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SCHOOL TYPE AND STUDENTS’ ACADEMIC ACHIEVEMENT IN ENGLISH LANGUAGE

SCHOOL TYPE AND STUDENTS’ ACADEMIC ACHIEVEMENT IN ENGLISH LANGUAGE

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TABLE OF CONTENTS

Contents                                                                                

Title Page

Certification

Dedication

Acknowledgements

Abstract

Table of Content

 

CHAPTER ONE: INTRODUCTION

Background to the Study

Statement of the Problem

Purpose of the Study

Significance of the Study

Research Question

Research Hypothesis

Definition of Terms

 

CHAPTER TWO: REVIEW OF RELATED LITERATURE

CHAPTER THREE: RESEARCH METHODOLOGY

Area of the Study

Design of the Study

Population of the Study

Sample and Sampling Technique

Instrumentation

Administration of Instrument

Method of Data Analysis

 

CHAPTER FOUR: ANALYSIS OF DATA AND DISCUSSION OF FINDINGS

Data Analysis and Results

Discussion of Findings

 

CHAPTER FIVE: SUMMARY, RECOMMENDATIONS AND CONCLUSION

Summary

Recommendations

Conclusion

References

Appendices

 

ABSTRACT

This study investigated school type and academic achievement of students in English Language in secondary schools. The need for the study was the observation that the rate of poor achievement in  English Language in the study area is related to the school type: either the student attended public or private schools, boys or girls schools, boarding or day schools and as related to the availability of both physical and human resources in the study area. However, the variables selected for the investigation were public/private schools, boys/girls schools and boarding/day schools.

The population of the study consisted of two thousand six hundred and eighty (2680) senior secondary school students. The sample size of the study consisted of a total of two hundred (200) students drawn from four (4) selected public secondary schools in the study area.

The instrument used for the study was titled “English Achievement Test” (EAT). Thereafter, the data collected was analyzed using independent t-test statistical computation. The result showed that school type greatly influence students academic achievement in the learning of English Language

 

CHAPTER ONE

INTRODUCTION

 

1.1  Background to the Study

English language as the only medium of classroom instruction in Nigerian schools has affected students’ academic achievements greatly because the language is foreign to the students. Student who has problem in communication skill may likely not do well academically (Aina, Ogundele and Olanipekun, 2013) that is why English language is very important in Nigerian educational system.

 

However, they noted that, principals of both public and private schools in Nigeria do not care about teachers’ welfare as they are always selfish on any money that comes out of the school. However, this means that the better the achievements of the students, the more effective the system is assumed to be (Akinsolu , 2010).

Obviously, in every educational system, the issue of students’ academic achievement is very crucial in the sense that the quality of school, teacher and every other input determines the output which is students’ academic achievement.

 

SCHOOL TYPE AND STUDENTS’ ACADEMIC ACHIEVEMENT IN ENGLISH LANGUAGE

Education has recently been included among the basic needs of individuals. This was why the government of Nigeria in 1999 declared education as basic, free and compulsory for its entire citizen. Therefore school facilities are the space interpretation and physical expression of the school curriculum.

In Nigeria, it is the general opinion of people that there is a serious gap between private and public schools in terms of availability of human and physical facilities and consequently students’ achievement. There is this opinion that the location of secondary schools also determine the availability of both human and physical facilities and this consequently influence students’ achievement (AlimiEhinola and Alabi, 2008).

 

Poor achievement is noticeable in rural schools in most subjects such as English and Mathematics (Cynthia and Morgan, 2008). This disparity in the availability of materials and the consequent effect on the achievement of the students in both internal and external examination in major students is not in the interest of those Nigerian students in such rural environment. This is due to the fact that the child’s right out emphasizes “sound education to every Nigerian child irrespective of tribe, location or state of origin” (Odey, 2019).

These efforts notwithstanding, a great disparity in students’ academic achievement between public and private schools is a matter of concern to all stakeholders in education in Nigeria.

Certainly,  conducive learning environment, the physical setting of a school, quality of teachers and learning materials could boost a students’ academic achievement in English Language. Therefore, this study is carried out to determine whether school types influence secondary students’ academic achievement in English Language.

 

1.2   Statement of the Problem

The issue of poor academic achievement of students in English Language has been of much concern to all and sundry. The problem is so much that it has led to the widely acclaimed fallen standard in education. Moreover, other stakeholders in education have condemned the high rate of poor academic achievement of students in external and internal examinations. Yet the findings does not really indicate the major problems.

Hence, the researcher suggested that the type of school one attends determines the academic achievement of that child. This poor achievement is not limited to public schools alone; private schools were also involved.

 

However, reasons range from poor teaching personnel and non-availability of school facilities. Therefore, this study would direct attention to whether schools types (private and public, boarding and day schools) influence academic achievement of students in English Language.

 

1.3   Purpose of the Study

The main purpose of this study was to examine school type and students’ academic achievement in English Language. Specifically, the objectives were:

To examine the influence of public/private schools on students’ academic achievement in English Language.

Assess the influence of girls/boys schools on students’ academic achievement in English Language.

Ascertain the influence of day/boarding school on students’ academic achievement in English Language.

 

1.4   Significance of the Study

The study will be significant to: Students, Parent, government, shareholders in the following ways:

  1. To help students in the choice of school and also aid them to see the effect of school type on the study of several subjects not in English Language only.
  2. To create government awareness on the need to avoid lopsided distribution of facilities since no sound learning and teaching can take place in poorly equipped schools.
  3. To enable stakeholders to partner with government in the provision of facilities in schools in their area since government alone cannot do that.

 

1.5   Research Questions

  1. To what extent does public/private school influence students’ academic achievement in English Language?
  2. Boys/girls do not significant influence students’ academic achievement in primary schools in English Language.
  3. Is there any significant influence between day/boarding schools and students’ academic achievement in English Language?

 

1.6   Research Hypotheses

  1. There is no significant influence between public/private schools and students’ academic achievement in English Language.
  2. There is no significant influence between girls/boys school and students’ academic achievement in primary schools.
  3. There is no significant influence between day/boarding schools and students’ academic achievement in English Language.

 

1.7   Delimitation of the Study

This research work intends to cover school types and students’ academic achievement in English Language.

 

1.8   Limitation of the Study

The time giving for the completion of this study as the researcher scarcely had enough financial resources to enable him expand the scope of the study.

Financial constraint also exerted pressure on the study as the researcher scarcely had enough financial resources to enable him expand the scope of the study.

Equally, the inaccessibility of the administrators of schools during the period under study restricted the researcher to information derived from journals, textbooks, periodicals and questionnaires.

 

1.9   Definition of Terms

Public schools: In brief, these are schools owned and managed by the government.

Private schools: These are schools owned and managed by individual, mission, and community but not the government.

Academic achievement: This is regarded as the display of knowledge attained or skills, shown in the school subjects such achievements are indicated by test scores or by marks assigned by teachers.

Boarding school: This is the type of school whereby school students are accommodated and feed within the school compound during the term only for them to go home during holidays.

Day school: In brief, this is the type of schools whereby students come from outside to attend classes and go back at the close of the school hour.

Joselyn Nya

My Name is Joselyn Nya A Publisher in Project Boss Team. I'm a Nigerian I'm a graduate/Educational Researcher. Project Boss Team. We are the best for Project materials and project writing services. Email: admin@projectboss.com.ng

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