A COMPARATIVE STUDY OF THE ACADEMIC PERFORMANCE OF PRIVATE AND PUBLIC SCHOOL IN LISTENING SKILL A CASE STUDY OF A SELECTED SCHOOL IN OJO LOCAL GOVERNMENT AREA LAGOS STATE

Declaration                                                                                                                               ii

Certification                                                                                                                             iii

Dedication                                                                                                                               iv

Acknowledgements                                                                                                                 v

Abstract                                                                                                                                   vi

Table of Contents                                                                                                                    vii

List of Tables                                                                                                                           x

Operational Definition of Terms                                                                                              xi

CHAPTER ONE: INTRODUCTION

Background to the Study                                                                               1

Statement of Problem                                                                                     7

Objectives of the Study                                                                                  8

Research Questions                                                                                         9

Hypotheses                                                                                                     9

Basic Assumptions                                                                                          10

Significance of the Study                                                                               10

Scope and Delimitation                                                                                  11

CHAPTER TWO: REVIEW OF RELATED LITERATURE

Introduction                                                                                                    13

Conceptual Framework of Listening Skill                                                      13

Nature of listening as a skill                                                                            16

Why Listening                                                                                                16

Obstacles to Listening Comprehension                                                          18

Listening skill to be taught                                                                             18

Characteristics of good listener                                                                      19

Sources of listening skills experience                                                              20

What is Comprehension?                                                                                20

Listening Comprehension                                                                               21

Potential problems in learning to listen to english language                           21

Listening comprehension strategies                                                                23

Oxford‟s Classification of Learning Strategies                                              28

Language                                                                                                        29

English Language in Nigeria                                                                           31

Causes of Students Poor Performance in English Language                          33

Using Audio in Teaching and Learning                                                          38

Pedagogical Uses of Audio                                                                            39

Factors to consider in Selection of Instructional Media (Audio CD)            40

Impact of Audio in Learning                                                                          41

Gender, Subject Discipline and Academic Performance                                43

School Location and Academic Performance                                                46

Review of Empirical Studies                                                                          49

Summary                                                                                                         51

CHAPTER THREE: METHODOLGOY

Introduction                                                                                                    52

Research Design                                                                                             52

Population of the Study                                                                                  52

Sample and Sampling Techniques                                                                  53

Instrumentation                                                                                               54

Validity of the Instrument                                                                              55

Reliability of the Instrument                                                                           55

Procedure for Data Collection                                                                        55

Procedure for Data Analysis                                                                           56

CHAPTER FOUR: DATA PRESENTATION AND ANALYSIS

Introduction                                                                                                    57

Presentation of Bio-data Variables                                                                 57

Answers to Research Questions                                                                     59

Test of Hypotheses                                                                                         61

Summary of Major Findings                                                                           65

Discussion of Results                                                                                      65

CHAPTER FIVE: SUMMARY, CONCLUSIONS AND RECOMMENDATIONS

Introduction                                                                                                    69

Summary                                                                                                         69

Conclusions                                                                                                     70

Recommendations                                                                                          71

Implication of Findings                                                                                  72

Suggestions for Further Studies                                                                     72

References                                                                                                                               74

Appendices                                                                                                                              81

CHAPTER ONE INTRODUCTION

                        Background to the Study

Teaching students to be literate is a high educational priority throughout the world. English language is one of the greatest challenges. Students learning English language as a second language need a variety of language experience (Ybara, nd). They need to hear language, write language, speak language and read language. There has been a debate about which of the four language skills (speaking, listening, reading and writing) is the most crucial for the learning and acquisition of a second language. However, a large proportion of the L2 research findings indicate that listening is the most important skill for language learning because it is the most widely used language skill in normal daily life and it develops faster than the three other language skills which in turn suggests that it can facilitate the emergence of other language skills (Morley, 2001; Oxford 1990).

Much of the L2 literature gives support to the importance of listening and how comprehensible input facilitates the learning of a second language, also the priority of listening in second language learning is the same as the priority of the listening-only stage a child needs to acquire his/her first language. This indicates that developing proficiency in listening is key to achieving proficiency in speaking.

Language learning depends on listening. Listening provides the aural input that serves as the basis for language acquisition and enables learners to interact in spoken communication. The cognitive advantage of an initial exposure to listening gives learners a more natural way to learn the language. Listening should be stressed before

speaking because recognition knowledge is required to process and decode the aural input; whereas retrieval knowledge is required to encode and generate speech. Concentrating on speaking in initial stage leaves little room for listening and hence little room for comprehension (Abdulhamid, 2012).

According to Morley (1991:82) “We can expect to listen twice as much as we speak, four times more than we read and five times more than we write”. So listening as a skill is assuming more and more weight in second language or foreign language classroom than ever before. Kost (1994:141-142) pointed out that listening is vital in the language classroom because it provides input for the learner, without understanding input at the right level any learning simply cannot begin Olaoye (2009) was also of the view that listening skills are very fundamental to the understanding of utterances, conversation or communication. In general aural comprehension is facilitated by listening skills.

Listening therefore can no longer be taken for granted in second language learning after the emergence of communicative and proficiency-oriented approaches to language teaching, which has emphasized listening in all levels of language learning. Several forgoing language teaching methods stressed the importance of listening back in 1960s. These methods were predicated on the assumption that the second language learning and first language acquisition are parallel and that there should be a silent period preceding the production stage in learning a second language (Abdulhamid, 2012).

English is the official language of communication in Nigeria as well as the medium of instruction in schools, colleges and universities. It is also the pre-eminent

language of international communication. Consequently, those who master English are likely to reap many academic, social and professional benefits. In the school setting, proficiency in English will make the learning of other subjects much easier. As a result, English is recognized as the central subject in the secondary schools as all other subjects depend on it. English is recommended as continued language of instruction in secondary schools and institutions of higher learning as it is viewed to be a world language of great practical importance for economic and political influence of Nigeria and its cultural intercourse with other nations. English language is also a compulsory subject one must pass at credit level for a candidate to qualify for admission into any tertiary institution in Nigeria (Tella, Idonsh & Othuon, 2011).

Despite the value attached to the language, the poor performance of students in English language in both internal and external examinations is very alarming and worrisome. It was recorded from 2001 – 2011, the performance of students in National Examination Council (NECO) has been embarrassing. According to Banjo (2012), it was only in 2003 – 2006 did up to half of the candidates achieved credit and above in English language. An interesting feature of the record is that in 2008, an unprecedented 75% of the candidates obtained passes at credit level and above, and in 2001 – 2002 and then 2007 the highest rate of performance were as follows:

   2001- 52.19%

   2002- 52.19%

   2007- 52.08%

For most of the remaining years, the percentages ranged in the 30sand 40s. But significantly, the performance from 2009 – 2011 are as follows:

   2009- 23.39%

   2010-22.02%

2011- 22.92%

The picture revealed by the statistics is that from 2001 – 2011, the average percentage of passes at credit and above was 41.44% but from 2009 – 2011, the average was 22.77%. Banjo (2012) then concluded that from 2001 – 2008, less than half of the candidates were qualified for university admission while from 2009 – 2011 only about one fifth were qualified for the same purpose.

The same poor performance was also recorded in secondary school certificate examination (SSCE) conducted by the West African Examination Council (WAEC) in 2011 where 79 percentage of the candidates that sat for the examination also failed to score credit pass in the language. This constitutes a considerable wastage because it shows the number of the country‟s youth that failed to proceed to higher level of education yearly as a result of deficiency in English language. The question now is, who is to blame? The parents point accusing finger at teachers, the teachers on the other hand, point accusing finger on the negative attitudes of students towards learning and lack of appropriate teaching materials.

The situation of general poor performance in English language spreads through all the levels of Nigeria‟s educational ladder; primary, secondary and post-secondary institutions. This trend is not popular to only Nigerian students and school. It is a worldwide problem existing in developed countries like America. In Nigerian situation, so many factors have been identified ranging from lack of textbooks and

other instructional materials, decline in reading culture, environmental and poor infrastructure among others.

Gender, school location and subject discipline have also been identified as factors that affect the academic performance of students in English language. The studies carried out by Najwa, A., Raneem, S. and Nasser, R. (2013) on impact of gender and English language on academic performance of student in Saudi medical school revealed that female students performed significantly better than their male counterparts in most of the basic medical sciences as well as English language. It was also discovered that male students are naturally inclined to science subjects which are regarded as difficult and hard while their female counterparts prefer art subjects which are softer and easier hence they tend to perform significantly better in it (Faisal and Hardarl, 2011).

In the same vain, studies carried out by various researchers had shown that influence of location on academic performance is not the same. While some maintain that urban students perform better in examinations than their rural counterparts, others discovered that rural students perform better, inspite of all odds (Brown and Swanson, 2001, Obasi, 2011). On the contrary, Alokan (2010) discovered that students‟ problems are strongly associated with poor performance and that sex and location do not affect the negative relationship between student problems and academic performance.

Studies carried out by Ogiegbaen and Iyamu (2006), showed that English language teachers in Nigeria are still habituated to the traditional teaching method of chalk and talk. Modern media or technologies such as audio and video tapes,

laboratory, modern text and computer are rarely used. This poses a big challenge to  the teaching of English language especially to the students that are not familiar or conversant with these technologies. Additionally, Ema and Ajayi (2006), pointed out that we live in a fast changing world that is becoming more scientific and more technical and as this transformation occurs, education in all forms and in all subjects is not left out. Teaching equipment and materials have changed over the years, not only to facilitate teaching and learning situation but also to address the instructional needs of individuals and groups. This entails that teachers should offer English language learners a language rich environment where students should be engaged in language activities. Rizvi (nd) is of the opinion that comprehensive language learning along with skills is possible through classroom and language laboratory as applied for science subjects. A well equipped language laboratory with computer, radio, television, earphones and others will better motivate the students by improving their listening skill.

Pre-recorded audio material has been found to be of great educational benefit in the second language classroom. It improves the speech by helping students to listen to the records of their voice and makes them much more critical of their speech. There is nothing like hearing how one sounds to others to realize the possibility of improvement in articulation, diction, enthusiasm and organization of matter. Through the use of audio cassettes or CDS in literature or English classroom, students can use their own learning styles as a catalysts for indepth study of master works (Kochar, 1995).

Instructional media are very useful in teaching and learning situations. They help students to make abstract concepts concrete and stimulate interest among them. They contribute to the understanding of words and hence vocabulary development. They also afford the teachers, opportunity of talking less in the class when teaching a subject like English language (Abiola, 2009). Instructional media can be grouped as software or hardware. Softwares are the learning materials that carry information or instructional content, for example, pre-recorded materials like audio CD, and cassette video while hardwares are equipment or devices which are used for presenting these materials. They include- radio, television, DVD and computers (Abimbade, 1999).

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Organizational Factors And Students Academic Performance in Public Secondary School in Lagos

This study primarily investigated Organizational factors and students academic performance in public secondary School in Lagos. The study in anchored on the following independent and dependent Variables such as teachers’ qualification, teacher-students, teacher/student relationship were specifically considered to ascertain whether or not they have any relationship with students’ academic performance of student. A correlational survey design was adopted for the study. A total number of 22 public senior secondary schools constituted the population while 550 respondents (500 students and 50 teachers) from ten of the schools randomly selected from Oshodi llsoLo Local government area of Lagos state made up the sample. Data were collected using the ” Organizational factors and students academic performance and analyzed with Pearson Product Moment Correlation statistic. The study found a significant positive relationship between the three organizational factor variables and academic performance of students. The study concluded that when the right work force is in place along with the right attitude towards teaching and learning and in a friendly environment. it is most Likely that student’s achievement will be highly enhanced. Based on the findings it was recommended among others that Educators need to foster positive relationships between and among teachers and students. These positive relationships add to a positive school organizational factors  which has a positive effect on students achievement.

Research Questions

The following questions were addressed in this study:

1. What is the relationship between overall organizational factors as measured by the student performance in Public Secondary School in Lagos
2. What is the relative weight of each of the organizational factors such as leadership, teacher professionalism, academic press, and community engagement  in relation to student achievement in Public Secondary School in Lagos?

Research Objectives

The main objectives of the study is to investigate the Organizational Factors And Students Academic Performance in Public Secondary School in Lagos

The study have the following specific objectives of the study;

1. To critically examine the relationship that exist between organizational factors and  student performance  in Public Secondary School in Lagos
2. To analyze the relative weight of each of the organizational factors   such as leadership, teacher professionalism, academic press, and community engagement  in relation to student achievement in Public Secondary School in Lagos?

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THE EFFECT OF QUALIFICATION OF SOCIAL STUDIES TEACHER ON THE PERFORMANCE OF SECONDARY SCHOOL STUDENT IN EXTERNAL EXAMINATION

ABSTRACT

 

This study The effect of qualification of social studies teacher on the performance of secondary school student in external examination in selected school in Ethiope east LGA The aim of this study is to establish, if teachers’ qualification in anyway determine the academic performance of students in secondary school and to ascertain if instructional materials are available and adequately put to use to enhance students understanding, it is to ascertain if the use of instructional materials in the teaching and learning of social studies affect the academic performance of male and female students differently in Ethiope East Local Government Areas. Three research questions were formulated and three research hypotheses were formed, and tested at 0.05 alpha level of significance. The research design used were survey and partially quasi experimental. The instrument used for data collection were questionnaire and performance test. The population for the study consisted of all the students and teachers in Ethiope East Local Government Area. Based on Marrison K. (2000) able of sampling, a sample of twelve (12) teachers,

(360) students were randomly drawn. While the performance test was administered to the students, the questionnaire were filled by the teachers. Findings show that majority of the respondents strongly agreed and also agreed that teachers qualification and effective of instructional materials in the teaching and learning of social studies help to improve students’ academic performance in secondary school, and it was also gathered from the findings that the validity of any educational system depends upon the quality of teaching materials and the availability of competent teachers who make good use of them.

CHAPTER ONE INTRODUCTION

• Background to the Study

 

Education is the threshold of transforming a society from one level of development- to another. Towards this drive government at all levels realizing the benefits accruable to education, had initiated one programme or the other to eliminate the high level of illiteracy, over dependence and other problems affecting the national unity, consciousness and development of the nation Salman, Olawoye and Yahaya, (2011).

To all concerned, the needs and challenges of any society are best accomplished through education whose engine room are the teachers. According to the National Policy on Education (2004), there is no educational system that can rise above the quality of its teacher.

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Teachers are highly essential for the successful operation of the educational system and constitute an important tool for educational development, and without teachers educational facilities cannot be expanded. Undoubtedly the success and quality of any educational system depends on the quality and quantity of teachers’ input into the system. The teacher therefore interpret the aims and goals of education and educate the learners in accordance with that. No wonder, Hammond (2000) was of the opinion, that states interest in improving students’ academic performance should look at the preparation and qualification of the teachers they recruit and retain in the profession.

More worrisome is the public utterance it has drawn on educational standard in recent times. The unhappiness becomes more prominent following the dismay academic performance of student’s seeking admission into the secondary schools. The query often pose is, whether teachers in these public schools being the most important factor in the effectiveness of schools and in the quality of a child’s education are competent to teach effectively or not. One major concern raised on teachers’ qualification has been relatively high in aspect of teachers, teaching subjects outside their areas of subject matter training certification.

The incidence of out of field teaching has been seen to vary by subject and by grade level. Out of field teaching also has been applicable to occur more often in the classrooms of low- income learners, Ingersoll (1999). Many people assume that teaching is what anybody can do if he/she knows his subjects. On the contrary, before one can teach effectively in any class such person must have schooled in the arts or sciences of school teaching. Owing to this, one disputed that to employ adequate number of teachers cannot solve educational problems rather than having well qualified in the kit. For one to be qualified and competent teacher one must have undergone a professional training as a teacher.

Though, a good number of the supposed teachers lack this virtue. In support of the above assertion it is highly regretted that not only support of the above assertion in teaching that not only will an unqualified teacher impart imperfect knowledge and promote low quality of education but he is likely to be deficient in the use of instructional material in teaching.

Instructional materials play an indispensable role in teaching And learning process as they stimulate thinking, understanding and concretizes students’ learning. Presence of qualified teacher will ensure that sufficient materials are provided to guide the learning process. Instructional materials can be subdivided into three (3) categories viz-a-viz audio visual, reading and community resources. The use of these resources plays a complementary role in both teachers and learners, especially where the subject matter is highly concerned.

The subject social studies education in Nigeria is fast expanding due to its objectives to man. It is a programme of study that helps with the interaction of knowledge, experience and effective use of resources for the purpose of citizenship education. It enables one to acquire problem easily solving skills, which helps an individual to handle environmental struggles easily. In realizing the important reasons why the subject is taught in school equips a quailed and competent teacher who will impact the correct knowledge to enable learners use its knowledge in solving man’s immediate problem in the society. The subject cannot be effectively learnt without the help of a qualified teacher in the area who can effectively make good use of instructional materials in the teaching and learning process. A teachers qualification means the highest educational certificate possessed by the teacher in a subject. Social studies cannot stand in isolations of the duo forces of a teacher and instructional materials. Morgan (2003) and Hayes (2000) lamented that the qualification of a teacher is a crucial factor in promoting effective learning including social studies, while instructional material perform such function as the extension of range of experience available to learn supplement and complement of the teacher’s vast explanations, thereby making learning experience richer and thus providing the teacher with interest into a wide variety of learning activities.

 

 

   Statement of the Problem

 

It is widely acknowledged that social studies education should be concerned towards the learners to understand the complex nature of their society and this should be one of the reasons why it is made a core subject from secondary schools to Junior Secondary School Classes. But looking at the alarming rate of moral vice in our society especially in this 21^st century, one would say that social studies education had not met up to its expectation due to the following specific problems.

Firstly, problem of unqualified social studies teacher who are handling the subject in our secondary schools especially had been perceived to be contributing toward students poor academic performance in social studies in external examinations such as WAEC and NECO. It is one thing for a person to be professionally trained in a particular discipline, example social studies, it is another thing for the person to have the opportunity to work in that field not other wise. Experience has shown that a qualified social studies teacher will teach the subject better at all level of education.

Secondly, the fact that less attention is paid to the provision and use of instructional materials was identified to be another problem. The impact of instructional material on teaching and learning process cannot be jeopardized in anyway. A lot of research have been conducted in this regard. The results have proved that schools with adequate instructional materials perform better than those without it instructional material. Oladejo, Olusunde, Ojobisi, and Isoia (2001).

Two major issues raised are: how adequate are the provided instructional materials? And if fully provided, then to what extent are the instructionals are being put to use?. Instructional materials if well used perform important functions as the extension of the range of experience available to learners’ verbal explanation.

Lastly the failure of teacher training colleges in the production of qualitative manpower has been recognized. These training programmes have been carried out through a crash programme in recent times resulting to mere awarding of certificates without the full acquisition of knowledge by the recipients. This was supported by Adeniyi (2011) who, criticized the education sector for the quality of her products owing to the high level attached to honour and respect given to paper certificates. This attribute has forced they employer of labour to have lost confidence in paper certificates awarded and as such have organized retraining programmes for those who secure appointments in their schools. The remedies to the above problems identified will no doubt contribute greatly towards the better academic performance of the students in social studies education. Bearing in mind that the success of  any subject depends on the quality of teachers and instructional materials effectively put to use. Therefore, the problem of this study is an authoritative information on the The effect of qualification of social studies teacher on the performance of secondary school student in external examination in selected school in ethiope east LGA

 

   Objectives of the Study

                 The main objective The study is on the effect of qualification of social studies teacher on the performance of secondary school student in external examination in selected school in Ethiope east LGA

   This study is being carried out specifically to achieve the following objectives these include:

1. To verify the impact of teachers’ qualification on students’ performance in social studies.
2. To find out the extent that instructional materials enhance academic performance of students in social
3. To identify the level of male and female students’ academic performance in social studies among the selected secondary

 

 

   Research Questions

 

The following questions have been carefully formulated in this study for which answers were sought.

1. What is the impact of teachers’ qualification on students’ academic performance in social studies in Ethiope East Local Government Area?
2. To what extent is teachers’ usage of instructional material enhancing academic performance of students in social studies in Ethiope East Local Government

Area?

 

3. What is the level of male and female students’ academic performance in social studies among the selected schools in the two local Government Areas?

 

 

   Significance of the Study

 

The research work is determined to ascertain the impact of teachers’ qualification and instructional materials on academic performance of students. Specifically the study under investigation could be significant to the following stakeholders: teachers, learners, government, school policy makers as well as curriculum planners.

First, the study will help in improving the standard of education not only to secondary school but to all levels of educational system. This is because the study has recognized the importance of teacher and her qualification, measured alongside the instructional material to the success of any educational system. Owing to this, the concerned authorities will need to handle manpower and instructional materials with adequate care, put to proper use and ensure its prompt and regulate supply to school.

Secondly, the relevance of this study can be found in how it will facilitate collaboration between the policy makers and the government execution on policy formulation and execution relating to the funding, provision, control and management of resources in education. Issues among these are teachers and the instructional materials.

Thirdly, the study helps to identify the importance of education in the learners, in and out of school especially in moulding their character, attitude and ways of acting the societal expectation. This is not realizable without the help of competent and qualified teachers who make good use of their working tools (instructional materials). It is noted that teachers who are most valuable to education are those who use instructional materials simplified the lesson much better to the learners. Lastly, it also become necessity to note that the outcome of this study will help to strengthen the teacher’s education processes not only at awarding certificate to perspective student teachers but to equip them with knowledge and skills essential for a good living.

 

 

   The scope of the study

 

This research work covered all the public secondary schools in Ethiope East Local government Areas of Delta state. The subjects for the study comprise teachers and student The choice of the study area was precipitated poor academic performance, poor useage of instructional materials among others. However, the study will be delimited to some selected public secondary schools in the Local Government Area. .Download Full Material-N5000