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STRATEGIES FOR EFFECTIVE LEARNING OF ENGLISH LANGUAGE IN SECONDARY SCHOOLS

STRATEGIES FOR EFFECTIVE LEARNING OF ENGLISH LANGUAGE IN SECONDARY SCHOOLS

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TABLE OF CONTENTS

Title page

Declaration

Certification

Dedication

Acknowledgement

Abstract

Table of Contents

 

CHAPTER ONE: INTRODUCTION

1.1    Background to the Study

1.2    Statement of the Problem

1.3    Objectives of the Study

1.4    Significance of the Study

1.5    Research Questions

 

1.6    Delimitation of the Study

1.7    Limitations of the Study

1.8    Definition of Terms

 

CHAPTER TWO: REVIEW OF RELATED LITERATURE

CHAPTER THREE: RESEARCH METHODOLOGY

3.1    Area of the Study

3.2    Research Design

3.3    Population of the Study

3.4    Sample and sampling Technique

3.5    Instrument for Data Collection

 

3.6    Validation of the Instrument

3.7        Administration of the Instrument

3.8    Scoring of the Instrument

3.9    Method of Data Analysis

 

CHAPTER FOUR: DATA ANALYSIS AND DISCUSSION OF FINDINGS

4.1    Data Analysis

4.2    Discussion of Findings

CHAPTER FIVE: SUMMARY, CONCLUSION AND RECOMMENDATIONS

5.1    Summary

5.2    Conclusion

5.3    Recommendations

5.4    Suggestions for Further Study

References

Appendix

 

CHAPTER ONE

INTRODUCTION

1.1 Background to the Study

Language learning styles and strategies are among the main factors that help determine how and well our students learn a second or foreign language. Indeed, a second language is a language studied in a setting where that language is the main vehicle of everyday communication and where abundant input exists in that language (Bialystok, 2023).

Moreover, when the learner consciously chooses strategies that fit his or her learning style and the L2 task at hand, these strategies become a useful toolkit for active, conscious, and purposeful self-regulation of learning. Learning strategies can be classified into six groups: cognitive, metacognitive memory-related, compensatory, affective, and social (Cohen, 2018).

 

STRATEGIES FOR EFFECTIVE LEARNING OF ENGLISH LANGUAGE IN SECONDARY SCHOOLS

However, learning styles are the general approaches for example, global or analytic, auditory or visual that students use in acquiring a new language or in learning any other subject. These styles are “the overall patterns that give general direction to learning behaviour” (Cornett, 2023). Specifically, learning style is the biologically and developmentally imposed set of characteristics that make the same teaching method wonderful for some and terrible for others.

Furthermore, according to Nkang and Eneh (2023), learning has been variedly defined by various social scientists and psychologists. The stimulus – response theorists are of the opinion that learning is a connection that exists between stimulus and the response that particular stimulus elicits from the organism. The cognitive theorists on the other hand view learning as having taken place when the organism in question is able to recognize his rental structures to enable him solve a posing problem.

 

In addition, Marx (2021) defines learning as a relatively enduring change in behaviour which is a function of prior behaviour. Rogers (2018) view learning as a process of making changes in knowledge, skills, understanding, attitudes, values, systems and in behaviour.

As such, learning styles or strategies exist because of learners’ individual differences. However, for effective and efficient learning of any subject such as mathematics, Economics, English language, etc certain strategies must be adopted by the learner so as to achieve the goal, of the subject (Cohen, 2018). Therefore, the study aimed to examine strategies for effective learning of English language in secondary schools.

 

1.2   Statement of the Problem

Some learning strategies exist for effective learning of any subject. In secondary schools, most of the students learning English language do not apply any of the effective learning strategies. This makes some of them to perform below average during assessments and examinations.

However, the difference in performance can actually be attributed to learning strategies adopted by the students of English language in the study area. With effective learning strategies such as: organization, independent learning, learning from others, writing etc, students can learn English language faster and easier. Therefore, the study aimed to examine strategies for effective learning of English language in secondary schools.

 

1.3   Objectives of the Study

The main purpose of the study was to examine strategies for effective learning of English language in secondary schools. Specifically, the objectives of the study are:

  1. To find out how organization influence effective learning of English Language.
  2. To ascertain how independent learning promote effective learning of English Language.
  3. To assess the impact of cooperative learning on effective learning of English Language.

 

1.4   Significance of the Study

The study is significant because of the following reasons:

  • Firstly, would help the students to adopt one or two learning strategies for effective learning of English language in secondary schools.
  • It is hoped that the study will help teachers expose their learners to suitable strategies that would aid them during learning of many school subjects.

 

  •  Furthermore, the findings from the study would help a good number of parents to create a conducive learning environment for their wards for effective learning of English language.
  • In addition, the outcome of this study would assist the government on the importance of providing the necessary school facilities and instructional materials to secondary schools that will give the students positive attitude towards effective learning of English language and other school subjects.
  • Lastly, the study will serve as a resource material for future researchers who may like to carryout research on similar topic.

 

1.5   Research Questions

The following research questions are formulated to guide the researcher in the study:

  1. To what extent does organization influence effective learning of English Language?
  2. How does independent learning promote effective learning of English Language?
  3. To what extent does cooperative learning influence effective learning of English Language?

 

1.6   Limitations of the Study

In writing a research work of this kind, certain constraints are bound to occur, some of these include:

  1. Firstly, time given for the completion of the study was inadequate and this hindered the research work from having a wider scope.
  2. Secondly, lack of funds to procure necessary material for the study and high cost of transportation in getting to sampled schools constituted some hindrances.
  3. The researcher also faced challenges like inability to reach out for enough empirical materials since it was carried out along side with other academic works.

 

1.8   Definition of Terms

Strategies: These are well-planned series of actions for achieving an aim, especially success against an opponent.

Learning Strategies: These are specific actions, behaviours, steps, or techniques such as, seeking out conversation partners, or giving oneself encouragement to tackle a difficult language task used by students to enhance their own learning.

 

Conclusion

The research on strategies for effective learning of English language in secondary schools is imperative since learning style adopted by individual student can mark or promote his or her learning outcomes in school. Based on the objectives of study, the following conclusions were drawn:

  1. Firstly, the organization of learning by students influence effective learning of English Language in secondary schools.
  2. Independent learning strategy equally promotes effective learning of English language in secondary schools.
  3. Cooperative learning strategy is another factor that influences effective learning of English language in secondary schools.

 

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