Abstract

This study examined some of the problems of teaching and learning of

English language in secondary schools. The objectives of this study is to find
out some problems and solutions to teaching and learning of English language
and to find out the challenges and functions of English language toward
enhancing the teaching and learning of English language in Nigerian secondary
schools. This study employed both primary and secondary methods of data
collection.
Problems simply mean factors affecting the teaching and learning of
English, or factors militating against the teaching of English. It could also, be
define as factor hindering or disturbing the teaching and learning of English.
In the first instance lets discuss factors responsible for the problems of
Teaching of English language in schools either private or publics in Ogun
Waterside Local Government, Ogun State. A state without education is a
novice society, a society that is stagnant, not ready to move forward in
terms of development, science and research. It is estimated in (UNESCO)
United Nations Educational, Scientific and Cultural Organization
research that countries that has enough resources like oil, and other
mineral resources could not develop in the areas of human resources
management and personnel development, because attention and
orientation will be shifted from educating the children, in the country to

mining of these natural resources. That is why most oil producing

countries do not have enough or adequate man power and human
resources management. That reminds me of one of the factors that affect
the teaching of English in our societies. As we all know that English is a
lingua Franca the language of communication in ministries and
organizations, we need to take the teaching of English to be more
effective and efficient in our secondary schools be it public and private.
In addition since English language is used to teach other subjects in the
schools in different departments like, Sciences, Commercial, Arts and
Technology, we need to make it effective in secondary schools. Our
orientation in Nigerian societies has been shifted from learning to
grabbing of National Cake. The idea of getting rich quick syndrome,
couples with negative attitude to reading culture in our societies due to
value of orientation to join politics and make money quickly has caused
havoc in the effective teaching and learning of English in our societies.
Charity begins at home. An average Briton often starts teaching his child
how to speak good English at an early stage. English language should
start at the elementary schools. I mean, from pre-nursery, primary
gradually to secondary schools. The inability of pupils to learn how to
speak English at an early stage will affect them in secondary and tertiary
schools. I think it is better to start from bottom to the top and not from
top to bottom analysis. Since the foundation is poor, at an early stage,

most of our students find it difficult to speak good English when they get
to secondary schools. No wonder you see a graduate of other disciplines
find it difficult to communicate effectively in English. It has even come to
a stage that, when you see professors in other disciplines apart from
English speak a jaw breaking grammar that have concord disagreement.
We should know that English is an official language in Nigeria, and
whatever you want to do, you have to communicate in English. As a
result of this you cannot escape English language throughout your lives in
your career of choice. If you want to study engineering, law, medicine,
accounting and other subjects in the university, English language is
compulsory as a prerequisite for entering into the university. English and
the use of English are compulsory in Jamb for all candidates seeking
admission into the university. That is why it is compulsory for English
language learning to be taken serious at the beginning of ones education.
Most of the problems that affect the teaching of English arise from the
fact that our government could not train adequate English experts to be
teaching English in most of our secondary schools. Imagine a teacher of
history teaching English. It is a belief that teachers of arts subjects like
History, Government, CRS, Yoruba, and French should be able to teach
English effectively. This is an erroneous notion since most of these
people do not know the structure of English, the syntactic, phonetic and
phonological aspect of pronouncing English currently. Researchers have

shown that Ghanaian people are good at pronunciation of oral English

than any other countries in West Africa including Nigeria. May be
English teachers are scarce so says one Professor in one of the Nigerian
Universities. That is why students fail in English Language. The question
arises who is responsible for the employment of teachers. We have
enough graduates of English roaming about the street of Nigeria without
being employed. Our government could be blamed on one area, which I
think they are faulty. Like one anonymous professor who put the
apportion blame of mass failure of English, on planes of parents and
children in schools coupled with the economic status of parents often
determined

their

success

in

academics.

The

major

policy

recommendations for this study is that teachers should be effective and

they should use the appropriate reaching method in the teaching of
English language , instructional materials should be provided in the
teaching and learning of English. These would help in proffering solution
to some of the problems of teaching and learning of English language in
Nigerian secondary schools.

CHAPTER ONE

INTRODUCTION

1.1 BACKGROUND TO THE STUDY

Language is the hallmark of any group of people, community, or society.

It is the enormous advantage man has over other species. It is the most basic and
the most valuable possession of man. With language, man has the capacity of
dealing with changes in his environment. He uses language to organize his
society and faces other various emergencies in life. In short, language defines
mans activities and enables him to survive.
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.
However, it is disheartening to note that the poor performance of students
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 content and concept of the various subject of the
curriculum taught in target language seems to be one of the most serious
problems that English as a first language student face in their particular course
of study. This might br due to their weaknesses in English language (the
medium of instruction) which may have negative consequences to their overall
performance.
Human communication which specifically is called language is the
human vocal sounds or the arbitrary graphic representation of these sounds in
writing used systematically and conventionally by a speech community for
purposes of communication. We can then say that human communication or
language operates at two levels; the level of vocal sounds and the level of
graphic representation. The vocal sound, otherwise called speech forms oral
communication while the graphic representation also called writing is written
communication. Human beings use communication for:
[A]

Phatic communication;

[B]. Ceremonial purposes;

[c].

as an instrument of action;

[D]. Conveying information and orders;

[E].

Self-expression;

[F].

Influencing people;

[G]. Keeping records;

[H]. Giving delight merely as sound;
[I].

As a vehicle of thought.
Language presents the main focus of all educational reforms and plans in

any country. In some countries, two or more linguistic groups through the
historical or geographical causes have become one.
Language is more important in the building of national characters than
any other factor. English is the language of education in Nigeria. It is the
medium of instruction from the primary school level to the university level. An
individual may in his or her early infancy be taken from his or her native soil to
another county. Through the language of his or her foster parents, the individual
will grow up as one of them sharing their tradition and prejudice naturally.
The English language is widely used as a second language throughout the
world. The estimate of the number of speakers with varying degrees of
proficiency ranges between 100million and 400million. It is one of the official
languages in some developing countries. For instance, India, Philippines and
Nigeria use the language in official capacity alongside some indigenous
languages. (Kolawole 2005)

The role of language in the development of any nation cannot be over

emphasized. Without language, it will be difficult for people to interact
mutually.
The role of the English language in the context of Nigerias
multilingualism is that of mediation. The story of the English language in
Nigeria shows that English started as a contact language between the earliest
European traders and their Nigeria middle men along the various coasts. Right
from the inception of English language, it served not only as a contact language
between the Nigerians and the Europeans but also as a common contact
language among Nigerians from various ethnic groups who could not interact
and communicate among themselves because of the multiplicity of the
indigenous languages.
English language is the official language of Nigeria. English language is
the key instrument of communication and information in our primary and higher
institutions. To function properly and perform better, secondary school students
and primary school pupils need effective English language. As a matter of fact,
the standard of students learning of English language has deteriorated in
Nigeria most especially In Ogun waterside local government. 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

actively and effectively in all these activities in which literacy is normally in his
culture of group.
Alongside with the nations development, English language has continued
its development to a point that right now in Nigeria, it is Nigerias second
language. It is the language of commerce, Law, Politics, Education,
Administration, Sports, and culture at all levels above the local.
English is a marker of status in Nigeria. A good use of the language is
highly cherished and such gives the user a defined status. Opubor (2006) in a
foreword to Uyo, (2006) Rite, It Right: Analysis of Writing Errors in Nigeria
Mass Media posits that,
English is a Language of the Nigerian elite.... Mastery of the Language is
a defining attribute of elite status; since it correlates with other social markers
such as post secondary or professional education, a good job and a comfortable
income that comes with it... acquiring a mastery of English is one of the goals of
those aspiring to elite statuses.

Since English language is used to teach other subjects in the school either
science, business studies, Arts and technology, there is a need to make it
effective in secondary schools. Our orientation in Nigerian societies has been
shifted from learning and teaching to grabbing of national cake, the idea of

getting rich quick syndrome, coupled with negative attitudes to loading culture
in our society have caused havoc in the affective teaching and learning of
English Language in our society. Charity begins at home, an average Briton
often start teaching his child how to speak good English at an early stage.
English language should start at the elementary school. I mean, from prenursery, primary and gradually to secondary school.
In our present day secondary school particularly public ones, students are
in most cases sitting on the floor and windows during their lessons. In some
cases, students are living under trees or living in dilapidated classrooms. In
addition to that even where there are enough classes, they are overcrowded and
language laboratories are lacking. All these cannot allow tor proper learning of
English language and other subjects hence lead to poor performance. Saad
(2007) was of the view that teaching and learning take place effectively when
classes are moderate. But the present day Nigerian class is overpopulated with
student over 120 and this cannot allow for proper teaching and learning.
Another important cause of poor performance of English language in
Nigerian secondary schools is the teachers attitude towards innovation and use
of instructional media. Most Nigerian secondary school English language
teachers fail to take into account the dynamic nature of English curriculum but
they continued to bore students with definitions and drills in grammar,
vocabulary and speech work. The traditional content/knowledge oriented

teaching is still very much practiced by them. Abdulahi, (2003) was of the view
that teachers mostly infer the use of traditional ways of teaching which they
have been familiar with or as they were taught, which do not necessarily aid
proper learning.
Nigeria teachers used to face an uphill task of teaching the language
effectively. Students on the other hand have failed to acquire the much-needed
language. At the end of the day more failure is recorded. This will lead us to the
following question. What are the problems facing the teaching and learning of
English language in our school? The above question has motivated this study
with a view to identify the problems facing the teaching and learning of the
language in some selected secondary schools in Ogun Waterside, Ogun State.

1.2

STATEMENT OF THE PROBLEMS.

The problem of this study is to critically determine the basic factors that

may be attributed to the poor performance of teachers in teaching of English

language and of students in the learning of English Language in our schools.
In some schools in Ogun Waterside Local Government, teachers
effectiveness and methods of teaching are not encouraging. Also, teachers are
not qualified and experienced. Moreover, there is no availability of instructional
materials. Students are not ready to learn. Furthermore, attitudes of students

towards the language, i.e. how often they use the language inside and outside
the school environment are bad. Finally, the effect of mother tongue in the
teaching of English in Nigeria is discouraging.

1.3

PURPOSE OF THE STUDY.

This research is directed towards the study of the problems facing the

teaching and learning of English language in our secondary schools as well as to

suggest some possible solutions. The researcher will try to find out academic
and professional qualifications and teaching experiences of teachers in
secondary schools in the area under investigation in order to relate them to
students performance in English language examinations. This will lead him to
suggest likely solutions or remedies for positive changes in the nearest future.
Furthermore, availability of instructional materials, the effect of mother tongue
and students readiness to learn will be taken into consideration.
1.4 SCOPE AND LIMITATION OF THE STUDY
This study used schools in Ogun Waterside Local Government of Ogun
State. In the course of this study, some problems anticipated, like financial
constraint, time factors, non-cooperative attitudes of the respondents,
inadequate up-to-date materials, and non-access to vital documents at the
selected case study.

1.5

METHOD OF DATA COLLECTION

This study used primary method of data collection. Primary data are

those information and data that had not existed before and it is generated by the
application of self-structured questionnaire. Therefore, frequency percentage
distribution table is used to represent the data acquired from the questionnaire
administered.

1.6.

SIGNIFICANCE OF THE STUDY.

The significance of this study lies in the fact that useful information

concerning the problems facing the teaching and learning of English language
in our secondary schools will go a long way in solving the problems facing the
teaching and learning of the language in our secondary schools. Moreover, it is
hoped that the outcome of this study will provide useful hints to English
language teachers, language(s) teachers, educational administrators, SPEB
(State Primary Education Board), teaching service commission, and others who
are interested in the study.
1.5

OBJECTIVES OF THE STUDY

The broad objective of this study is to examine some of the problems of

teaching and learning of English language in Nigerian secondary schools. The

specific objectives include:

i.

To find out some problems and solutions to teaching and learning of

English language.

ii.

To find out the challenges and functions of English language toward

enhancing the teaching and learning of English language in Nigerian
secondary schools.

1.5

RESEARCH HYPOTHESIS.
Certain questions which this study aims to answer came up while

planning this study. They are:

1.

Do you think teachers effectiveness, teaching methods can influence the

teaching of English language?

2.

Is it true that teachers professional qualifications and teaching

experiences can influence the teaching of English language?

3.

What are the effects of the provision of instructional materials on the

teaching of English language?

4.

Are the students ready to learn?

5.

Is there any relationship between academic professional qualifications,

teaching experience and students performance?

1.5

DELIMITATIONS.
This study is limited to Ogun Waterside Local Government area of Ogun

state. The financial and time constraints have militated against making this
study a highly involving and extensive one that ought to have covered the whole
Ogun State or even Nigeria.
The selected schools for the purpose of investigation are:
A.

Victory Model College, Tigara

B.

Ilusin Grammar School, Ilusin

C.

Abigi Community Grammar School, Abigi

D.

Ibiade Community High School, Ibiade

E.

Ansar Sunnah Model College, Abigi

F.

Efire Community High School, Efire

G.

Lomiro High School, Lomiro

H.

Ibiade Comprehensive High School, Agodo-Ibiade

It is hoped that findings in the above listed schools in Ogun State since

the government determines the quality and number of teachers to be posted to a

particular public school it also monitors the activities of private schools so that
they will live up to expectation in giving quality education to learners.

1.6

DEFINITION OF TERMS.
The under listed terms which will be used in the essay are defined as

follows:
A.

ANALYSIS: A process of examining something in detail in order to

understand and explain it.

B.

HYPOTHESIS: An idea that attempts to explain something but has

not yet been tested.

C.

LEARNING: The act of gaining new idea or knowledge.

D.

METHODOLOGY: The principles and methods used for doing a

particular kind of work.

E.

PROCEDURE: A way of doing something.

F.

RESEARH: To make a detailed study of something in order to

discover new fact.

G.

RESPONDENTS: Participants.

H.

SIGNIFICANCE: The importance of something.

I.

SOCIO-ECONOMIC: It involves the combination of social and

economic matters.

J.

TEACHING: An act of imparting new ideas or knowledge to

learners.

CHAPTER TWO
REVIEW OF LITERATURE
2.1

THE ORIGIN AND IMPORTANCE OF ENGLISH

In numbers of speakers as well as in its uses for international communication

and in other less quantifiable measures, English is one of the most important
languages of the world. Spoken by more than 380 million people in the United
Kingdom, the United States, and the former British Empire, it is the largest of

the Western languages. English, however, is not the most widely used native
language in the world. Chinese, in its eight spoken varieties, is known to 1.3
billion people in China alone. Some of the European languages are comparable
to English in reflecting the forces of history, especially with regard to European
expansion since the sixteenth century. Spanish, next in size to English, is spoken
by about 330 million people, Portuguese by 180 million, Russian by 175
million, German by 110 million, French by 80 million native speakers (and a
large number of second-language speakers), Italian by 65 million. A language
may be important as a lingua franca in a country or region whose diverse
populations would otherwise be unable to communicate. This is especially true
in the former colonies of England and France whose colonial languages have
remained indispensable even after independence and often in spite of outright
hostility to the political and cultural values that the European languages
represent.

French and English are both languages of wider communication, and yet the
changing positions of the two languages in international affairs during the past
century illustrate the extent to which the status of a language depends on extra
linguistic factors. It has been said that English is recurrently associated with
practical and powerful pursuits. Joshua A. Fishman writes: In the Third World
(excluding former Anglophone and francophone colonies) French is considered
more suitable than English for only one function: opera. It is considered the

equal of English for reading good novels or poetry and for personal prayer (the
local integrative language being widely viewed as superior to both English and
French in this connection). But outside the realm of aesthetics, the Ugly
Duckling reigns supreme.

The ascendancy of English as measured by numbers of speakers in various

activities does not depend on nostalgic attitudes toward the originally English
speaking people or toward the language itself. Fishman makes the point that
English is less loved but more used; French is more loved but less used. And in
a world where economic-technical superiority is what counts, the real
powerhouse is still English. It doesnt have to worry about being loved
because, loved or not, it works. It makes the world go round, and few indeed
can afford to knock it.

If economic-technical superiority is what counts, we might wonder about the

relative status of English and Japanese. Although spoken by 125 million people
in Japan, a country that has risen to economic and technical dominance since
World War II, the Japanese language has yet few of the roles in international
affairs that are played by English or French. The reasons are rooted in the
histories of these languages. Natural languages are not like programming
languages such as FORTRAN or LISP, which have gained or lost international
currency over a period of a decade or two. Japan went through a two-century

period of isolation from the West (between 1640 and 1854) during which time
several European languages were establishing the base of their subsequent
expansion.
How English Came to Nigeria
English did not come to Nigeria with colonialism; it came before it.
Though the exact date was not recorded, historians believe that English
was spoken in old Calabar as a result of about 400 years of cultural and
trade contact with Europe. In his Christian Missions in Nigeria (1965)
Ajayi says that English was the only European language spoken by
Calabar traders and that Hope Waddel did find intelligent journals of the
affairs of the region in English, as far back as 1767.
Nigerias earliest contact with Europe particularly the Portuguese was
in the 15th century in places like Warri, Brass and Calabar before the
slave trade. Communication between the natives and the Portuguese
merchants was initially very difficult. The result was an emergence of a
Pidgin English which was a mixture of the indigenous language and the
Portuguese dialect of the English language. The new pidgin soon
became influential and eventually displaced Portuguese as the language
of commerce. Further trade contacts with English traders and sea
captains made the Pidgin English the chief coastal trade language of the
earliest times.

The coming of professional interpreters to Nigeria is another

fundamental factor that implanted English in Nigeria. The interpreters
or clerks were freed slaves from Monrovia and Freetown. Since they
could speak English due to their many years in England, USA and the
Caribbean, the abolition of the slave trade in the early 19th century
meant a new life for them. Many of them came to Nigeria to work as
clerks in government and interpreters between European traders and the
indigenous people. Some Nigerian freed slaves in Freetown also came
back to their original homes in Lagos, Badagry and Abeokuta and this
meant a stronger influence of English in Nigeria.
The abolition of the slave trade in 1807-1808 in Britain and United
States forced European slave traders to seek alternative source of trade
in the interiors taking the English language further into the rural areas. It
was already on record that Mungo Park in 1795 discovered that River
Niger flowed eastwards and that trade was possible between the eastern
regions and the west.
Missionary activities also contributed to the establishing of English in
Nigeria. The coming of Rev. Thomas Freeman to Badagry in 1842, Rev.
Hope Waddel of the Church of Scotland to Calabar in 1846 and Rev.
Samuel Edgerly and others to Duke Town, Calabar in 1854 began the
phase of formal acquisition of English in Nigeria. The missionaries
established schools and taught their converts in Standard English. The

Church Missionary Society (CMS) founded two schools in Badagry and

a station in Abeokuta in 1846. The Methodist Church founded the
Methodist Boys High School, Lagos in 1876, while Hope Waddel
Institute, Calabar was established in 1895. The first Christian mission
was also opened in Zaria in 1902. The English Language was taught in
these schools. Samuel Edgerly and Townsend opened the first printing
press in Nigeria in 1852. Wherever the missionaries went they taught
their converts in English, thus English became the language of
civilization and Christianity. Christian education is therefore an
important medium through which Standard English gained access to the
local population in the early 19th century.
British interest in Nigeria changed from mere commercial capitalism to
outright colonization in 1861 when Lagos was invaded and annexed as a
British colony. Subsequent consolidation of the British colonial
administration in Nigerian in the years that followed empowered a more
organized education and emphasis in the learning of English. In fact
government grants to schools then depended largely on the effective
learning and teaching of the English Language. People who could write
and speak English enjoyed special privileges with regards to jobs and
social amenities by the colonial government. English Language became
a passport to good living and everyone was invariably forced to learn
and spread the language.

2.2

SIGNIFICANCE OF ENGLISH LANGUAGE

English language occupies an important position in the school curriculum

in Nigeria because of its function as the language of Education as well as the

official language.
English language is referred to as our lingua franca in Nigeria, i.e. the
convenient language that is used by various tribes in the country.
Gibson (1976) emphasized that English Language is a vehicle by which
other skills are acquired and mastered. In Nigeria today, almost all academic
disciplines are taught, learnt or studied through the medium of English
language.
The National Policy on Education section 3, paragraph 14 stated that, the
medium of instruction in primary school is initially the mother tongue and at a
later stage English. The National Policy on Education has failed to state
explicitly what the medium of instruction is for secondary school. One can infer
from the provision of paragraph 15 (4) that the intention of the government is
that English should be the medium.
Perren and Holloway (1965) maintained that all teaching was established
in English language is the Nigerian Secondary Schools and remains so today. In
essence, the use of English at the lowest practicable educational level in Nigeria
is encouraged.

Politically, English has been the only language which is mutually

intelligible and socially accepted by various ethnic groups in Nigeria. The
availability of English language in Nigeria has helped in solving the problem of
national language. Any attempt by the government to legislate in favour of an
indigenous language will, no doubt, lead to chaos and other forms of instability
which may threaten the existence and survival of this nation.

2.3

EFFECTIVE

TEACHING

AND

LEARNING

OF ENGLISH

LANGUAGE
English language has some major problems in our educational setting
these days. This is more pronounced in the teaching and learning of the
language in our secondary school in Nigeria.
Solarin (1980) states that the greatest cry from all our schools is that the
standard of English has plummeted to the lowest level it can possible reach. He
explains further that anybody who declares that he is sitting with an irresistible
urge to write and speak good English, but who, at the same time, does not read,
could only have stung by a false urge. He asserted that the schools are not aware
that English language and the effective teaching and learning of it, remains a
living structure. It is necessary that one possesses mastery over whatever
language one wants to communicate in. The best method of acquiring mastery
in any language is reading through many books written in that language.
Therefore, somebody who goes all out and read enormously has all the

possibilities of standing shoulder higher in the use and writing of good English
Language than the more seemingly serious students who grind on painfully to
only the use of grammar in the language. The Nigerian teachers, both in the
primary and secondary schools, have not been teaching their pupils to read
English language textbooks and novels. The reason for this might be that they
too were never taught to read books written in English language. Solarin
pointed out that an English boy of about ten years must have read about 208
books before going to secondary school. Children from academic homes read
between 500 1000 books before they secure admission into secondary schools.
Whereas, in Nigeria, a university graduate might not have read up to twenty
five books other than those related to his/her area of specialization.
Iheoma (1984) believes that the teaching of reading comprehensive skills
is the job of every classroom teacher and not the exclusive task of reading
experts. What he is saying in essence is that it is the classroom teacher that is
endowed with the ability to teach reading comprehension. Therefore, the
reading experts should not be troubled unnecessarily.
Emenyonu (1984) says Reading is the most important language skill to
be learnt by children. He explains further that a child will learn very little in
todays world if he does not first learn to read properly.
Another area of concern is the inadequate training and re-training courses
and seminars for teachers. Hill et all (1978) reveal that one of the greatest
weaknesses of secondary school syllabuses is the rushing attitudes of majority

operators. The operators at times try to reach for more than possible in the time
available. There is too much of a rush at the Nigerian schools syllabus so that
the syllabus can be covered within a short period of time no minding the
effectiveness for the standard of Education.
Moreover, the government policy which has created a sort of dichotomy
between English language and Literature in English ought to be reviewed.
Literature in English must be included in the school curriculum as a compulsory
subject in order to compliment the efforts of teachers, and encourage the
students to perform better in English language examinations.
Akindele and Adegbite (1992) said that a situation whereby Literature in
English is treated in isolation from English language as optional subject in the
curriculum at this level does not truly reflect the learning objectives of
secondary school education. Literature in English as an embodiment of
language, should serve to make the teaching of English more realistic and
interesting and expose pupils to the beauty and potentials of language. The mere
fact that many secondary school students are alienated from the study of
Literature in English in the latter part of secondary school education have
militated against the acquisition of extensive reading skills as well as wider
experiences about life expressed by English literary texts.
In emphasizing the importance of effective teaching and learning of
English language, the number one ingredient is reading good English language.
The reader should be familiar with the English rules and correct arrangement of

English sentences, clauses, groups (phrases) and words before effective teaching
and learning could take place.

2.4

ROLES AND QUALITIES OF A GOOD TEACHER

The roles of the teacher in the teaching and learning process cannot be

underestimated. The key to the success or failure of the whole project of

education is the teacher. The teacher is the soul of the school.
Wilkins (1974) sees the teacher as an important variable in any language
learning situation. The teachers skill and personality are instrumental in
creating good learning atmosphere. The teachers skill depends on two factors,
his own proficiency in the language and his knowledge of expertise in methods
and techniques of language teaching.
A teacher is only accepted as a teacher when he is able to teach well in
the classroom.
Radford (1967) stated that teachers qualification is a significant factor
that can influence students attainment. To this end, the qualification of the
teacher is of paramount importance to the academic performance of his students
since the teacher can certainly not lead his students to a level where he himself
has never reached.
Falomo (1969) stated that a good teacher must possesses the following in
order to be effective in his job of teaching:
a.

good qualifications and mystery of his subject;

b.

knowledge of educational psychology oriented towards the students;

c.

well planned scheme of work and lesson notes;

d.

ability to deliver instructions clearly and accurately;

e.

ability to illustrate his instruction with appropriate instructional materials;

f.

presenting himself as a good model before his students.

The English language teacher must have had an intensive training in

English language methodology in order to be effective and efficient in teaching.

Efficiency and effectiveness will no doubt, enhance proper planning, design and
implementation of instructional materials which will aid teaching learning
process in the classroom.
The teacher being the most vital single factor in the teaching of any
curriculum area is expected to impart knowledge which will help his students to
develop new attitudes. It is also expected of a good language teacher to be
familiar with the four language skills so that he/she will be able to mould his
learners into finished and useful products.

2.5

PROFESSIONAL TRAINING AND TEACHING EXPERIENCE

Fafunwa (1967) believes that no educational problem is as persistent or as

compelling as the one relating to the training of competent teachers.

Commenting further, he says no significant change in education can take place
in any country unless their teaching staff members are well trained.

Ashby report on Nigeria Education (1960) commented that: about 80,000

teachers are seriously deficient in general education especially in spoken and
written English. This report pointed out that it is extremely difficult to secure
teachers with sufficient education as well as to retain them.
Grieve (1964) warns against the relegation of the teaching staff by
unqualified teachers with poor command of English language to teach any
subject in the school. He believes that this would affect the standard of our
education. Thus a teacher must be adequately trained and educated in order to
be able to cope with the task before him/her.
Wise (1970) in his own contribution about teachers qualification was of
the opinion that a teacher must have good and adequate qualification plus
teaching experience in his main branch of study. He went further to say that the
teacher has a dual function to be up to date in his field and to be familiar with
the syllabus. Also, he should be able to participate in the development of new
syllabus and teaching methods.
Cooke (1962) asserted that the teacher is both a guide and a leader to his
students. It is pertinent to state that the longer a teacher stays in teaching
profession, the more perfection he is likely to gain.

2.6

TEACHING AIDS

Teaching aids are basically used to foster new knowledge and

experiences, make teaching a successful exercise and enhance students
performance. Various researches which were carried in the past have confirmed
the usefulness of aids as far as teaching learning processes are concerned.
Such researches include the research carried out by Schran and others in 1966.
They found out that the secondary school students that were taught by television
performed better than other students when they were tested in the areas of
reading, writing and spoken English.
Crookall (1969) says, the wisest teacher however brilliant ought to use
teaching aids as much as possible because his grasp of the subject, eloquence of
speech or even a sympathetic personality all put together will be useless without
aids. What Crookhall is saying in essence is that however intelligent a teacher
may be, he will achieve very little or next to nothing in his teaching activity if
he fails to make judicious use of the teaching aids.
Ogunmilade (1981) defined audio visual aids as devices or hardware
(equipment) and software (consumable) through which the learning process
may be carried on. Such devices include models and mock ups, instructional
television, slides, films, tape recorder, audio visual, pictorial illustrations and
the telephone.
Lacey (1972) maintained that good learning takes place better with
teaching aids if used properly by an experienced teacher. Teaching activity

could be better enhanced if the instructional materials are properly arranged to

suit the purpose.
The following positive educational results may be achieved through well
selected use of teaching aids:
A.

individualized instruction becomes a reality;

B.

students are matched with materials based according to their strongest

learning ability;

C.

the classroom teacher is provided with planning time;

D.

new skills are achieved by students with ease.

2.7

IMPORTANCE OF TEXTBOOKS
The textbook is very important in the teaching aids. It requires a separate

consideration in this essay. The scope of the textbook is to reflect and establish
standards, i.e. it indicates what the students are required to know and what they
are supposed to learn.
Michaelis (1962) says, books are the greatest economizers of learning
and at their best are exceptionally valuable treasure of knowledge and
motivation. Textbooks help individualize instructions because they furnish a
variety of reading levels and sources materials. They also offer guidance on how
to study, read more effectively, weigh evidence and solve problems. It is the
work of the teacher to guide students on how to use textbooks.

2.8

THE USE OF LIBRARY

Adeyemo (1965) emphasized that the greatest benefit to a student after

the teacher is a good library. Thus, a library is regarded as an essential

ingredient of sound teaching, without which little success will be recorded. He
went further to state that ninety nine percent of Nigerian Primary Schools
have no library while the existing ones in the secondary schools are not well
equipped.

2.9

SOUND STRUCTURE OF ENGLISH LANGUAGE

According to Brumfit (1978), pronunciation is one area in English

language where it is generally agreed that imitation is the essence of learning

process. Before anybody can imitate correctly, such a person must have heard
correctly what is to be imitated. He emphasized that the teacher must
understand the way the sound structure of English language behaves in order to
clarify his own objectives in pronunciation teaching.

2.10 SOCIO ECONOMIC BACKGROUND

This will to a great extent determine the performance of students in
examinations.
Clark (1966) confirmed in her experience conducted on the effect of
practice of spoken English as well as written word that some students lack the

daily practice of spoken English language, both in spoken and written form,
especially students who are from the lower class. English language teachers
generally find it so difficult to help such students in expressing their thoughts,
using English language.
Fafunwa (1967) and Parry (1979) both indicated that teaching a language
is not confined to the initial presentation of new words and structure. The
students need constant practice in the four language skills which are listening,
speaking, reading and writing, so that they will be able to communicate
effectively using the language.

2.11 TEACHERS EFFECTIVENESS

Teachers effectiveness is concerned with relationship between the
characteristics of the teacher, teaching acts and their effects on the educational
outcomes of classroom teaching. Teachers effectiveness can promote effective
teaching. In order to effectively curtail ineffectiveness, teachers should be
introduced to new trends in teaching.
The criteria for effective teaching are the products of what the students
achieve. This will lead us to the achievement in cognitive, affective and
psychomotor.

2.12 REMUNERATION FOR TEACHERS

Some years back, unattractive conditions of service for teachers had led
to the movement from teaching to other jobs. Teachers were seen as paupers
during those days. People had poor image about them. The ugly scene was so
compelling to the extent that houses were not let out to teachers because of the
impression that they wont pay on time.
But today, there are positive changes in teachers remuneration. Teachers
are financially okay. This is an indication that they will be able to perform the
task given to them with much concentration. The quality of teaching will no
doubt improve within then shortest possible time.

CHAPTER THREE
RESEARCH METHODOLOGY
3.1

SELECTION PROCEDURE
Simple random technique was used in the selection of the schools. The

letters A, B, C, D, E, F, G and H will be used to represent the names of the eight

randomly selected secondary schools for the investigation. The data used for the
study were collected from the selected schools.
Twenty students were selected from each of the selected secondary
schools, through random sampling. This has made the sample size to be 160
students.

3.2

INSTRUMENTS FOR THE STUDY

In order to collect data, two sets of questionnaires were used. The first set

was designed for the English language teachers while the second set was
designed for the students.
The questionnaire that was designed for the English language teachers
was divided into three sections A, B and C section probed into the
qualifications of teachers, the years of teaching experience, the field of study, as
well as the subject(s) they are presently given to teach in their different schools.

Section B examination the instructional materials which are available in the

schools under investigation. Section C probed into the problems of teaching and
learning of English. Information such as the assessment of students response to
English lessons, the most common challenge of English language teachers and
the assessment of the students general performance in English language over
the past three years were covered in this section.
The students questionnaire looked into the availability of a well equipped
library in the school, availability of other school, availability of other
instructional materials. Also, the questionnaire considered the teachers attitude
towards giving class work and assignments to students and marking them as at
when due. It also probed into their ability to cover for the list periods as a result
of their unavoidable absence from classes.
Moreover, the questionnaire probed into students attitude to English
language learning, their ability to purchase the required textbooks and the roles
of literary and debating society in the acquisition of the language.
Interview guides were used to complement the questionnaire forms filled
by both the students and the teachers. The use of the interview guides became
necessary when it was detected that some students did not understand how to
fill the questionnaire forms given to them. Secondly, some students considered
the questionnaires which were given to them as something which may implicate

them. Such students either refused to fill the questionnaires or disappear

completely.
3.3

VALIDITY OF THE RESEARCH INSTRUMENT

The content validity of this study instrument was achieved by making sure

that it covers all the dimension of the topic of the study. That is, the
questionnaire is fully exhausted on all that implied by the objectives and
hypotheses of the study.
3.4

RELIABILITY OF THE RESEARCH INSTRUMENT

The reliability of the research instrument used in the study were tested

firstly, by selecting a small sample from actual simple size and the study intends
to cover and administer on them and when there was no cases of inconsistencies
in the responses given by the respondents in the small sample, the instrument
was then administered on the actual sample size of the study.

3.5

PROCEDURE
The questionnaires were administered to the students in the selected

secondary schools with the assistance of their English teachers. The teachers in
each of the selected secondary school completed their own questionnaires by
supplying the necessary information.

3.6

RATING SCALE
From the data collected, the teachers qualifications, teaching experiences

and students academic performances in English examinations are rated as

follows:
TABLE 1
STUDENTS PERFORMANCE POINTS
IN %
70% and above

60% - 69%

50% - 59%

40% - 49%

Below 40%

Teachers qualifications are rated as follows:

TABLE 2
TEACHERS
QUALIFICATIONS

POINTS

B.Sc. Ed/B.A. Ed/B.Ed./M.E.D

B.Sc./B.A./M.Sc./M.A

N.C.E/H.N.D.

Teaching experience of the teachers is also rated as follows:

TABLE 3
NUMBER OF YEARS OF

POINTS

EXPERIENCE
Over 15 years

10

12 15 years

8 11 years

4 7 years

0 3 years

CHAPTER FOUR
4.1

ANALYSIS OF DATA, RESULT AND DISCUSSIONS

This chapter deals with presentation and analysis of data collected. This is based
on the basis of hypothesis stated in chapter one of this study.
HYPOTHESIS ONE: Do you think teachers effectiveness/ teaching methods
can influence the teaching of English Language?
The term effectiveness means ability to produce desired results in the
cause of ones duties. This is one of the factors that can hinder effective
teaching. In order to effectively curtail this problem, the teachers effectiveness
research projects were conceived because there was paucity of teachers
effectiveness research in Nigeria. Also, the abundance of such research in the
highly developed western countries was unlikely to be valid for the Nigeria
milieu. The best of teachers effectiveness is how much and how well student
achieves. This includes, the achievement in all the Bloomfields taxonomy of
education, which are cognitive, affective and psychomotor. The three domains

of learning should be taken into consideration in any attempt to measure

teachers effectiveness.
From the information that was gathered, during the cause of
investigation, the following factors can influence teachers effectiveness: social
organization, instruction and curriculum, public image of the teachers, condition
of service, teachers factor, students population and students readiness to lean.
In a social organization, an effective teacher is articulate. He has a set of
academic and social behavioural goals. On instruction and curriculum, an
effective teacher wastes less time in starting curriculum materials, which are
most appropriate to the students abilities. On public image of the teacher, an
increased understanding of teachers effectiveness is needed to strengthen the
position of education. Any mention of falling standard of education will see
facile without tackling the root cause the public image of teachers and the
untold consequences for teachers poor self-image and confidence and the
related problems of teachers effectiveness. Also, unattractive conditions of
service for teachers have resulted in a steady movement from teaching into
fractionally jobs in government or industry. On teachers factor, non-fractional
teachers are shoulders with the responsibility of teaching English at the junior
secondary classes thereby creating problem for the qualified teachers at the
senior secondary classes. Gone are the days when the average numbers of
student in each class was between 20 and 25. It is now between 45-60 0r even

more in some urban schools thereby making effective teaching difficult. On

students readiness to learn, Readiness is essentially a function of the presence
of absence pre- requisite learning.
HYPOTHESIS TWO: is it true that teachers professional qualifications and
teaching experiences can influence the teaching of English language?
Professional training is the formal skill which people as received in
teaching methodology in order to be competent to teach.
Teaching experiences can be said to be wealth of additional knowledge
which teachers have acquired in the cause of teaching.
Qualified English language teachers will no debut make the teaching of
English language interesting, stimulating and enhanced the production of the
desired result. Since the teacher is both a guide and a leader to his pupils, he is
expected to teach the pupils how to overcome the intrusion of the rules and
pattern of the mother tongue, which they are used to in his new language. This
can be best done by trained English teachers.
The experiences which English language teachers have accumulated over
the years are assets which will help English teachers to cope with new
challenges in their course of teaching. Having tried different teaching methods,
an English teacher who has been teaching for many years will know the best

ways to assist pupil may be deficient in spelling consonant cluster,

pronunciation, etc.
Furthermore the following schools under study have qualified English
language teachers: school A, B, E, and H. Result of various English
examinations taken by the students of this schools are encouraging. Other
schools recorded just a fair performances

HYPOTHESIS THREE: What are the effects of the provision of instructional

materials in English language on the teaching of English language?
It was discovered from the study that availability and effective utilization
of instructional materials by teachers will enhance a positive influence on the
performance of students in Enlish examinations. Such instructional materials
include: text-books, pictures, charts, models, specimen, films, slides, journals,
and magazines.
Some of the schools under investigation do not have teachers copies of the
English text-books, except schools A, B, D, E, and H. Beside text-book; all the
schools claim inadequate supply of other instructional materials. Pictures, chat,
journals, and magazines are available in schools A and F, while other schools
either have pictures and chat or journals and magazines. Some of the journals

are out-dated. Models and specimens are available in schools A and C. Files and
slides are not available in any of the school. Non availability of these materials
in any of the schools is due to bad financial position of the schools.
TABLE 4
S.NO

SCHOOL

INSTRUCTIONAL STUDENTS
MATERIALS

PERFORMANCE

RATING

IN ENGLISH
EXAMINATION
IN THE LAST
THREE YEARS

60%

58%

67%

60%

45%

42%

50%

55%

60%

50%

28%

40%

26%

37%

50%

45%

The table 4 above as shown that schools A, B, D, E, and H who have some
instructional material at their disposal had fair results in the WACE English

examinations. On the other hand, school G with a few materials recored a

woeful performance in the examination.
The mere fact that the schools are ill equipped with the instructional
materials in one of the factors that is responsible for the students poor
performance in English language examinations.
HYPOTHESIS FOUR: Are the students ready to learn?
From the analysis of students data, it was found that most of them
considered English as a subject which they could not pass no matter the amount
of training they receive. Over 7o% of them claim that they take English as a
school subject because it is stated in the school curriculum as a compulsory
subject. The explained further that if they were allowed to take another subject
of their choice in its place they will not exit ate to do so.
About 80% of the teachers interviewed claimed that most students are not
willingly to learn the language. They stated further that most student do not
converse in English while the response of students to English language lesson is
passive. The Luke- warns attitudes of students in English language have not
enabled most students to pass the subject at WASC examination. The selected
schools performance in WASC 2012-2014 English examination ranges between
37%-60%. These are clearly shown that many students failed the exanimation.

HYPOTHESIS FIVE: is there any relationship between academy

professional qualification, teaching experience and student performance?
Professional qualification is the formal training or skills which a person as
received in teaching methodology, so that he or she will be competent to teach:
non professional qualification refers to the qualification without formal
training or skills in teaching methodology.
In the secondary schools where the research was carried out, the
following categories of English teachers as started in table 5 where found
TABLE 5
TEACHERS QUALIFICATIONS
SCHOOL

GRADUATE TRS
WITH
PROFESSIONAL
QUALIFICATION

GRADUATE
N.C.E
TEACHERS
HOLDERS
WITHOUT
PROFESSIONAL
QUALIFICATION

The table above shows the number of English teachers with their qualification
in each of the selected secondary schools. The table shows the schools C, F, and
G go not have graduate teachers with professionals qualification. School A has
the highest numbers of teachers, while schools F and G have the least. The

N.C.E holders are the trained teachers with the highest figure in the selected
schools. The graduate teachers without professional qualification are not many.
TABLE 6
TEACHERS QUALIFICATION AND YEARS OF TEACHING EXPERIENCE
SCHO
OL

TEACHERS
YEARS
SCORES IN
QUALIFICATI OF
QUALIFICATI
ON
TEACHIN ON
G
EXPERIE
CE

SCORES
IN
EXPERIEN
CE

TOTA
L
SCOR
ES

B.A. ED

10

11

B.A. ED

N.C.E

N.C.E

B.A. ED

18

10

15

B.A. ED

20

N.C.E

10

B.A

10

10

N.C.E

N.C.E

18

B.A. ED

20

10

15

B.A

N.C.E

N.C.E

B.A. ED

10

11

N.C.E

B.A.

10

10

B.A.

15

10

14

B.A. ED

20

10

15

N.C.E

10

The above table shows the compilation of the teachers qualification and
teaching experience in the selected secondary schools. This is done in order to
aid the analysis in table seven on how the teachers qualifications and teaching
experience had influenced student performances in the past.
TABLE 7
ANALYSIS OF STUDENTS WASC ENGLISH EXAMINATION 2012/2013

SCHOOL YEAR NUMBER

NUMBER PERSENTAGE NUMBERS PERSENTAG
OF
OF
OF
STUDENTS PASSES
FAILURES
A

2012

62

32

51.6

30

48.4

2013

50

35

75

15

25

2014

45

35

80

10

20

2012

104

72

69.6

32

30.4

2013

98

66

67.3

32

32.7

2014

74

48

61.3

26

38.6

2012

72

40

55.5

32

44.4

2013

88

47

57.6

32

42.2

2014

70

52

74.3

18

25.7

2012

104

62

59.6

42

40.4

2013

116

74

63.8

42

36.2

2014

118

60

61

46

39

2012

50

32

59.6

18

40.4

2013

41

17

41.5

24

58.5

2014

37

19

51.3

18

48.6

2012

70

52

74.3

18

25.7

2013

88

40

45.5

48

54.5

2014

79

47

59.9

32

40.1

2012

50

20

40

30

60

2013

58

24

40

34

60

2014

35

25

74

10

26

2012

72

57

80

15

19.5

2013

98

32

32.7

66

67.3

2014

62

30

48.4

32

51.6

The above table shows the students performances in English language in

the selected secondary schools between 2012 and 2014. Schools A and B
recorded excellent performances in WAEC (West African Examination
Council). The number of passes was higher than that of failures between 2012
and 2014. There are four professional teachers in school A and three in school
B. Three of them have been teaching for over ten years. These professional
qualifications coupled with the teaching experience have positive impact in the
students performance in the school.
Schools c, d and E on the other hand recorded a very fair performance.
There are two professional teachers in school C, three in school D and two in
school E. Three of them have spent over ten years on the job.
Schools F, G and H recorded fluctuating performances in WAEC
between 2012 and 2014. School F for instance had good results in 2012 and
2014 while the result of 2013 was nothing to write home about. School G too
recorded a very good performance only in 2013. The performance of 2012 and
2013 were poor. School H too recorded an excellent performance in 2012. The
performance of 2013 and 2014 were very poor. There are four teachers in the
three schools. Only two of them are professional teachers. Though, all of them
have been on the job for over ten years.
The data collected have shown clearly that the teachers qualifications
and teaching experience are able to determine the students performances in the

WAEC English examinations to some extent. The schools that are poorly staffed
recorded low performance in the examinations, while the schools that are
adequately staffed recorded good performance in the examinations.

CHAPTER FIVE
SUMMARY, RECOMMENDATIONS AND CONCLUSION
SUMMARY OF THE FINDINGS
It was discovered in the light of the date collected and analysed that the
teaching and learning of English language in our secondary schools can be
hindered by insufficient professionally qualifies teachers. Schools with
professional and experienced teachers can boost corresponding high
performance in various examinations taken by their students.
Furthermore, some of these schools do not have instructional materials
which are relevant for the teaching and learning of the language.
Moreover, teachers effectiveness and teaching methods are said to be
another factors which can determine the success or failure of the teaching of
English language in our secondary schools.

On the issue of students like-warm attitude to English language, most

students are not ready to learn the language. They perceived learning as a
difficult task. This negative notion nursed by most students has jeopardised the
task of working towards good performance in subject.
RECOMMENDATIONS
The following recommendations are made by the investigator with a view to
improve the teaching and learning of English in our schools.
1.More English language teachers should be employed in order to facilitate
effective teaching and learning of the language in our secondary schools.
2. Instructional materials should be made available in all our secondary schools
by the government schools, P.T.A, e.t.c.
3. Workshops, seminars, and symposia should be organised periodically by the
government in order to introduce teachers to new trend in the teaching of
English language.
4. Learning atmosphere (classrooms, libraries) should be conducive in order to
motivate learners. Furniture and fittings should be in order.
5. Teachers should be well remunerated in order to motivate them to put in their
best in discharging their duties.

6. the government should ensure that there are well equipped libraries in all our
schools. This will create on avenue for student to borrow textbooks that are
relevant to their subjects.
CONCLUSIONS
The problem facing the teaching and learning of English language in our
secondary schools can be deduced from the findings. Some of the problems are
shortage of professionally qualified teacher, non availability of instructional
materials, students uncared attitudes towards learning and failure of the
Government to organise periodic workshops and seminars for English language
teachers.
It is the belief of the researchers that if all the above recommendation are
carefully implemented, then most of these problems will be eradicated.