistic repertoires
through series of reinforcement, examples, imitations and precepts. In
a strict sense, therefore, language, according to Wilson (2009), is an
artificial and consciously organized method of control by the use of symbols
and conventions which involve the notion of meaning. Language, according
to Tondo (2002) is a system of conventional, arbitrary symbols by which members
of a community communicate with one another. other. Wardhau (1988) defined it
as some unitary system of linguistic communication, which subsumes a number of
mutually intelligible varieties. Language is an instrument through which
members of a given community communicate. Language gives its users the
opportunity to communicate with one another in terms of feelings and desires
(Linfors, 2009).
Nigeria is one of the countries with myriads of languages. Each
ethnic group has its own language with its dialectal varieties. Bamgbose (2007)
has estimated about 400 local languages in Nigeria, yet no ethnic group is
ready to abandon its language since all languages are taken as veritable
instruments of communication among the users. The absence of linguistic unity
in the country has therefore led to the emphasis placed on the English language
as a major medium of instruction in educational institutions in the country.
English language was introduced into Nigeria by the colonial masters to help
them administer the colonized people, spread their religion, and carry on their
commercial activities. With the amalgamation of the Northern and Southern
protectorates of Nigeria in 1914, English language became the official language
of Nigeria and has continued to perform this function until today. In Nigeria,
English is the language of politics, religion, sports, trade, and commerce,
education, science, and technology.
Ufomata (2014) argued that the domains of English in an ESL context like
Nigeria tend to be formal. It is the official language which in essence
means it serves the language of government, education, commerce, and to a
limited extent, social integration, especially among the educated elite. Within
Nigeria alone, it is estimated that nearly 400 languages are spoken (Agheiyisi,
2004 Bamgbose, 2007). According to Ufomata (2014) in the context of
such multilingualism it is important for the government to stick to neutral
language such as English, as the official language. English has the
additional advantage of long association, being the language of the colonial
rulers. It is also a world language with all the advantages accruing to an
individual who speaks such a language both nationally and internationally.
Kachru (1986:1) argued that, “Competence in English and the use of this
language signify a transmutation; an added potential for material and social
gains and advantages. One sees this attitude in what the symbols stand for.
English is considered a symbol of modernism, and an extra area for success and
mobility in culturally and linguistically complex and pluralistic societies.
English, Ufomata (2014). writes, enjoys a
wider geographical spread than any of the indigenous languages within Nigeria.
Whatever the language of discussion, a serious business transaction is sealed
up in writing in English. In education, English is introduced as a
subject from the first year in primary schools and used as a medium and subject
of instruction from the third year through secondary and tertiary education. In
recent years, oral English has become an integral part of senior secondary
syllabus and examination in English language, Ufomata (2014). The official
attitude of the regional examining body the (West African Examinations Council),
which conducts these examinations, is that test of continuous writing,
comprehension and objective test of lexis and structure should be assessed
based on the mastery of standard of English language as currently used by
educated African writers and speakers of English in the commonwealth.
Ufomata (2014) is of the view that as far as oral English
language is concerned, no explicit policy statements have been issued. She goes
further to argue that the mode of testing is still evolving, constituting additional
burdens on schools since they are ill prepared for teaching the subject.
She wrote that students generally are required to perceive and produce
vowel/consonant contrasts and to recognize attitudinal functions of intonation.
Ufomata observed that it is not clearly stated which accent is being tested.
She wrote that the entire oral English examination has been known to be
concludes in objective tests, with no perception on performance tests given.
The author concludes that what seems to be the case is that whereas the
educational authorities realize the importance of teaching English language
(Oral English), in schools, they find themselves unable and or unwilling to
provide the necessary funds and support for the effective teaching and testing
of the subject. Ufomata stated that the results of a pilot study they conducted
show that oral English is not taught in most public schools in Nigeria, and
where it is taught at all, it is done inadequately and ineffectively. The
importance of English is very much noticed in the field of education in
Nigeria. English language is the tool for the effective teaching and
learning of other school subjects. A credit level pass in English language in
the senior secondary certificate examination or its equivalent is an essential
requirement for admission into any higher institution of learning in Nigeria,
no matter the course of study. As a result of the important role of the English
language in the Nigerian educational system, the Federal Government, through
her National Policy on Education (NPE, 2004) made English language a compulsory
subject in her school system from the primary, secondary to the tertiary
levels. Tiffen (2009) accurately captures all the pervading roles of English in
Nigeria when he asserts that:
English can now be
regarded as one of the major African languages, so widespread is its use and,
so essential as a tool in everyday life. In many countries, it is the official
language, the national language of administration, law, the national press,
commerce and political unity, (p.56).
It is true that English still occupies a pride of place in
our national life. The language still serves as the language of communication
and interaction amongst the different ethnic groups in Nigeria whose languages
are usually unintelligible. In spite of all the efforts to make Nigerians learn
any one of the three dominant languages – Hausa, Igbo, or Yoruba as the
national language, the English language has remained the common tongue of all
tribes and the language of unity of the nation as a sovereign
entity.
The need to have a single language as a means of communication in order to
cement the relationship among people has always spurred the government to
promote and vigorously campaign for the idea of every Nigerian mastering one of
the three major ethic languages. This can be seen from the Federal Republic of
Nigeria (2004: 9) document which states that,
In addition to appreciating the importance of language in the
educational process, and as a means of preserving the people’s culture,
Government considers it to be in the interest of national unity that each child
should be encouraged to learn one of the three major languages.
Since this goal
has not been fully attained, the desire of the Federal Government of Nigeria
has centered on what to do to enable students attain some level of proficiency
in English language and to also enable them to fully participate in the
educational, social, economic, and political aspects of the Nigerian society which
appear to be substantially driven by the English language.
Oluikpe (1979) in Otagburaugu (1996) cites the Daily Times editorial
lamentation about the poor performance of students in English language. In his
words: “This June all the Universities will produce as usual, thousands of
graduates who assume that the nation is theirs merely by the fact of
obtaining University education.”
University lecturers all over the country have had a litany of complaints,
namely, the poor quality of the writing of their graduates. It seems
insufferable that the nation should tolerate people who not only cannot write
well but also are not humble enough to want to learn …One University is even
suggesting remedial courses in English and writing for graduates. The same cry
and complaint has continued nearly thirty six years after the Daily
Times expressed this dismay on the poor English language performance
of Nigerian students. Recently, the World Bank published a similar view: The
recent study conducted by the World Bank (The Guardian 19, Feb, 2001) indicates
an abysmally low level performance in English of Nigerian graduates. One of the
two major areas where this extremely low level of performance is glaring is in
the graduate’s poor mastery of the English language. The Guardian newspaper
quotes the world Banks’ critical Report thus.
The shortcomings are
particularly severe in oral and written communication … Most employers of fresh
graduates observed that the quality of University graduates has worsened … Poor
abilities in oral and written expressions of English were mentioned almost like
chorus inadequate preparation in the English language was especially noted by
Newspapers… where regular reporting and writing is required. As a illustration
of the depth of poor English proficiency, one Banker told us that he cannot get
five correct drafted sentences in one paragraph from recent University
graduates … Some graduates who were recruited as senior managers cannot write a
memo of three paragraphs …(1-2).
In spite of the pervasive role of the English language in Nigeria, it
appears that the schools have been doing less than a good job in
imparting the knowledge of the subject to the students. Teachers, educators,
examiners, and even parents have often decried the mass failure of candidates
in the English language examination in the SSCE and other similar examination
bodies. Many teachers have no training in the teaching of English language in
senior secondary schools in Nigeria. How well English language is
in taught senior secondary schools in Nigeria is determined by a number of
variables among which are: the personality of the teacher; the teaching
experience; the method of teaching employed by the teacher; the teaching
resources available to the instructor and his/her qualifications. The
availability or lack of the above mentioned variables will go a long way in
determining the student’s perception of the teaching of English language
in senior secondary schools. This necessitates the introduction of language
education.
Language education impacts the practical learning skills:
listening; speaking, reading and writing to enable the students use the
language effectively, competently and intelligently. According to Maurine
(2008), the goals of language teaching are to improve the knowledge of language
learners so that they can function better in their studies, in their work, and
in their interaction with people from other cultures.
To re-engineer English language teaching and learning in order to make the
products of Nigerian educational institutions contribute to sustainable
development, the teacher will take into cognizance the important role the
English language plays in the life of Nigerian users and tailor instructions to
meet these goals. The target would be to make the learners master all aspects
of the English sound system (phonology), its grammar and lexis the writing
system, and the semantics for effective communication in that medium.
English language teaching and learning as a second language in Nigeria’s
educational system is in the hands of English language teachers. The objective
of second language teaching, according to Tiffen (2009: 14) is to make learners
have a complete grasp of the subject matter of the language. He goes further to
state that:
English language teaching in Africa is not simply a question of
refining a language already known or of acquiring a certain amount of the
language for cultural or limited purposes. It is a question of ensuring that
pupils have a complete mastery of the language, and ability to use it, which is
almost second nature.
Second
nature in this context implies that pupils will be so familiar with the English
language that they can speak it easily without the need to think very much
about it. In other words, speaking English language will become part of them.
Obi (1996: 5-6) is of the view that English language is indeed a tool for
shaping a better Nigeria when he opines that:
The study of English language should be made effective in
Nigeria educational system because it will aid in the achievement of high level
scientific, political, socio – economic and technological developments, which
are the hallmarks of social change and national development.
These assertions are true because an effective and well defined course of
instruction in English language enables the learner to have a better grasp of
the English language as a subject, as well as other subjects in the school
curriculum, since English is normally the medium of instruction for other
subjects in the curricula in Nigerian Schools. Banjo (2009:4), firmly
subscribes to this viewpoint of a functional language education influence on
other school subjects. According to him, “other school subjects have to be
taught and learnt in the medium of English. Thus, success at each level of the
educational system depends largely on competence in English.” What this means
is that to be regarded as an educated Nigerian, some level of proficiency in
English language is required. English language is a second language in
Nigeria not because it is the second language, the average Nigerian child
acquires or learns after his/her mother tongue, but it is so because of the
various roles it plays in other subjects taught in the schools. There is the need
for the learners to acquire a form of the language generally accepted as the
standard form, if such learners are to function effectively in the present day
world.
Researchers such as Oyetunde, and Mowudumogu (2007) have further shown that there
is a close relationship between English language competence and educational
attainment. One of the basic challenges that is facing education in Nigeria is
that of helping learners to acquire proficiency in English. Oyetunde and
Muwudumogu (2007) further posit that the decline in educational standards in
Nigeria has to do with the quality of English teaching and learning in Nigerian
schools. Also, Majasan (2008) asserts that the success of any student in school
lies heavily on his mastery of English because educational failure is basically
a linguistic failure. This is because communication is at the center of the
entire process of teaching and learning. Since language is the ultimate vehicle
of communication, educational failure is therefore seen as linguistic failure.
In Nigerian secondary schools, there has been mass failure of students in
English language examinations conducted by the West African Examination Council
(WAEC) (2009). WAEC Chief Examiner’s Reports, particularly, in Gombe State show
that the situation seems glaringly very poor. For instance, the analysis of
SSCE English examination results from 2006 to 2011 showed a continuous trend of
dwindling poor performance of students for the period. The growing concern on
the poor performance and the WAEC Chief Examiner’s Report further explain that
the situation is deteriorating.
Since the goals of nation building is to produce students who pass their
examinations in order to contribute their quota towards the business of building
the nation, the status of teaching and learning an important subject such as
the English language in secondary schools should be given priority attention.
It therefore, becomes necessary that the teaching of English language in senior
secondary schools in Gombe State should be evaluated. Evaluation can help to
reveal the critical elements in the quality of teaching of the language in the
selected area. Majasan (2008:256) also sees evaluation as an educational
strategy that helps to determine the quality or performance of a group or a
system.
Evaluation is a systematic determination of a subject’s merit,
worth and significance, using criteria governed by a set of standards. It can
assist an organization to assess any aim, realizable concept/proposal, or any
alternative, to help in decision-making; or to ascertain the degree of
achievement or value in regard to the aim and objectives and results of any
such action that has been completed, (Staff, 2012). The primary purpose of
evaluation, in addition to gaining insight into prior or existing initiatives,
is to enable reflection and assist in the identification of future change
(Simon, 2009).Evaluation is often used to characterize and appraise subjects of
interest in a wide range of human enterprises, including the arts, criminal
justice, foundations, non-profit organizations, government, health care, and
other human services. Different strategies and or models are applied in
evaluation.
In the context of evaluating the teaching of English language in
senior secondary schools in Gombe State, a good starting point is the
evaluation model devised by Phi Delta Kappa Committee on Evaluation in 1971.
This approach, known as the Context, Input, Process, and Product (CIPP)
Evaluation Model, has been used in a number of different ways by various
organizations either in an adapted or original form. CIPP is an acronym for the
four types of phenomena that are typically evaluated by users of this
evaluation model: context, input, process, and product. Each type of the
phenomena according to Stufflebeam (1991) involves a different set of decisions
that are made in the planning and operation of evaluation.
These evaluation models can be applied in the evaluation of the
teaching of English language in secondary schools in Gombe State. The purpose
of teaching lies in getting students to truly understand the concepts being
examined, (Ominde, 2006). A teacher must know what to teach in her classroom.
It is vital that a teacher most have a solid understanding of the subject matter
being taught. A good teacher cannot rely solely on textbooks, but rather must
seek out other sources of information to aid in her teaching. A teacher needs
to be aware of how to effectively teach her course content. Some important
demographic characteristics of teachers should be considered before giving them
the job of teaching the English language in secondary schools. Such vital
demographic features include: teaching qualification, area of specialization,
and teaching experience of the teachers.
Teachers’ educational qualification should serve as a yard stick
in appointing them in any of the secondary schools in Gombe State. Educational
qualification is simply the level of education attained by an individual in an
academic institution. Examples of educational qualification include: NCE, B.ED,
M.ED, and PhD among others. Area of specialization is vital in the appointment
of an English language teacher. Area of specialization is the act of
specializing, or pursuing a particular line of study or work; a particular area
of knowledge or the process of becoming an expert in a particular area (Simon,
2009). It is the act or process of focusing upon one particular area of
activity or field of research. Teachers who specialize in English
language studies tend to perform better than their counterparts in other areas
of specialization when they are given the job of teaching the English language
as a subject in secondary schools. Omotola (2009) suggested that teachers
should be appointed to teach in the area of their specializations in order to
bring out the best in them. Teaching experience is another demographic factor
to be considered before appointing teachers to teach in secondary schools in
Gombe State. Teaching experience is an active involvement in teaching or
exposure to teaching activities over a period of time which leads to an
increase in knowledge or skill in teaching vocation (Oyedeji, 2009). It
can be said to be a knowledge or skill gained through being involved in, or
exposed to teaching career over a period of time. The experienced teachers give
the schools stability and serve as mentors to the new teachers. The new
teachers bring fresh ideas and enthusiasm. Experience is certainly important
but Ndubuisi (2003) asserted that the benefits of experience become evident
after just a few years of teaching and seem to be at the to peak at four or
five years.
Teaching method is another aspect that needs to be evaluated in
English language. Abdu (2006) is of the view that teaching methods such as the
audio-lingual method, the communicative method, the cognitive method, and the
story telling method should be incorporated in teaching English language. Apart
from teaching methods, instructional materials seem to make a monumental impact
on the teaching of the English language in secondary schools. Instructional
materials are educational resources used to improve students’ knowledge,
abilities, and skills, to monitor their assimilation of information, and to
contribute to their overall development and upbringing, (Mambula, 2005).
Instructional materials can be used to aid in the transference of knowledge of
the English language from an English language teacher to her students in the
classroom. Instructional materials suitable for teaching the English language
in secondary schools include charts, flash cards, television sets, radio
cassettes, tape recorders, pictures, documentary films, tapes, film projectors,
smart board, video recorder, computers, language laboratory, flannel board,
textbooks, and blackboards, among others. Instructional materials need to be
utilized in other to get the best out of the students in the English language
classroom.
The utilization of instructional materials is a practical or
ineffective way for teaching the English language in secondary schools by
English language teachers. It is not enough to simply provide instructional
materials such as textbooks, pictures, documentary films, tapes, film
projectors, smart board, video recorder, computers among others. Some efforts
must be made to ensure that they are adequately used. In addition to
utilization of instructional materials, adequacy of the classroom environment
seems to be another important determining factor for the successful teaching of
the English language in secondary schools. Adequacy of classroom environment is
the sufficiency in the quality of the instructional materials for language
teaching and learning in the classroom environment which makes it suitable for
teaching and learning. According to Manu (2007) the classroom is the most
important area of a school because it is where students and teachers spend most
of their time and where the learning process takes place. Adequate classroom
environment should be established in the teaching of the English language
in secondary schools.
As far as teaching is concerned as a profession, the issue
of “gender” is very crucial because a teacher could either be a male or female.
Gender refers to the socially constructed roles, behaviors, activities, and
attributes that a given society considers appropriate for men and women (Fanaz,
2007:23). To put it in another way: “Male” and “female” are sex categories,
while “masculine” and “feminine” are gender categories. Gender is a range of
physical, mental, and behavioral characteristics distinguishing between
masculinity and femininity.Depending on the context, the term may refer to
biological sex i.e. the state of being male or female. Some times may be
identified along gender categories or gender identity. (Fanaz, 2007:34).
Odejide(2009:8), is of the view that, “ …Women (females) have a
better charisma as far as teaching is concerned.” On the other hand scholars
such as Obioma (2005:24) assert that men have innate attributes for proficient
teaching and therefore should be considered a better gender for teaching than
females Another set of criticize refuted their idea and came up with an
assertion that men (male) have teaching proficiency in them naturally and
therefore should be considered a better gender for teaching profession than
women. (Obioma, 2005:24), totally disagree with that proposition and opined
that, “Everyone is capable of teaching; both men and women (male and female)
provided they are qualified and have acquired teaching experience”. Since the
goals of nation building is to produce students who pass their examination in
order to contribute their quota towards the business of building the nation,
the status of teaching and learning an important subject such as the English
language in secondary schools should be given priority attention. It therefore,
becomes necessary that the teaching of English language in senior secondary
schools in Gombe State should be evaluated. Evaluation can help to reveal the
critical elements in the quality of teaching of the language in the selected
area.
Statement of the Problem
Evidence abounds of the low performance of Senior
Secondary students in English language in Gombe State. The 2006-2011 report of
the Chief examiner, West African Examinations Council reveals that candidates’
performance in the examinations between those periods was always poor. The
report clearly shows that there was no improvement in the performance of
candidates who sat for English language in Senior Secondary School Certificate
Examination (SSCE) in some states of the country including Gombe State. The
report further indicates that students, who registered for English language,
judging by their performance, were not well prepared for the examinations.
Their performance fell below standard. These failures, according to the report,
were more pronounced among candidates in Gombe State. Therefore, the inclusion
of Gombe State in the list of states with candidates whose performances were
woeful in the Senior Secondary School Certificate Examination, (SSCE) by West
African Examinations Council’s Report, paints a clear picture of lack of
adequate knowledge of the language among Senior Secondary School students in
Gombe State. Perhaps, myriads of factors may have combined to account for this
ugly state of affairs, which possibly could include motivational and curricula
issues, among others as they relate to the teachers in the study area.
Again, it is not certain whether the teachers employ proper methods
in the teaching of the English language in Senior Secondary Schools in
the State. Modern approaches for the improvement of the teaching of
English language as a second language call for language audit or systematic
evaluation of the teacher factor and the learning environment as major
variables in the language teaching process. To maintain the quality of
education, the Federal Ministry of Education (FRN:2008) has suggested that
program evaluation should be conducted at least once in five years. The essence
of this evaluation is to look at the demographic characteristics of English language
teachers, the quality of English language teachers, the methods of English
language teaching, the use of instructional materials and the adequacy of the
classroom environment for the teaching of the English language. At the moment,
no study known to the present researcher has shown the status of teachers of
English and the state of English language teaching in terms of the prevailing
teacher- classroom practices, learning environment, etc in the Senior Secondary
Schools in Gombe State. This study has therefore positioned itself to
evaluate the teaching of English language in Senior Secondary Schools in Gombe
State in order to fill a knowledge gap in ELT pedagogy in the State.
Purpose of the study
The general purpose of the study is to evaluate the teaching of English
language in senior secondary schools in Gombe State. Specifically, the study
sought to:
1. Find
out the demographic characteristics of English language teachers
(qualification, teaching experience, and area of specialization) in the senior
secondary schools in Gombe State.
2. Determine
the methods used by the teachers in teaching the English language in the senior
secondary schools in Gombe State.
3. Ascertain the instructional materials available for teaching
English language in the secondary schools in Gombe State.
4. Ascertain the extent of the utilization of
the available instructional materials in teaching the English language in Gombe
State.
5. Find out the adequacy of classroom environment for the
teaching of the English language in the senior secondary schools in Gombe
State.
6 Ascertain the significant difference between the mean ratings
of male and female teachers on the extent of utilization of the available
instructional materials in teaching English language in Gombe State.
7. Know the significant difference between the mean ratings of
male and female teachers on the adequacy of classroom environment for the
teaching of English language in Senior Secondary Schools in Gombe State.
Significance of the study
This study is
significant in both theoretical and practical perspectives. Theoretically, the
study will help in judging the worth, usefulness, effectiveness or value of
educational programme, curriculum development and students performance in Gombe
state. The study will equally ensure that educational personnel, especially
those teaching English language, are well trained and are carrying out the
functions that they are best suited to carry. Programme improvement is the most
important function or purpose of programme evaluation. Vast sums of money are
being spent by government on education. This money should produce good
educational programme (Okoro,1999: 8) Therefore, the study will guide
government on how to produce good educational programme for students;
programmes that would serve the needs of the country and bring about whatever
changes are expected in overall life of the students. The study will aid the
planning of a new English language teaching and learning programmes and in
making decision as to whether to expand, modify or discontinue with existing
method of teaching English language in schools in Gombe state. In decision
making, the study will be necessary. Decision must be made with regard to all
aspects of education at all stages in provision of education. While decisions
according to Okoro (1991:9) can be made without reliable data, it is necessary
for the effective operation of educational institutions that decisions can be
made on the basis of authentic data collected as a result of evaluation
process. This study will serve as a basis on which best decision on teaching
and learning of English language in Gombe state can be taken. Finally, this
study will theoretically help government in choosing between alternative lines
of action and in doing so they will do so on the basis of an evaluation of the
information provided in this research.
Practically, the findings of the study will be significant to
policy makers, school administrators, English language teachers, students and
general public, other subject teachers, future researchers and the Gombe State
Government.
This empirical information, when provided to such major
stakeholders as Ministries of Education, Education Boards etc, will be useful
to the commissions at national, state and local levels, especially when
updating general educational document that touches on different levels of
education right from primary to tertiary institutions. Instructors and
educationists can benefit by the effort made in this work. One way of making
this a reality is by government organizing seminars, workshops and conferences
for teachers of English language basing such conferences and workshops on the
findings of this research. The qualification of teaching personnel is an
important issue in achieving the needed success in the teaching of English
language. This research work, having been made a basis for improving the
quality of teachers of English language, can be of immense value in selection
of personnel for the programme.
Also, the study generated data on the course content of the
English language, methods of teaching, teaching experience, and availability of
instructional materials and how the variables are used for the teaching of
English language. This information revealed the amount of instructional
facilities available and how these facilities can be used for the teaching of
English language.
Policy makers will benefit from the findings of the study in the
following ways: It will guide them on how to formulate concrete
educational policies to fill the gap occasioned by the inadequacies of English
language teachers, teaching materials, and physical facilities necessary to
teach English language in schools. This way the teaching of the subjects in the
state will be enhanced. The finding could also help the policy makers in
making necessary adjustments and provision about the programme to ensure its
effective implementation and consequently, attainment of goals. It could also
provide information for better planning and rational decision-making.
The school administrators will also benefit from the
findings of the study as it will showcase the situations of available
infrastructural and human resources and the extent of their utilization in
teaching English language. This will also guide school administrators to
produce the needed resources to enhance English language teaching in Gombe
state senior secondary schools, as what the senior secondary schools in the
state are lacking in terms of teaching and learning of English language will
now be obvious.
English
language teachers will also benefit from the findings of the study by improving
on their method of teaching English language, as the study will present areas
of weaknesses and strengths of teaching of English language in schools. By so
doing the standard of education will be raised.
Utility values
of English language to students and the general public needs not be over
emphasized. Every citizen of Nigeria needs to be proficient in the use of the
language for effective communication within and outside Nigeria. Mastery of
English language is mastery of every other sector of the socioeconomic
formation. This is because almost all the courses in Nigerian tertiary
institutions are taught in English language. The students will also benefit
from the findings of this study. If students at the Senior Secondary School
level have a good command of English language, it will help them to excel at
the tertiary level in their chosen course of study. Moreover, Senior Secondary
schools and Universities produce students who will eventual fit in, in every
sector of the economy. Other subject teachers can also find the results of the
study useful and thus, apply the recommendations in teaching related subjects.
It will help teachers of other subjects in communicating skill. Teachers will
also be guided by the findings of the study on their roles and choices of
instructional technique(s), which will best assist in the achievement of
educational goals. The obvious implication is that our educational system and
society will benefit from well-trained students in our schools, as there is
direct relationship between the quality of teachers and students
achievement.
The research finding of the study will be important reference materials for
future researchers in a similar field of study who will also find the results
of this study very interesting and useful. The study will provide data on some
aspects of English language teaching as well as problems that hinder efficient
implementation of the English language curriculum at the secondary schools. The
data will guide future researchers in evaluating other subjects or the same
subject at different levels and locations.
Very importantly, government will realize that they have a major role to play
in the inspectoral service. The government will not expect school inspectors to
perform miracles when they are not provided with facilities and equipment,
finance and personnel with which to carry out their duties. It will also be of
immense value to government who must make time to visit schools regularly to
watch teachers teach and the students. They should encourage harmony among
staff and treat staff problems promptly. Also, government will be in a better
position to have access to data useful for being aware of the lapses including
how to maximize their use.
Finally, the data generated
in this study will serve as reference materials and basis for further studies
in the English language.
Research Questions
The study was guided by the following research questions:
1. What are the demographic characteristics (qualification,
teaching experience and area of specialization) of the English language
teachers in the secondary schools in Gombe state?
2. What methods are used by the English language teachers in
Gombe State secondary schools for the teaching English language?
3. What are the instructional materials available for the
teaching of the English language in the secondary schools in the state?
4. To what extent are the available instructional materials
utilized for the teaching English language in the Gombe state?
5. How adequate are the classroom physical facilities for the
teaching of English language in the secondary schools in the Gombe state?
Hypotheses
The following null hypotheses were formulated for the study and were tested at
2.50 limit. 0.05 level of significance.
1 There is no significant difference between the mean ratings of
male and female teachers
on the
extent of utilization of the available instructional materials in teaching
English language in Gombe State.
2 There is no significant difference between the mean ratings of
male and female teachers on the adequacy of classroom environment for the
teaching of English language in senior secondary schools in Gombe State.
Scope of the study
Stuffllebeam, (1977) stressed that there are four constructs that need to be
looked into the evaluation of an education programme. The four constructs,
which form the scope of evaluation according to them, are context, input, and
process and product evaluation. Context evaluation provides a rationale for
determination of educational objectives; input evaluation provides information
for determining how to utilize resources to meet program goals; process
evaluation provides periodic feedback for implementing plans and procedures;
and product evaluation measures and interprets attainment not only at the end
of a cycle of a project but as often as necessary, during the term of the programme
The study involves the use of all the four constructs of
evaluation, that is context, input, process and product evaluation. Based on
this model, the issue about the teaching of English language which therefore
needed to be investigated were; demographic characteristics of the English
language teachers (qualification, teaching experience and area of
specialization), methods used by English language teachers; availability of
instructional materials, level of utilization of available instructional materials;
and adequacy of classroom and physical environment. The geographical
scope of the study was delimited to the senior secondary schools in Gombe
State. The content scope of the study was delimited to the evaluation of
teaching of English language in senior secondary schools in Gombe State.