SPOKEN ENGLISH COMPETENCES AND PERFORMANCE OF UPPER BASIC SCHOOL STUDENTS
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SPOKEN ENGLISH COMPETENCES AND PERFORMANCE OF UPPER BASIC SCHOOL STUDENTS
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 Research Questions
1.5 Research Hypotheses
1.6 Significance of the Study
1.7 Scope and Delimitation of the Study
1.8 Operational Definition of Terms
Chapter Two: Literature Review
2.1 Concept of Spoken English Competence
2.2 Importance of Spoken English in Academic Performance
2.3 Factors Influencing Spoken English Competence among Upper Basic Students
2.4 Challenges in Developing Spoken English Skills
2.5 Theoretical Framework
2.6 Empirical Studies on Spoken English Competence and Academic Performance
2.7 Summary of Literature Review
Chapter Three: Research Methodology
3.1 Research Design
3.2 Population of the Study
3.3 Sample Size and Sampling Techniques
3.4 Research Instruments
3.5 Validation and Reliability of Instruments
3.6 Methods of Data Collection
3.7 Data Analysis Techniques
3.8 Ethical Considerations
Chapter Four: Data Presentation, Analysis, and Discussion
4.1 Demographic Characteristics of Respondents
4.2 Analysis of Research Questions
4.3 Testing of Research Hypotheses
4.4 Discussion of Findings
Chapter Five: Summary, Conclusion, and Recommendations
5.1 Summary of Findings
5.2 Conclusion
5.3 Recommendations
5.4 Contribution to Knowledge
5.5 Suggestions for Further Research
Abstract
Spoken English competence is a critical component of language proficiency and plays a significant role in students’ academic performance and social development. This study investigates the relationship between spoken English competences and the academic performance of upper basic school students in Nigeria. Specifically, the study examines the current level of spoken English proficiency among students, identifies factors influencing their oral language skills, and evaluates how these competences impact their overall academic achievements. A mixed-methods research design was employed, combining quantitative analysis of student performance data with qualitative insights from teachers and students. The findings reveal that while many students exhibit moderate levels of spoken English proficiency, challenges such as mother tongue interference, inadequate teaching methods, and limited exposure to English significantly hinder their competence. Furthermore, the study establishes a strong correlation between spoken English proficiency and academic performance, particularly in language-intensive subjects. The research underscores the importance of effective teaching strategies, availability of language resources, and parental involvement in fostering spoken English skills. Recommendations include incorporating interactive and communicative teaching approaches, providing professional development for teachers, and promoting an English-speaking culture both within and outside the school environment. These interventions are essential for enhancing students’ spoken English competences and, by extension, their academic performance.
CHAPTER ONE
INTRODUCTION
1.1 Background to the Study
The English language occupies a pivotal role in the educational, social, and economic development of individuals, particularly in multilingual countries like Nigeria. As a lingua franca, it serves as the medium of instruction in schools, a language of communication in governance, and a tool for participation in global discourse (Olanrewaju & Ayodele, 2019). Spoken English, as a vital component of English competence, is crucial for effective communication, self-expression, and overall academic performance. Among upper basic school students, the ability to articulate thoughts in fluent and intelligible English significantly impacts their academic achievements and social interactions.
However, the spoken English competence of many Nigerian students has been found to be suboptimal, often characterized by poor pronunciation, grammatical errors, and lack of fluency (Adebayo et al., 2021). This challenge is attributed to several factors, including the influence of mother tongue interference, inadequate teaching strategies, and limited exposure to English outside the classroom. Consequently, these deficiencies in spoken English performance hinder students’ ability to engage effectively in classroom activities, oral presentations, and examinations.
Given the importance of spoken English in achieving educational objectives, there is a pressing need to investigate the factors influencing students’ spoken English competences and their impact on academic performance. This study, therefore, seeks to explore the relationship between spoken English competences and the performance of upper basic school students, with the aim of providing insights into strategies for improving oral language skills.
1.2 Statement of the Problem
Despite the centrality of English language proficiency to academic success, many upper basic school students in Nigeria struggle with spoken English. Their inability to communicate effectively in English has been linked to poor academic performance, particularly in subjects that require oral skills, such as debates, oral interviews, and language examinations (Ezeokoli & Okonkwo, 2020). Moreover, poor spoken English skills may limit students’ confidence and participation in social interactions, further impeding their overall development.
The persistent challenges in achieving spoken English proficiency raise concerns about the effectiveness of current teaching methods, availability of language resources, and the adequacy of teacher training programs. Studies have shown that students’ exposure to English in informal settings, such as at home or in the community, also plays a significant role in shaping their spoken language competences (Bamgbose, 2018). However, the extent to which these factors collectively influence students’ spoken English performance remains under-researched.
This study seeks to fill this gap by investigating the spoken English competences of upper basic school students and their relationship to academic performance. The findings of this research will provide a basis for recommending interventions to enhance spoken English skills and overall language proficiency.
1.3 Objectives of the Study
The primary objective of this study is to examine the relationship between spoken English competences and the academic performance of upper basic school students. Specifically, the study seeks to:
Assess the current level of spoken English competences among upper basic school students.
Identify factors influencing students’ spoken English competences, such as teaching methods, language resources, and home environment.
Evaluate the impact of spoken English competences on students’ academic performance in English language and other related subjects.
Propose strategies for improving spoken English competences among upper basic school students.
1.4 Research Questions
The study aims to address the following questions:
What is the current level of spoken English competences among upper basic school students?
What factors influence the spoken English competences of upper basic school students?
How do spoken English competences impact students’ academic performance?
What strategies can be employed to enhance spoken English competences among upper basic school students?
1.5 Research Hypotheses
The study will test the following hypotheses:
H₀₁: There is no significant relationship between spoken English competences and academic performance of upper basic school students.
H₀₂: Teaching methods and availability of language resources do not significantly influence students’ spoken English competences.
H₀₃: The home environment has no significant impact on students’ spoken English competences.
1.6 Significance of the Study
This study is significant for several reasons. First, it provides empirical evidence on the current state of spoken English competences among upper basic school students, which can guide language education policies and curriculum development. Second, the findings will help educators identify effective teaching strategies and resources for improving spoken English skills. Third, the study highlights the role of the home environment and informal exposure to English in shaping students’ language competences, thereby offering insights for parental involvement in language education.
Additionally, the study contributes to the body of knowledge on language education in Nigeria, serving as a reference for future research in the field. Ultimately, the recommendations from this study will benefit students, teachers, parents, and policymakers by fostering better spoken English proficiency and academic performance.
1.7 Scope of the Study
The study focuses on upper basic school students in selected schools in Nigeria. It examines their spoken English competences, the factors influencing these competences, and the impact on academic performance. The study is limited to the analysis of oral communication skills and does not include other aspects of English language proficiency, such as writing or reading skills.
1.8 Definition of Key Terms
Spoken English Competences: The ability to communicate effectively in English through speech, including pronunciation, fluency, and grammatical accuracy.
Academic Performance: The achievement of students in their academic work, measured through assessments, examinations, and other academic tasks.
Upper Basic School: A category of schooling in Nigeria that typically includes students aged 10–14 years, equivalent to junior secondary school levels.
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