Effective Use Of Teaching Methods As A Correlates Of Students Performance In English Language In Secondary Schools In Ekiti State

Project and Seminar Material for English Education

Effective Use Of Teaching Methods As A Correlates Of Students Performance In English Language In Secondary Schools In Ekiti State

Abstract

This study was carried out on the effective use of teaching methods as a correlates of students performance in English Language in secondary schools in Ekiti State. The survey design was adopted and the simple random sampling techniques were employed in this study. The population size comprise of English teachers in some selected senior secondary schools in Ekiti State. In determining the sample size, the researcher purposefully selected 39 respondents and 35 were validated. Self-constructed and validated questionnaire was used for data collection. The collected and validated questionnaires were analyzed using frequency tables, and mean score tables. While the hypotheses were tested using chi-square statistical tool. The result of the findings reveals that the teaching methods necessary for effective teaching of English Language in secondary school include; the direct method, the grammar translation method, the audio lingual method, the structural approach, suggestopedia, total physical response, communicative language teaching (CLT), and the silent way method of teaching.The study also revealed that the extent at teachers utilizes various methods in the teaching of English Language in secondary schools is low. Furthermore, teachers’ usage of various teaching method significantly influences students academic performance in English Language. Therefore, it is recommended that government should train more teachers in order to specialize on handling different teaching methods. And the educational institutions must organise various training programmes and workshops for their staff members for enabling them to integrate technology into classroom instruction which can result in increased retention and comprehension of presented course material resulting in higher performance of participatory learning.

Table of Content

Chapter One:

Introduction

  • 1.1 Background of the Study
  • 1.2 Statement of the Problem
  • 1.3 Objective of the Study
  • 1.4 Research Questions
  • 1.5 Research Hypotheses
  • 1.6 Significance of the Study
  • 1.7 Scope of the Study
  • 1.8 Limitation of the Study
  • 1.9 Definition of Terms
  • 1.10 Organisations of the Study

Chapter Two:

Review of Literature

  • 2.1 Conceptual Framework
  • 2.2 Theoretical Framework
  • 2.3 Empirical Review

Chapter Three:

Research Methodology

  • 3.1 Research Design
  • 3.2 Population of the Study
  • 3.3 Sample Size Determination
  • 3.4 Sample Size Selection Technique and Procedure
  • 3.5 Research Instrument and Administration
  • 3.6 Method of Data Collection
  • 3.7 Method of Data Analysis
  • 3.8 Validity of the Study
  • 3.9 Reliability of the Study
  • 3.10 Ethical Consideration

Chapter Four:

Data Presentation and Analysis

  • 4.1 Data Presentation
  • 4.2 Analysis of Data
  • 4.3 Answering Research Questions
  • 4.4 Test of Hypotheses

Chapter Five:

Summary, Conclusion and Recommendation

  • 5.1 Introduction
  • 5.2 Summary
  • 5.3 Conclusion
  • 5.4 Recommendation
  • References
  • APPENDIX
  • QUESTIONNAIRE

Chapter One

Introduction

1.1 Background of the Study

Education is a light that shows mankind the right direction to follow. The purpose of education is not just making a student literate but to add rationale thinking, knowledge and self-sufficiency. When there is willingness to change, there is hope for progression. English is the language of the people of England. It originated from the Jute, Angles and Saxon who are the early settlers in Britain. It is part of the Germanic branch of the Indo European language family. At the initial stage English was confined to British alone. Later, it grew within the British Empire as a prestigious core language among all other European languages in the upper classes of London, Oxford, Wales, Ireland, Scotland, Cambridge and England. It further developed and got to other people of the world. It spread to Asia, Germany, Africa and other continents as a native language or foreign languages. In Nigeria, English language is a second language and an official language and also a lingual Franca. This means that it is the language of unit, communication, economy, national pride, low, press, trade and education. As the language of instruction, it is an essential prerequisite for an advancement and career succession in the country. It means a lot in the life and progress of a learner as it is a key subject with profound influence on all the school subjects. The key elements of the course are designated to cover the four basic language skills, which are: Listening, Reading, Speaking and Writing. Teaching method of teaching is a proactive approach to improve or to integrate new teaching strategies and methods into a classroom. They are essential tools in the English language classroom. It improves the standard or quality of teaching, they allow student to interact with words, images, and ideas in ways that develop their abilities in reading, listening, speaking, viewing, thinking, writing and using media and technology. A primary motive of using teaching method in teaching English language is to encourage the students to engage more in the learning process. When students interact with teachers and peers they gain more practical experience and retain more information from a class. One finds it difficult to speak or learn the second language. As Wilkins (2014) puts, it the effort of the second language learner to make utterances in the language is influenced not only by the sound of his mother tongue, but also by his structures. Learning a second language needs some skills and components to be mastered. Among those skills and components, English language is one of the most crucial ones in language learning without which communication is not possible. Harmer (2011) argues that “if language structures makes up the skeleton of language, then it is English language that provides the vital organs and the flesh”. Wilkins (2014) “Without grammar very little can be conveyed. But without English language nothing can be conveyed” (Lewis, 2010). English language is a very important means to express our thoughts and feeling, either in spoken or written form. Indeed, neither literature nor language exists without English language. According to John (2010),words are the bricks with which the poetry and the literature of the world have been built. It is mainly through using words that we compose and express our thoughts to others. We can tackle our own task through words. It shows words are powerful tools. Famous imperialist poet, Rudyard Kipling says that words are the most powerful drug used by mankind. Those who are rich in English language can speak and write English correctly. Therefore, the study of English language is at the center while learning a new language. English being a second language or foreign language, one needs to learn English language in the systematic way. In fact, without English language communication in a second or foreign language is not possible in a meaningful way. McCarthy (2017) argues: ‘No matter how well the student learns grammar, no matter how successfully the sounds of L2 are mastered, without words to express a wide range of meanings, communication in an L2 just cannot happen in any meaningful way’.

English language is needed for expressing meaning and in using the receptive (listening and reading) and the productive (speaking and writing) skills. It should be considered as an internal part of learning a foreign language since it leads the way to communication. Teachers are one of themain sources who can help their learners enrich and increase their English language. To do so, they employ wide variety of techniques for teaching English language. Method means different things to different people, but to teachers, methods means a set of teaching procedures to follow in delivering lessons. It could mean the avoidance of certain pitfalls inherent in a given procedure. The difference in the definitions of various methods of teaching you have come across lies essentially in the way materials to be taught are selected, graded, presented, repeated, and evaluated, by individual teachers. In other words, the similarities of different methods out weight their differences, in essence, all language teaching methods involve a special selection of materials, graduation of the materials selected, presentation of the materials, and evaluation of what has been presented to determine whether the goals were achieved. Selection is necessary because one cannot teach every aspect of the language at a time, so the teacher has to pick and choose what to teach in a lesson. There are many methods from which to pick and choose when preparing a lesson. Some methods could be effective for teaching some aspect of language, while ineffective for others. The language teachers have, therefore to evaluate the methods he wants to use before making use of them. The process of determining the effectiveness of a method has been formulated by Larsen-Freeman(2010).In the process the teacher determines his goals, and those of his learners, the nature of activities during the lesson, teacher/students interaction. Other things the teacher must determine about the methods to determine their effectiveness or otherwise include the feelings of the students, the language and language skills that are emphasized, and the role of mother tongue. Finally, the teachers determine also the handling of students’ errors and the best way to evaluate teaching-learning outcomes. The teachers of English have a task before them to make a choice of method to use. The essence of the principles and process of determining the effectiveness of the method is presented to enable the teacher to decide which method or a combination of methods to use for their lesson. The important thing is for the teacher to acquire the knowledge about these methods, their applications in day- to- day teaching is solely his responsibility. However they should not lose sight of the sole aim of learning English in Nigeria. Hence, this study seek to examine the effective use of teaching methods as a correlates of students performance in English language in secondary schools.

1.2 Statement of the Problem

There has been an alarming rate of students’ failure in English language in external examinations conducted by West African Examination Council (WAEC) and National Examination Council (NECO) in recent times(Queeneth, 2014). This trend has posed a serious concern to stakeholders in education industry. Nigeria is a country blessed with abundant human and materials resources; yet, there is nothing to show for it in terms of students’ academic performance (Türel and Muhammet 2015). However, many people including authorities of Ministry of Education were pointing accusing fingers to so many factors of which ineffective use of methods of instruction are very much involved. There are a lot of teaching methods used by instructors but the researcher wants to find out the extent to which those teaching methods are used effectively when English Language in secondary schools.

1.3 Objective of the Study

The overall aim of this study is to critically examine the effective use of teaching methods as a correlates of students performance in English Language in secondary schools in Ekiti State. Hence, the study will be channeled to the following specific objectives;

  1. Identify the teaching methods necessary for effective teaching of English Language in secondary school.
  2. Ascertain the extent at teachers utilize various methods in the teaching of English Language in secondary schools.
  3. Determine whether teachers usage of various teaching method significantly influences students academic performance in English Language.
  4. Determine the extent to which the availability and use of language laboratory facilitate effective teaching of English Language.

1.4 Research Question

The study will be guided by the following study;

  1. What are the teaching methods necessary for effective teaching of English Language in secondary school?
  2. What is the extent at teachers utilize various methods in the teaching of English Language in secondary schools?
  3. Does teachers usage of various teaching method significantly influences students academic performance in English Language?
  4. What are the extent to which the availability and use of language laboratory facilitate effective teaching of English Language?

1.5 Research Hypotheses

  • H0: Teachers usage of various teaching method does not significantly influence students academic performance in English Language.
  • Ha: Teachers usage of various teaching method significantly influences students academic performance in English Language.

1.6 Significance of the Study

The study would be of importance to teachers of the English language, educational administrators, researchers and the public. To teachers of the English language, the study would bring to light the various teaching methods in teaching English language. It will help them to improve in using teaching methods effectively in teaching since it affects students’ performance. Educational administrators which include principals would appreciate the work because it would help them to know what goes on in the classrooms. They can easily correct the teachers during teaching and learning process to use the appropriate method of teaching since they are in position to do that.

Students and scholars who are engaged in research would find the work significant. It would serve as a reference material. The work would be of interest to the public for it would help them to know the important use of teaching methods in teaching. The researcher believes that if the importance of teaching methods are identified and teachers improve in using them effectively, the relevant authority will help to promote its use in teaching and learning.

1.7 Scope of the Study

This study is structured to generally evaluate the prevalence of truancy among adolescents in public secondary schools. However, the study will further identify the teaching methods necessary for effective teaching of English Language in secondary school, ascertain the extent at teachers utilize various methods in the teaching of English Language in secondary schools, determine whether teachers usage of various teaching method significantly influences students academic performance in English Language, and determine the extent to which the availability and use of language laboratory facilitate effective teaching of English Language. The study will be delimited to some selected secondary schools in Ekiti State.

1.8 Limitation of the Study

Like in every human endeavour, the researcher encountered slight constraints while carrying out the study. Insufficient funds tend to impede the efficiency of the researcher in sourcing for the relevant materials, literature, or information and in the process of data collection, which is why the researcher resorted to a limited choice of sample size. More so, the researcher simultaneously engaged in this study with other academic work. As a result, the amount of time spent on research will be reduced.

Moreover, the case study method utilized in the study posed some challenges to the investigator including the possibility of biases and poor judgment of issues. However, the investigator relied on respect for the general principles of procedures, justice, fairness, objectivity in observation and recording, and weighing of evidence to overcome the challenges.

1.9 Definition of Terms

English Language:

English language as the entire stock of words belonging to a branch of knowledge or known by an individual.
Language Teaching and Learning: With reference to English Language, this means the whole activities that surround the process of acquiring English as second language by students in Nigeria.

1.10 Organisations of the Study

The study is categorized into five chapters. The first chapter presents the background of the study, statement of the problem, objective of the study, research questions and hypothesis, the significance of the study, scope/limitations of the study, and definition of terms. The chapter two covers the review of literature with emphasis on conceptual framework, theoretical framework, and empirical review. Likewise, the chapter three which is the research methodology, specifically covers the research design, population of the study, sample size determination, sample size, and selection technique and procedure, research instrument and administration, method of data collection, method of data analysis, validity and reliability of the study, and ethical consideration. The second to last chapter being the chapter four presents the data presentation and analysis, while the last chapter(chapter five) contains the summary, conclusion and recommendation.

Chapter Five

Summary, Conclusions and Recommendations:

5.1 Introduction

This chapter summarizes the findings onthe effective use of teaching methods as a correlates of students performance in English Language in secondary schools in Ekiti State. The chapter consists of summary of the study, conclusions, and recommendations.

5.2 Summary of the Study

In this study, our focus was on the effective use of teaching methods as a correlates of students performance in English Language in secondary schools in Ekiti State. The study is was specifically carried out to; identify the teaching methods necessary for effective teaching of English Language in secondary school, ascertain the extent at teachers utilize various methods in the teaching of English Language in secondary schools, determine whether teachers usage of various teaching method significantly influences students academic performance in English Language, and determine the extent to which the availability and use of language laboratory facilitate effective teaching of English Language.

The study adopted the survey research design and randomly enrolled participants in the study. A total of 35 responses were validated from the enrolled participants where all respondent were English teachers in some selected senior secondary schools in Ekiti State.

5.3 Conclusions

Based on the findings of this study, the researcher concluded that;

  1. The teaching methods necessary for effective teaching of English Language in secondary school include; the direct method, the grammar translation method, the audio lingual method, the structural approach, suggestopedia, total physical response, communicative language teaching (CLT), and the silent way method of teaching.
  2. The extent at teachers utilizes various methods in the teaching of English Language in secondary schools is low.
  3. Teachers’ usage of various teaching method significantly influences students academic performance in English Language.
  4. The extent to which the availability and use of language laboratory facilitate effective teaching of English Language is high.

5.4 Recommendation

Based on the responses obtained, the researcher proffers the following recommendations:

  1. Government should train more teachers in order to specialize on handling different teaching methods.
  2. Teachers should be encouraged especially at the Senior Secondary level to form the habit of improvisation as part of their responsibilities.
  3. Parent should be involved in the aspect of the school needs, during the parent teachers association meeting, the parent may be ask to donate funds for purchasing of different teaching methods equipment for English language.
  4. The educational institutions must organise various training programmes and workshops for their staff members for enabling them to integrate technology into classroom instruction which can result in increased retention and comprehension of presented course material resulting in higher performance of participatory learning.

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