ABSTRACT
This
study sought to identify factors that affect effective teaching and learning of
the English language in the secondary schools in Nsukka Local Government Area
of Enugu State. The study was carried
out using seven secondary schools as a random selection from schools located in
both urban and rural areas. One hundred (100) English language students were
equally used for the study. The
instrument for data collection was the questionnaire and structured oral
interview while simple percentage was used to answer the research questions.
The
result of the study showed that large class-size, unavailability of qualified
teachers, lack of students’ interest and no assignments to students were among
the factors identified by the researcher will influence the performance of
students in English language in the secondary schools.
In the
course of the study, some questions were raised, for example:
1.
Does the school
have enough qualified English language teachers.
2.
Is pidgin
English allowed to be used as means of communication within the school
environment.
Altogether, 15 questions were formulated and
answered. Based on the two sets of
instruments administered to 100 students from seven randomly selected secondary
schools, some findings were made such as:
1.
Influence of
mother tongue interference on the students’ mastery of English language.
2.
Pidgin English
speaking in the school premises pose a problem on students’ performance in
English language.
There are also lack of qualified English language
teachers, well-equipped libraries and unavailability of instructional
materials.
Based on these findings, the following
recommendations were made:
1.
The government
should employ more qualified teachers and expand number of secondary schools to
reduce the ratio of students per teacher to 1:35 students as stipulated in the
NPE or even 1:30.
2.
The language
planners should work with the government to equip secondary schools with well
equipped libraries, instructional materials, language laboratory and textbooks
to enhance the study of English language.
3.
Teachers should
be encouraged to take part in part-time programmes organized by many tertiary
institutions in order to be more competent in their teaching career.
4.
A media should
be used to enlighten parents on the need to provide conducive home environment
for their children and encourage them to develop interest in English language
and other subjects.
TABLE OF CONTENTS
Title page i
Certification ii
Dedication iii
Acknowledgement iv
Abstract vii
Table of Contents xi
List of Tables
CHAPTER
ONE: INTRODUCTION
1.1 Background of the Study 1
1.2
Statement of
Problem 10
1.3
Purpose of the
Study 12
1.4
Significance of
the Study 14
1.5
Research
Questions 17
1.6
Delimitation 18
1.7
Limitation 18
1.8
Definition of
Terms 19
CHAPTER
TWO: LITERATURE REVIEW
2.1 The prospect of English language as instrument
of communication 22
2.2 Schools Environment as a
determinant for the
success of English
language usage 28
2.3 Home Background
(sound-economic status) 35
2.4 Community environment as a
determinant for the
success of English
language 40
2.5 Facilities for analyzing
language teaching and
learning 47
2.6 Language teaching
professional background,
teaching skills and
communication 51
CHAPTER
THREE: RESEARCH METHODOLOGY
3.1 Research
Design 56
3.2 Area of
Study 56
3.3 Population
of Study 57
3.4 Sample
and sampling Technique 57
3.5 Research
Instrument 58
3.6 Validity
and Reliability of the instrument 58
3.7 Method of
Data Collection 60
3.8 Administration
of Instrument 60
3.9 Method of
Data Analysis 61
CHAPTER FOUR: DATA
PRESENTATION, ANALYSIS
AND
DISCUSSION OF FINDINGS 63
CHAPTER FIVE: SUMMARY, CONCLUSION AND
RECOMMENDATIONS
5.1 Summary 83
5.2 Major
Findings 89
5.3 Conclusion 90
5.4 Recommendations 96
References 98
Appendices 99