ABSTRACT
This
study evaluated the teaching of English language in senior secondary schools in
Gombe State. In doing so, the study adopted the evaluative survey research
design. Evidence abounds of the low performance of Senior Secondary students in
English language in Gombe State. The 2006 to 2011 report of the Chief examiner,
West African Examinations Council reveals that candidates’ performance in the
examinations between those periods was always poor. The report clearly shows
that there was no improvement in the performance of candidates who sat for
English language in Senior Secondary School Certificate Examination (SSCE) in
some states of the country including Gombe State. Therefore, the inclusion of
Gombe State in the list of states with candidates whose performances were
woeful in the Senior Secondary School Certificate Examination, (SSCE) by West
African Examinations Council’s Report, paints a clear picture of lack of
adequate knowledge of the language among Senior Secondary School students in
Gombe State. Perhaps, myriads of factors may have combined to account for this
ugly state of affairs, which possibly could include motivational and curricula
issues, among others as they relate to the teachers in the study area. The
general purpose of the study is to evaluate the teaching of English language in
senior secondary schools in Gombe State. Specifically, the study sought to:
Find out the demographic characteristics of English language teachers,
determine the methods used by the teachers in teaching the English language,
ascertain the instructional materials available for teaching English language,
ascertain the extent of the utilization of the available instructional
materials in teaching the English language, and to find out the adequacy of
classroom environment for the teaching of the English language in the senior
secondary schools in Gombe State. The area of the study covered Gombe South
Education Zone comprising Balanga, Billiri, Kaltungo and Shongom Local
Government Areas of Gombe State. Five research questions and two null
hypotheses were formulated to guide the study. The study population of the
study comprised 113 English language teachers in all the study area in the
State. Random sampling technique was used to draw one education zone (Gombe
South Education Zone) out of the three education zones in Gombe State. Data
were collected using a researcher- made teachers of English language
Questionnaire (TELEQ). The instrument was validated by three experts and both
from the Department of Arts Education, Science Education and the Institute of
Education of the University of Nigeria, Nsukka. The reliability coefficient of
obtained were 0.98, 0.99, 0.94, 0.88, and 0.92 for section B, C, D, E and F
respectively with a reliability coefficient of 0.94. Data collected were
analyzed using the t-test statistics in testing the two null hypotheses at 0.05
level of significance. The findings of the study indicated that 59% of the
teachers possessed B.ED degree, while 50% of teachers specialized in English
language; 58% of teachers had 6-10 years of teaching experience; The finding on
method of teaching indicate that direct method was the method often used with
95% in teaching while cognate and silence way methods were the least used while
Radio cassettes is the instructional materials mostly used by the teachers.
Base on the results, It was recommended that there should be adequate supply of
English teachers in various secondary schools in Gombe State, teaching
facilities should be properly upgraded in various secondary schools in Gombe
State, the government should ensure adequate funding of all the secondary
schools in Gombe State, and English language teachers should be motivated to
enable them teach efficiently.
TABLE OF CONTENTS
Title Page
Table of Contents
List of Tables
Abstract
CHAPTER ONE:
INTRODUCTION
Background of the Study
Statement of the Problem
purpose of the Study
Significance of the Study
Research Questions
Hypotheses
Scope of the Study
CHAPTER TWO:
REVIEW OF LITERATURE
Conceptual Framework
Concept of Evaluation
Concept of Teaching
Quality and Qualification of English
Language Teachers
Instructional Materials Used
in Teaching English Language
Methods of Teaching English
Language
Physical Environment and
Social Factors in the Teaching of English
Language
Theoretical Framework
Related Empirical Studies
Summary of Reviewed
Literature
CHAPTER THREE:
RESEACH METHOD
Design of the Study
Area of the Study
Population of the Study
Sample and Sampling Technique
Instrument for Data
Collection
Administration of the
Instrument
Validation of the Instrument
Reliability of the Instrument
Method of Data Collection
Method of Data Analysis
CHAPTER FOUR:
Results
Data Analysis and Results
Summary of Major Findings
CHAPTER FIVE:
Discussions of Results, Educational Implications Recommendations and Conclusion
Discussion of Results
Educational Implication
Recommendations
Conclusions
Limitations
Summary of the Study
Suggestion for Further
Studies
References
Appendix
CHAPTER ONE
INTRODUCTION
Background of the Study
No society can exist without a
language since it is a means of communication among human beings. As human
beings develop their linguistic repertoires through series of reinforcement,
examples, imitations and precepts. In a strict sense, therefore, language,
according to Wilson (2009), is an artificial and consciously organized method
of control by the use of symbols and conventions which involve the notion of
meaning. Language, according to Tondo (2002) is a system of conventional,
arbitrary symbols by which members of a community communicate with one another.
other. Wardhau (1988) defined it as some unitary system of linguistic
communication, which subsumes a number of mutually intelligible varieties.
Language is an instrument through which members of a given community
communicate. Language gives its users the opportunity to communicate with one
another in terms of feelings and desires (Linfors, 2009).
Nigeria is one of the countries
with myriads of languages. Each ethnic group has its own language with its
dialectal varieties. Bamgbose (2007) has estimated about 400 local languages in
Nigeria, yet no ethnic group is ready to abandon its language since all
languages are taken as veritable instruments of communication among the users.
The absence of linguistic unity in the country has therefore led to the
emphasis placed on the English language as a major medium of instruction in
educational institutions in the country. English language was introduced into
Nigeria by the colonial masters to help them administer the colonized people,
spread their religion, and carry on their commercial activities. With the
amalgamation of the Northern and Southern protectorates of Nigeria in 1914,
English language became the official language of
Ufomata (2014) argued that the
domains of English in an ESL context like Nigeria tend to be formal. It is the
official language which in essence means it serves the language of government,
education, commerce, and to a limited extent, social integration, especially
among the educated elite. Within Nigeria alone, it is estimated that nearly 400
languages are spoken (Agheiyisi, 2004 Bamgbose, 2007). According to Ufomata
(2014) in the context of such multilingualism it is important for the
government to stick to neutral language such as English, as the official
language. English has the additional advantage of long association, being the
language of the colonial rulers. It is also a world language with all the
advantages accruing to an individual who speaks such a language both nationally
and internationally. Kachru (1986:1) argued that, "Competence in English
and the use of this language signify a transmutation; an added potential for
material and social gains and advantages. One sees this attitude in what the
symbols stand for. English is considered a symbol of modernism, and an extra area
for success and mobility in culturally and linguistically complex and
pluralistic societies. English, Ufomata
(2014).
writes, enjoys a wider geographical spread than any of the indigenous languages
within Nigeria. Whatever the language of discussion, a serious business
transaction is sealed up in writing in English. In education, English is
introduced as a subject from the first year in primary schools and used as a
medium and subject of instruction from the third year through secondary and
tertiary education. In recent years, oral English has become an integral part
of senior secondary syllabus and examination in English language, Ufomata
(2014). The official attitude of the regional examining body the (West African
Examinations Council), which conducts these examinations, is that test of
continuous writing, comprehension and objective test
Ufomata (2014) is of the view that as far as
oral English language is concerned, no explicit policy statements have been
issued. She goes further to argue that the mode of testing is still evolving,
constituting additional burdens on schools since they are ill prepared for
teaching the subject. She wrote that students generally are required to
perceive and produce vowel/consonant contrasts and to recognize attitudinal
functions of intonation. Ufomata observed that it is not clearly stated which
accent is being tested. She wrote that the entire oral English examination has
been known to be concludes in objective tests, with no perception on
performance tests given. The author concludes that what seems to be the case is
that whereas the educational authorities realize the importance of teaching
English language (Oral English), in schools, they find themselves unable and or
unwilling to provide the necessary funds and support for the effective teaching
and testing of the subject. Ufomata stated that the results of a pilot study
they conducted show that oral English is not taught in most public schools in
Nigeria, and where it is taught at all, it is done inadequately and
ineffectively. The importance of English is very much noticed in the field of
education in Nigeria. English language is the tool for the effective teaching
and learning of other school subjects. A credit level pass in English language
in the senior secondary certificate examination or its equivalent is an essential
requirement for admission into any higher institution of learning in Nigeria,
no matter the course of study. As a result of the important role of the English
language in the Nigerian educational system, the Federal Government, through
her National Policy on Education (NPE, 2004) made English language a compulsory
subject in her school system from the primary, secondary to the tertiary
levels. Tiffen (2009) accurately captures all the pervading roles of English in
Nigeria when he asserts....
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