Survey Of Causes Of Student’s Difficulties In Learning English Language Among Senior Secondary School Students

Survey Of Causes Of Student’s Difficulties In Learning English Language Among Senior Secondary School Students
Abstract
This study was carried out to survey the causes of students difficulties in learning English language among senior secondary school students using Giwa Local Government Area, Kaduna State as a case study. The study was set to determine the difficulties encountered by students in learning English language in Senior secondary schools, determine the factors contribution to the difficulties encountered by students in learning English language in Senior secondary schools, and determine the extent the encountered difficulties affects students learning outcome in English Language. The survey design was adopted and the simple random sampling techniques were employed in this study. The population size comprise of some selected senior secondary school students in Giwa Local Government Area, Kaduna State. In determining the sample size, the researcher conveniently selected 200 respondents and 150 were validated. Self-constructed and validated questionnaire was used for data collection. The collected and validated questionnaires were analyzed using frequency tables, and mean scores. While the hypotheses were tested using Chi-square statistical tool. The result of the findings reveals that the factors contribution to the difficulties encountered by students in learning English language in Senior secondary schools includes: student negative attitude towards learning of English language, lack of qualified teachers, home environment. and inadequate availability of learning facilities. The result of the findings reveals that the extent the encountered difficulties affects students learning outcome in English Language is high. Therefore, it is recommended that the school administrators, together with the teachers and parents can provide a relaxed learning environment to the learners as it improves learners’ motivation to learn the language (with fun reading and listening materials in English) and overcome their inhibitions to converse in it. To mention but a few.
Table of Content
- Title Page
- Certification
- Dedication
- Acknowledgement
- Table of Content
- List of Tables
- Abstract
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 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
Chapter Five:
Summary, Conclusion and Recommendation
- 5.1 Summary
- 5.2 Conclusion
- 5.3 Recommendation
- References
- APPENDIX
- QUESTIONNAIRE
Chapter One
Introduction
1.1 Background of the Study
English is not only use as an official language in many nations, but also influence on many different cultures in a large number of countries; it is the central language of communication in the world-wide (Susanna, 2007). It is clearly present when a lot of people in a country speak English as the first language such as in the United States of America, Canada, Britain, Australia, New Zealand, South Africa and others (Braine, 2005; crystal, 2006). The expansion of the English language has rapidly increased the needs to gain better communication English throughout the world because the aptitude to use English is very much needed for further studies, journeys in other countries as well as for social and professional global contacts of different kinds (Hashemi, 2011; Susanna, 2007). A study carried out by Ton & Pham (2010), identify that the English language is generally used as an international language for communication among people from different language backgrounds in all parts of the world.
In the same vein, English language is a global language which can be used for communication with native-speakers and non-native-speakers in the worldwide, especially in the education section, all university students need it for their studies in order to search information and obtain knowledge; therefore, a lot of the universities throughout the world need to include English language as one of their educational tool requirements (Khader & Mohammad, 2010). English is often used as the medium of instruction in higher education (Murray & Christison, 2010). On the other hand, obviously the fact of the day-to day the process of teaching and learning of the English language is also related to many interrelated with social and political uses (Ronald & David, 2001).
English Language is the instrument of communication in our post primary institutions, higher institutions as well as the official language of the country. Therefore, secondary school students need effective English language to function properly or perform better. Fema, (2003) was of the view that “a person is functionally literate when he acquired the knowledge and skills in reading and writing which enables him to engage effectively in all those activities in which literacy is normally assumed in his culture of group”. English language normally has four basic skills, namely listening, speaking, reading and writing. It is the medium of instruction in our schools and compulsory school subject that must be passed at all levels of education in Nigeria (Danladi, 2008).
French (2004) pointed out that the learning of English language has been a problem in the northern parts of the country and the country of large due to its second language nature and the deficiencies of the methodology used by the teachers. The author further pointed out that “A tautly large proportion of discussion on educational issues in Nigeria is focused on the problem of failing students in performance of secondary school and country to the problem of failing standards is the inability to read and follow simple instructions due to simple instructions due to weak/ poor performance of student in English language. The author also claims the teaching of English language as a second language in Nigeria schools comes with its own challenges and the students of this country require training especially in the English language for a successful academic performance. The author added that in Nsukka zone today even tailors, hair dressers and other businessmen need to pass and examination in English language before they can earn their certificates and transact business successfully.
However, it is disheartening to note that students difficulties in English language at public examinations in recent times has been explained as a major cause of decline in the general academic performance and standard of education in Nigeria. Oluwole, (2008) was of the view that “having difficulty in grasping fully the contents and concepts of the various subjects of the curriculum taught in target language seem to be one of the most serious problems that English as a first language students face in their particular course of study. This might be due to their weaknesses in English language (the medium of instruction) which may have negative consequences on their overall performance hence the need for this study.
1.2 Statement of the Problem
Over the years in Nigeria and in the northern zone in particular there has been a consistent decline in student’s performance in English language. The ugly situation has caused teachers presents curriculum experts and evaluators a serious concern. The Daily Trust of Wednesday, August 25, 2010 reported that “seventy-five per cent of candidates who sat for May/June WAEC 2010 examinations failed to meet the minimum entry requirement into tertiary institutions. The recently released WAEC results indicated that over seventy percent fail in November/December results. 86,612 candidates, representing 29.17 percent of the total number of candidates who sat for the NOV/DEC examinations of West African Examination Council (WAEC), obtained credits in five subjects and above, including English language and Mathematics. Again, the WAEC has released its May/June 2014 WASSCE results, recording mass failure in mathematics and English language. Head of National Office, WAEC Charles Eguridu, while announcing the results said ”A total of 529,425 candidates; representing 31.28 percent obtained credits. According to him when compared to the 2012 and 2013 May/June WASSCE, there was marginal decline in the performance of candidates as 38.81 percent was recorded in 2012 and 36.57 in 2013.
In the bar chart above, in 2009 only 25.99% made five credits and above including mathematics and English but in 2010 there was a decline to 23.36%. In 2011 the percentage pass of students in WAEC rose to 30.9% and fortunately continued to rise to 38.81% in 2012. However, in 2013 the performance declined to 36.57%, and unfortunately continued to decline to 31.28% in 2014.
Therefore, it is against this background that this study intends to survey the causes of students difficulties in learning English language among senior secondary school students.
1.3 Objectives of the Study
The main objective of this study is to survey the causes of students difficulties in learning English language among senior secondary school students. Specific objectives of this study are:
- Determine the difficulties encountered by students in learning English language in Senior secondary schools
- Determine the factors contribution to the difficulties encountered by students in learning English language in Senior secondary schools
- Determine the extent the encountered difficulties affects students learning outcome in English Language.
1.4 Research Questions
The following research questions will be answered in this study:
- What are the difficulties encountered by students in learning English language in Senior secondary schools?
- What are the factors contribution to the difficulties encountered by students in learning English language in Senior secondary schools?
- What is the extent the encountered difficulties affects students learning outcome in English Language?
1.5 Research Hypotheses
The following hypotheses will validate this study
- Ho1: The extent of students difficulties in learning English language among senior secondary school students is very low.
- Ha1: The extent of students difficulties in learning English language among senior secondary school students is very high.
1.6 Significance of the Study
In age, there should be no compromise when ensuring the quality of education. The outcome of the study will be a source of immense information and will help educational planners counselors and administration towards ensuring that our educational system will not be thrown to the dust. Resources planners in particular will also derive a wealth of knowledge from it.
In addition, this study will act as a guide for teachers and educational instructors in English and in different fields as this study will highlight the causes of poor performance in English Language by students.
Finally, this study will serve as an existing material on the topic for further studies and future references.
1.7 Scope of the Study
This study focuses on a survey of causes of student’s difficulties in learning English language among senior secondary school students. Specifically, this study focuses on determining the difficulties encountered by students in learning English language in Senior secondary schools, determining the factors contribution to the difficulties encountered by students in learning English language in Senior secondary schools, and determining the extent the encountered difficulties affects students learning outcome in English Language.
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.
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 is a West Germanic language in the Indo-European language family. Originating in early medieval England, today English is both the most spoken language in the world and the third most spoken native language, after Mandarin Chinese and Spanish.
1.10 Organization of the Studies
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 to survey the causes of students difficulties in learning English language among senior secondary school students using Giwa Local Government Area, Kaduna State as a case study. The chapter consists of summary of the study, conclusions, and recommendations.
5.2 Summary of the Study
In this study, our focus was to survey the causes of students difficulties in learning English language among senior secondary school students using Giwa Local Government Area, Kaduna State as a case study. The study was specifically set to determine the difficulties encountered by students in learning English language in Senior secondary schools, determine the factors contribution to the difficulties encountered by students in learning English language in Senior secondary schools, and determine the extent the encountered difficulties affects students learning outcome in English Language.
The study adopted the survey research design and randomly enrolled participants in the study. A total of 150 responses were validated from the enrolled participants, where all respondent are some selected senior secondary school students in Giwa Local Government Area, Kaduna State.
5.3 Conclusions
Based on the findings of this study, the researcher made the following conclusion. The difficulties encountered by students in learning English language in Senior secondary schools includes: pronunciation, vocabulary, mother Tongue Interference, and grammar.
- The factors contribution to the difficulties encountered by students in learning English language in Senior secondary schools includes: student negative attitude towards learning of English language, lack of qualified teachers, home environment. and inadequate availability of learning facilities.
- The extent the encountered difficulties affects students learning outcome in English Language is high.
5.4 Recommendations
Based on the findings of the study, the following recommendations are proffered.
- The school administrators, together with the teachers and parents can provide a relaxed learning environment to the learners as it improves learners’ motivation to learn the language (with fun reading and listening materials in English) and overcome their inhibitions to converse in it.
- Pertinent parties, especially teachers and parents should work on the strategies and activities that can help the learners to enhance their English vocabulary.
- As a recommended solution to address this difficulty, educators should identify the first language influence and provide explicit explanation particularly on the differences of language structure and grammar of both languages to tackle those problems. The language teaching and learning however should avoid dull lessons in order to spark the students’ interest and motivation.
- Qualified teachers of English language should always be employed to handle the course in all the senior secondary schools.
- Adequate instructional media/materials should provided where not available improvisation should be adopted by the English teachers of senior secondary schools.
- Proper supervision by both the administrations of the senior secondary schools, state ministry of education should be conducted to make sure teachers of English language are actually doing what they are expected to do.


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