Teacher Attitude And Student Performance In Indigenous Language Learning

Project and Seminar Material for English Education

Teacher Attitude And Student Performance In Indigenous Language Learning


Abstract


This study was carried out on teacher’s attitude and student performance in indigenous language learning using selected junior secondary schools in Badagry, Lagos State as a case study. The survey design was adopted and the simple random sampling techniques were employed in this study. The population size comprised of teachers of selected junior secondary schools in Badagry, Lagos State. In determining the sample size, the researcher purposefully selected 53 respondents and 50 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. The result of the findings reveals that teachers’ attitude towards the teaching and learning of indigenous languages in Lagos State is not encouraging. The study also revealed that teachers attitude influences students interest towards the learning of indigenous languages in Lagos State. Therefore, learners of the indigenous languages should be made to undergo oral exams to qualify to move up the educational ladder. Indigenous language teachers should be more focused, dedicated and must believe in the teaching / learning activities. And parents and teachers need to be educated on the advantages that their children stand to gain when they become bilingual. The assumption is that learners will, by their having knowledge of two languages, be competent within and outside their linguistic environment. To mention but a few.


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 Significance of the Study
  • 1.6 Scope of the Study
  • 1.7 Limitation of the Study
  • 1.8 Definition of Terms

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

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

There is a disparity between the competence and performance of students in the indigenous languages and their performance in the English language. This is prevalent among schools in Nigeria. There are about 400 languages spoken in Nigeria, and Lagos is the linguistic melting point of the country, with many of its residents speaking various languages. According to Adéníyì and Béllò (2007), only Yorùbá with its dialects such as Awórì, Ijèbú and Ekó are indigenous to the state. Also, Ogù, a major language in the Republic of Benin is spoken in the Badagry area of the state.

Several studies, including Babájídé (2001), Oyètádé (2001), Igboanusi and Peter (2005) have investigated the attitude of Nigerians to English versus the various indigenous languages. It was observed by Babájídé that as a result of the perception of English in Nigeria as a unifying tongue with a great instrumental significance, less emphasis was placed on learning and speaking of the various indigenous languages. Presently, Nigerian languages are often associated with unfavorable attitudes. Typically, the Nigerian elite would prefer that their children speak English. This is because they believe that English is not only associated with prestige and success, but that it is an important resource for self-enhancement, social and political empowerment, and access to educational and job opportunities.
However, the language policy at Secondary schools is very clear about the roles that the Federal Government wants indigenous languages to play in the National Policy on Education. Under section 5, No 22b of the Policy, secondary education shall ‘develop and promote Nigerian languages, art and culture in the context of world’s cultural heritage’. Apart from this, the Secondary School education provides that a student should compulsorily take the language of his / her environment, which is to be taught as his / her first language (L1). The document went further to say that the language of environment shall be taught as L1 where it has orthography and literature. Where it does not, it shall be taught with an emphasis on the oral version of teaching as L2. It is also compulsory for the student to learn one major Nigerian language other than that of the environment to be taught as L2. These provisions are, in addition to English and French. According to Kenneth(2013) observations; learners’ linguistic competence in the various languages acquired does not equate to their performance or vice-versa. For instance,

Adeyemi(2011) teaching experience in both the English and Yorùbá languages, it is clear that learners have distinct experiences of the languages in question. With English language learning activities, for example, while the majority of the learners seem to have a good grasp of the spoken form of the language, not many of them could explain in writing what they actually do with the English language. Having pointed out the perceptions and attitudes towards the learning of indigenous languages, this study seek to analyze the impact of teachers attitude on students academic performance in Junior secondary schools in Lagos State.


1.2 Statement of the Problem

After the introduction of three national languages(Hausa, Igbo and Yorùbá) in the Nigeria educational policy, Nigerians advocates for the survival of the indigenous languages embraced the idea with great enthusiasm. The primary aim was to make more Nigerians speak indigenous languages in addition to the language of their immediate environment. However, this purpose was frustrated when students opted for, and indeed registered for their mother tongues rather than a non-familiar indigenous language. This was as a result of the discrepancies that thwarted the choice of learning indigenous languages by students. Conversely, it is generally observed that a reasonable percentage of indigenous language learners have little command of the English language although the certificates of the various qualifying exams reveal that such learners have a good mastery of the indigenous languages in question. How do we, for instance, justify the credit passes of students who can barely recite the first ten numerals of their indigenous languages? This is not to mention their essay writing skills in these languages.

Presently, Nigerian languages are often associated with unfavorable attitudes. Typically, the Nigerian elite would prefer that their children speak English. This is because they believe that English is not only associated with prestige and success, but that it is an important resource for self-enhancement, social and political empowerment, and access to educational and job opportunities.

In the light of the above, this study seek to determine the impact of teachers attitude on students performance in indigenous languages.


1.3 Objectives of the Study

The overall aim of this study is to critically examine teacher’s attitude and student performance in indigenous language learning. Hence, the study will be channeled to the following specific objectives;

  1. Determine the extent to which indigenous languages are taught in junior secondary schools in Lagos State.
  2. Ascertain teachers’ attitude towards the teaching and learning of indigenous languages in Lagos State.
  3. Determine whether teachers attitude influences students interest towards the learning of indigenous languages in Lagos State.
  4. Determine whether teachers attitude influences students study habit of indigenous languages in Lagos State.
  5. Determine whether teachers attitude influences students academic performance in indigenous languages in Lagos State.

1.4 Research Questions

This study will be guided by the questions below;

  1. What is the extent to which indigenous languages are taught in junior secondary schools in Lagos State?
  2. What is the nature of teachers’ attitude towards the teaching and learning of indigenous languages in Lagos State?
  3. Does teachers attitude influence students interest towards the learning of indigenous languages in Lagos State?
  4. Does teachers attitude influence students study habit of indigenous languages in Lagos State?
  5. Does teachers attitude influence students academic performance in indigenous languages in Lagos State?

1.5 Significance of the Study

Additionally, subsequent researchers will use it as literature review. This means that, other students who may decide to conduct studies in this area will have the opportunity to use this study as available literature that can be subjected to critical review. Invariably, the result of the study contributes immensely to the body of academic knowledge with regards to the teacher’s attitude and student performance in indigenous language learning.


1.6 Scope of the Study

This study is structured to generally examine teacher’s attitude and student performance in indigenous language learning. The study will be delimited to selected junior secondary schools in Badagry Lagos State. Thus, teachers of the selected schools will serve as the respondents of this study.


1.7 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.


1.8 Definition of Terms

Teaching:

This often involves inquiring, listening, providing information, explaining a phenomena, showing a skill or process, testing understanding and ability, and enabling learning activities

Teacher:

This is a person who assists students in acquiring knowledge, competence, or virtue.

Learning:

This is the process of acquiring new or altering current knowledge, actions, abilities, beliefs, and preferences

Indigenous Language:

This can be construed to mean a language spoken of belonging or connected with a particular place or area which one is talking about or with the place where one lives.


Chapter Five


Summary, Conclusions and Recommendations:

5.1 Introduction

This chapter summarizes the findings into teacher’s attitude and student performance in indigenous language learning using selected junior secondary schools in Badagry, Lagos 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 examine teacher’s attitude and student performance in indigenous language learning using selected junior secondary schools in Badagry, Lagos State as a case study. The study specifically was aimed at determining the extent to which indigenous languages are taught in junior secondary schools in Lagos State; ascertaining teachers’ attitude towards the teaching and learning of indigenous languages in Lagos State; determining whether teachers attitude influences students interest towards the learning of indigenous languages in Lagos State; determining whether teachers attitude influences students study habit of indigenous languages in Lagos State; and determining whether teachers attitude influences students academic performance in indigenous languages in Lagos State.

The study adopted the survey research design and randomly enrolled participants in the study. A total of 50 responses were validated from the enrolled participants where all respondents are teachers of selected junior secondary schools in Badagry, Lagos State.


5.3 Conclusions

Based on the findings of this study, the researcher made the following conclusion.

  1. The extent to which indigenous languages are taught in junior secondary schools in Lagos State is low.
  2. Teachers’ attitude towards the teaching and learning of indigenous languages in Lagos State is not encouraging.
  3. Teachers attitude influences students interest towards the learning of indigenous languages in Lagos State.
  4. Teachers attitude influences students study habit of indigenous languages in Lagos State.
  5. Teachers attitude influences students academic performance in indigenous languages in Lagos State.

5.4 Recommendation

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

  1. Teachers who have actually been trained in the indigenous languages should be teaching indigenous languages.
  2. All learners should be made to have at least a credit pass in the indigenous languages to proceed to a next level of educational study.
  3. Learners of the indigenous languages should be made to undergo oral exams to qualify to move up the educational ladder.
  4. School authorities should be more committed to achieving the goals as stated in the language policy.
  5. Indigenous language teachers should be more focused, dedicated and must believe in the teaching / learning activities.
  6. Parents and Teachers need to be educated on the advantages that their children stand to gain when they become bilingual. The assumption is that learners will, by their having knowledge of two languages, be competent within and outside their linguistic environment.
  7. There should be more intensive monitoring of the various private schools to ensure strict compliance to the goals of the language policy similarly, the government should better motivate both the teachers and the learners.

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Frequently Asked Questions


How does a teacher’s attitude affect a student’s learning?

A positive attitude from the teacher affects the student’s motivation, attitude towards school and school work, the student’s self confidence and as a result personality development. Teaching is much more than saying and explaining (Gundogdu, Silman, 2007: 264).

Do teachers’ attitudes affect student performance and personality development?

The study findings show that while teachers’ positive attitudes have positive effects on students’ performance and personality developments, negative attitudes have a negative effect on both the performance levels and personality development of students. 

How does attitude affect performance?

Attitude can influence a person’s performance positively or negatively. For instance, negative attitude towards one’s job will result in negative performance. Similarly, attitude could also affect how well a teacher plans and prepares for his/her lessons.  

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