The Influence Of Society In English Language On Academic Performance Of Junior Secondary School

Project and Seminar Material for English Education

The Influence Of Society In English Language On Academic Performance Of Junior Secondary School


This study examined the influence of society in English language on academic performance of junior secondary school. The study was carried out in Delta state, Abraka LGA. The study employed the use of descriptive survey design. The population of the study comprises of randomly selected students in the Delta State, Abraka (300 students) from six (6) randomly selected department of the faculty of the social sciences. The result showed that there was a significant relationship between society and academic performance of English language students. The study concluded that the society in school have negative effect on their academic performance. The study recommended that teachers should be provided moral, psychological and physical support to students and also live by example. This will help students avoid or deal with deviant behaviours.

Table of Content

  • Title Page
  • Certification
  • Dedication
  • Acknowledgement
  • Table of Content
  • List of Tables
  • Abstract

Chapter One:


  • 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 Hypothesis
  • 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
  • 4.5 Discussion of Findings

Chapter Five:

Summary, Conclusion and Recommendation

  • 5.1 Summary
  • 5.2 Conclusion
  • 5.3 Recommendation
  • References

Chapter One


1.1 Background to the Study

Language plays a pivotal role in human communication, serving as a vehicle for the exchange of ideas, culture, and knowledge. In multilingual and multicultural societies like Nigeria, English language holds a significant position as the lingua franca, bridging diverse ethnicities and facilitating communication in various spheres of life, including education. As junior secondary school students embark on their educational journey, the mastery of English language becomes a crucial determinant of academic success. However, the academic performance of these students may be influenced by a myriad of social factors that intersect with the use and acquisition of English language.

This study delves into the complex relationship between society and the English language and its potential impact on the academic performance of junior secondary school students in Nigeria. Ascertaining how societal factors, such as cultural norms, socioeconomic status, language proficiency, and educational resources, shape the students’ language abilities and academic achievements is essential for devising effective language instruction strategies and educational policies.

In Nigeria, English language serves as both a unifying force and a symbol of social stratification. While it promotes national unity and inter-ethnic communication, it can also be a marker of social status and power. The ability to communicate fluently in English is often associated with access to better educational opportunities, higher socioeconomic mobility, and improved career prospects. As a result, societal pressures to excel in English may place additional burdens on junior secondary school students and influence their academic outcomes.

One vital aspect of the influence of society on English language proficiency is the students’ exposure to and interaction with the language outside the classroom. The prevailing language used in their communities, homes, and social circles can either reinforce or undermine the language skills developed at school. The prevalence of local dialects or other languages may affect the students’ motivation and inclination to use and improve their English language abilities.
Furthermore, the availability of educational resources and infrastructure in schools can also shape students’ language learning experiences. Adequate language instruction materials, qualified teachers, and interactive learning environments are essential for nurturing linguistic competence. In contrast, the lack of these resources may hinder language development and, in turn, impact the academic performance of junior secondary school students.

Society influence before now have not considered as one of the factors that affects academic performance in higher institution, hence it has little or no attention in educational discourse and consideration. But over the past decades in correlation between the society and academic performance of students. Society play a major role in the life of every individual whether a student, teachers, employer or employee.

Though some people are yet to believe that society bring about better performance. Udoh (1980) in this article “the societal health problems in Nigeria schools” identified some unhealthy practices in our school, inadequate facility, poor ventilation etc, most of our schools have no lights, insufficient facilities, sick buildings and no ventilation etc.
Most of our schools, especially the higher institutions in Nigeria are affected by the societal influence which will in turn reflect on the student performance. Therefore for the student to carry out his/her learning process effectively and efficiently it is necessary that learning take place in a conducive society.

Hence, it is penitent to critically look at the societal factors that influence academic performance of students. Measures that can help improve them and make some recommendation because at the very heart of our educational mission is the goal of improving academic performances.

Studies have shown that societal factors to a very large extent affect both the physical and psychological potential of an individual. This word led to the contention that many students tail to develop their potential is due to inadequate societal stimulation. However, there are some societal factors which have contributed to the poor performance of student which are home background, inadequate school facilities, misuse of technology such as internet and school climate, such as student teacher relationship, class rooms, libraries, technical workshops, laboratories, teachers quality, school management, teaching methods, peers etc are variables that affect students academic achievement (Ajayi 2001 and Oluchukwu 2000). Hence, the school society remains an important area that should be studied and will managed to enhance students academic performance.

The issue of poor academic performance of students in Nigeria has been of much concern to the government, parents, teachers and even student themselves. The quality of education not only depends in the teachers as reflected in the performance of their duties, but also in the effective coordination of the school society (Ajao 2001). School society which include instructional spaces planning, administrative places planning, the teachers as well as the students themselves are essential in teaching – learning process. The extent to which student learning could be enhanced depends on their location within the school compound, the structure of their classroom, availability of instructional facilities and accessories. It is believed that a well planned school will gear up expected outcomes of education that will facilitate emancipation, effective teaching and learning process and academic performance of the students.

Relating this study to international occurrences are the assertions of Williams, Perand, and Turnet (2008), quoting Marsden (2005), which reported that safe and orderly class room society (aspect of instructional space) school facilities (accessories) were significantly related to students academic performance in schools. The three researchers, also quoted Glassman (1994), asserting that a comfortable and caring society among other treatments helped to contribute to students academic performance.

The physical characteristics of the school have a variety of effects on teachers, students, and the learning process. Poor lighting, noise, high levels of carbon dioxide in class rooms, and inconsistent temperatures make teaching and learning difficult. Poor maintenance and ineffective ventilation systems lead to poor health among students as well as teachers, which leads to poor performance and higher absentee rates (Frazier, 2002, Lyons, 2001 and Ostendat 2001). These lead to higher levels of frustration among teachers and poor learning attitude among students. Beyond the direct effects that poor facilities have on students ability to learn, the combination of poor facilities which create an uncomfortable and uninviting workplace for teachers, combined with frustrating behavior by students including poor concentration and hyperactivity, lethargy or apathy, creates a stressful set of working conditions for teachers. Because stress and job dissatisfaction are common precursors to lowered teacher enthusiasm, it is possible that the aforementioned characteristics of school facilities have an effect upon the academic performance of students. Previous studies have investigated the relationship of poor school society including problems with student teacher ratio, school location, school pollution, classroom with student health problems, student behavior and student achievement (Crandell and Smaldiho, 2000, Davis, 2001, Johnson, 2001, Lyons 2001, Moore 2002, Strichers 2000, tanner, 2000). To complement these studies the present research will examine the aforementioned of school society as it affect students performance in Nigerian junior secondary schools most especially here in Delta state, Abraka which is the case study of this research.

1.2 Statement of the Problem

The academic performance of junior secondary school students in Nigeria is influenced by a multitude of societal factors, but a comprehensive understanding of the specific aspects and their interconnectedness remains elusive. Despite efforts to improve the educational system, persistent challenges exist that hinder students’ academic achievements. This study aims to explore the influence of societal factors on the academic performance of junior secondary school students in Nigeria, identifying the key elements that contribute to disparities in educational outcomes.

In recent times it is has become a common phenomenon to read or hear incidence of student involvement in anti-social behavior such as teenage pregnancy/parenting, child abuse, alcohol in takes, drug abuse, rape, prostitution, sexual prevision, stealing, cultism, adolescent suicide, school dropout and all kind of wanton misdemeanor. Sad to say, these are some of the influence of the academic performance of student observed from the delta state university as the case study. Many have agreed that deviant act perpetrated by students in the higher education are responsible for the downward turn in academic performance and social adjustment of these students. It is not certain whether efforts are taken by researchers, teachers, school administrators and stake holders at linking behavior among university students to the societal influence with a view of curbing these behaviours have yielded any fruits in the past.

1.3 Objectives of the Study

The main objective of the study the influence of society in English language on academic performance of junior secondary school.

  1. To identify some of the social problems students exhibit in schools. Thereby affecting the academic performance on the long run.
  2. To determine whether there are significant relationship between the societal influence and the general performance of students.
  3. To find out whether there will be no gender difference in student deviant behaviors.

1.4 Research questions

  1. What are the social problems students exhibit in schools?
  2. Is there any significant relationship between the societal influence and the general performance of students?
  3. Is there any gender difference in student deviant behaviors?

1.5 Hypotheses of the Study

The following hypothesis were tested in this study

  • HO1: The social problems students exhibit in schools will not impact negatively on their academic performance.
  • HO2: Student social problem will not significantly interfere with the social adjustment.
  • HO3: There will be no gender differences in student deviant behaviors.

1.6 Significance of the Study

The study will be beneficial to the following individuals

(a) The Student:

The findings and recommendation of the study will informed students and help them to understand the manifestations of the impact of social problems and its influence on class room activities.

(b) The Lecturers:

This study will easily help lecturers to easily identify student who exhibit behaviours that reflects on the societal influence

(c) The Parents:

Parents will benefit from knowledge of social problems which will enable them to identify and associates with their children with the intent of solving the perceived problems.

(d) School Authority:

The school authority will be encouraged to pay more attention to social re-orientation programmes such as sex education, health and safety awareness, HIV/AIDs awareness, drug free initiatives and adolescent counseling programmes.

(e) The Government:

Relevant information on the influence of societal in the academic performance of student will inspire government to take pro-active measures which may include enacting laws that will protect the rights of vulnerable students.

(f) The Society:

This study will create awareness of the impact of societal factors on academics performance. This awareness is expected to generate concerns for majority of people and stake holders in the society.

1.7 Scope of the Study

The study covers the influence of society in English language on academic performance of junior secondary school Abrake, Delta state. The study is limited to some selected junior Secondary Schools in the area. Hence, the respondents for this study will be obtained from and among junior secondary school students in the study area.

1.8 Limitations of the Study

In the course of carrying out this study, the researcher experienced some constraints, which included time constraints, financial constraints, language barriers, and the attitude of the respondents. However, the researcher were able to manage these just to ensure the success of this study.

1.9 Operational Definition of Terms.

i) Academic Performance:

This is the behavior of a student that can be directly observed by evaluating what he/she has learnt during a course of study. This behaviours can be measure through class, home work or class participation.

ii) Deviance:

This refers to the possibility of an individual or group deviating from or established norm.

iii) Social Adjustment:

This is the psychological process through which a student copes with the challenges that his/her peers face daily.

iv) Social Problems:

A social problem exists when a significant number of people in the society believe that certain condition is in fact a problem.

1.10 Organization of the Study

This research work is organized in five chapters, for easy understanding, as follows.

  • Chapter one is concern with the introduction, which consist of the (overview, of the study), historical background, statement of problem, objectives of the study, research hypotheses, significance of the study, scope and limitation of the study, definition of terms and historical background of the study.
  • Chapter two highlights the theoretical framework on which the study is based, thus the review of related literature.
  • Chapter three deals on the research design and methodology adopted in the study.
  • Chapter four concentrate on the data collection and analysis and presentation of finding.
  • Chapter five gives summary, conclusion, and recommendations made of the study.

Chapter Five

Summary, Conclusion and Recommendations

5.1 Summary

This study sampled three hundred (300) Senior Secondary two (SS2) students from six (6) randomly selected Secondary Schools in Delta State. In order to investigate the relationship between society and academic performance and social adjustment of students, two test instruments were deployed namely the Questionnaire and Achievement test instruments. The result showed that there was a significant relationship between societal factors and academic performance in english language and social adjustment of students.

5.2 Conclusion

The study set out to examine The influence of society in english language on academic performance of junior secondary school. The findings that emerged from the research work are:

  1. The Social Problems that students exhibit in school have negative effect on their academic performance.
  2. Students’ Social problems significantly interfere with their social adjustment.
  3. There is no gender difference in students deviant behaviour.

There is a growing concern about the issue of social problems among Secondary School Student in recent times. There is prevalence of deviance, disturbances, crises, unrest and all sorts of anti-social behaviours in the society.

That is why Osaat (1999), referred to the present Nigeria generation as a generation of youth associated with social vices.

How these problems affect students have becomes a concern for Parents, Teachers, Authorities, Government and the general public. These problems have been found to be associated with poor academic performance and social adjustment of Secondary School Students.

5.3 Recommendations

On the basis of the findings of the study, the following recommendations are offered:

  1. Teachers should be provided moral, psychological and physical support to students and also live by example. This will help students avoid or deal with deviant behaviours.
  2. Parents should be enlightened to appreciate the benefits of encouraging and motivating their children to achieve a balanced academic and social life. They should also make regular unscheduled visits to their children’s schools to see how they are faring.
  3. The school authorities should embark on providing and encouraging recreational activities such as athletics, football, track and field, debating societies, scrabble and creative writing. These activities will inculcate discipline in the students, and also keep them away from deviant and criminal attitudes. They will equally develop the spirit of sportsmanship, friendship, competitiveness and comradeship which are essential to social balance.
  4. Government should endeavour with adequate facilities. This will enhance a conducive climate for learning, thereby minimizing students stress which often engender acts of deviance.

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