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THE USE OF SLANGS AMONG UNIVERSITY STUDENTS AND ITS EFFECT ON WRITING OF ENGLISH
Abstract
The study explores the use of slang among university students and its effect on the writing of English. Slang, often considered a dynamic and integral component of language evolution, has raised concerns about its impact on academic writing and communication skills among students. This research aims to analyze the prevalence of slang usage among university students and assess its influence on their formal writing abilities.
A mixed-methods approach was employed, involving a survey of university students across various disciplines to determine the extent of slang usage in their daily communication. Additionally, a series of writing samples were collected from the participants to evaluate the presence of slang and other non-standard language features in their academic writing. Interviews and focus group discussions provided further insights into the students’ perceptions of slang and its role in their language repertoire.
The findings reveal a significant use of slang among university students, with variations across different academic disciplines and social contexts. The analysis of writing samples indicates a noticeable presence of slang and informal language structures in academic writing, potentially affecting the clarity, coherence, and professionalism of students’ work. However, many students view slang as a creative and expressive tool that enhances their communication in informal settings, while acknowledging the need to differentiate between casual and academic contexts.
The study concludes that while slang is an inevitable part of students’ linguistic expression, it poses challenges to the standards of academic writing. Therefore, it recommends the integration of language awareness programs in universities to help students develop the ability to code-switch effectively between informal and formal language registers. This research contributes to the broader discourse on language evolution and education, emphasizing the need for adaptive teaching strategies that respect linguistic diversity while upholding academic standards.
Chapter One: Introduction
1.1 Background of the Study
Language is a dynamic entity that evolves with the cultural and social changes within a community. In contemporary society, the use of slang has become increasingly prevalent among university students. Slang, defined as informal, non-standard words and phrases often used within specific social groups, reflects the evolving nature of language and plays a significant role in the communication practices of young adults. The integration of slang into everyday speech can be attributed to various factors, including media influence, peer interaction, and the desire for a distinct identity. However, the pervasive use of slang has raised concerns about its impact on students’ proficiency in formal English, particularly in academic writing.
The transition from informal to formal contexts in language use is a critical skill for university students. While slang can enhance social bonding and expressiveness, its inappropriate use in academic settings can undermine the clarity, coherence, and credibility of students’ writing. This concern is particularly relevant in the context of higher education, where effective communication in English is essential for academic success and future career opportunities. Understanding the influence of slang on students’ writing skills is crucial for educators and language practitioners seeking to promote effective language use and maintain academic standards.
1.2 Statement of the Problem
The proliferation of slang among university students has led to its infiltration into academic writing, where it can detract from the formal tone and structure expected in scholarly work. This poses a challenge for educators who strive to cultivate students’ ability to communicate effectively in a range of contexts, from casual conversations to formal academic discourse. The potential impact of slang on students’ writing skills necessitates a comprehensive examination of its usage and effects within the university setting.
1.3 Objectives of the Study
This study aims to explore the use of slang among university students and its impact on their English writing skills. Specifically, the objectives of the study are:
To identify the common slang terms and phrases used by university students in their daily communication.
To assess the frequency and context of slang usage among students.
To evaluate the impact of slang on students’ formal writing skills, including grammar, syntax, and vocabulary.
To examine students’ perceptions of the role of slang in their language use and academic writing.
To provide recommendations for language education practices that address the challenges posed by slang in academic writing.
1.4 Research Questions
The study seeks to answer the following research questions:
What are the common slang terms and phrases used by university students?
How frequently do university students use slang in different contexts?
What is the impact of slang on the writing skills of university students?
How do students perceive the role of slang in their language use and academic writing?
What strategies can be implemented to mitigate the negative impact of slang on academic writing?
1.5 Significance of the Study
This study is significant for several reasons. First, it contributes to the understanding of the linguistic practices of university students and the factors that influence their language use. Second, the findings of the study can inform the development of language education programs that address the challenges posed by slang in academic writing. Third, the study provides insights into the perceptions and attitudes of students towards slang, which can help educators and language practitioners to develop more effective teaching strategies. Ultimately, this study aims to promote effective language use among university students and enhance their academic writing skills.
1.6 Scope and Delimitation of the Study
The study focuses on university students enrolled in various disciplines within a single academic institution. The scope of the study is limited to the analysis of students’ language use in written assignments and academic writing tasks. The study does not extend to the examination of slang use in other forms of communication, such as oral presentations or social media interactions.
1.7 Definition of Terms
Slang: Informal, non-standard words and phrases often used within specific social groups to create a sense of identity and belonging.
Academic Writing: A formal style of writing used in universities and scholarly publications, characterized by clear, concise, and structured language.
Code-Switching: The ability to switch between different language varieties or registers depending on the context or audience.
Linguistic Diversity: The range of different languages, dialects, and language practices within a community or society.
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]]>BEFORE YOU READ THE ABSTRACT OR CHAPTER ONE OF THE PROJECT TOPICS BELOW, PLEASE READ THE INFORMATION BELOW.THANK YOU!
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EFFECTS OF NIGERIA PIDGIN ON ENGLISH SPEAKING FLUENCY. CASE STUDY OF HEZEKIAH UNIVERSITY
CHAPTER ONE:
INTRODUCTION
1.1 Background of the Study
Language plays a pivotal role in communication, education, and cultural identity. In Nigeria, a multilingual society with over 500 languages, English is the official language, used in government, education, and business. However, Nigeria Pidgin, a creole language that blends English with elements of indigenous languages, serves as a lingua franca across different ethnic groups. Nigeria Pidgin is widely spoken and understood, providing an accessible means of communication in a diverse linguistic landscape.
Hezekiah University, like many other Nigerian higher education institutions, is home to students from various linguistic backgrounds. While English is the medium of instruction, Nigeria Pidgin often serves as a social and informal communication tool among students. This dynamic creates an interesting context for studying the effects of Nigeria Pidgin on English speaking fluency, particularly in academic settings where proficiency in standard English is critical.
This study seeks to explore the influence of Nigeria Pidgin on students’ English speaking fluency at Hezekiah University. The focus is on understanding how frequent use of Pidgin affects students’ ability to communicate effectively in English, both in formal academic settings and beyond. Given the pervasive nature of Nigeria Pidgin and its growing acceptance, this research aims to provide insights into the linguistic dynamics at play and their implications for language education.
Language is a crucial tool for communication, influencing various aspects of daily life, including education, social interactions, and professional development. In Nigeria, a linguistically diverse country with over 500 languages, English serves as the official language and is predominantly used in formal settings such as education, government, and business. However, Nigeria Pidgin, a creole language derived from English, has gained widespread use as a lingua franca, facilitating communication among people with different native languages.
Nigeria Pidgin, commonly referred to as “Pidgin English,” blends English vocabulary with the grammatical structures and lexicon of indigenous Nigerian languages. It is widely spoken across the country, especially in informal settings, and is used by people of all social classes and educational backgrounds. While Nigeria Pidgin serves as a unifying language that bridges communication gaps, its pervasive use has raised concerns about its potential impact on English-speaking proficiency, particularly among students and young adults.
Hezekiah University, like many other higher education institutions in Nigeria, emphasizes English as the medium of instruction and academic discourse. However, the widespread use of Nigeria Pidgin among students, both on and off campus, presents a unique linguistic dynamic that may influence their fluency and proficiency in standard English. This study aims to explore the effects of Nigeria Pidgin on English-speaking fluency among students at Hezekiah University, examining how the interplay between these two languages shapes linguistic competence and academic performance.
Despite the official status of English in Nigeria and its importance in academia, the pervasive use of Nigeria Pidgin has led to concerns about the potential decline in English-speaking fluency among students. This issue is particularly relevant in tertiary institutions, where a strong command of English is essential for academic success and future career opportunities. At Hezekiah University, the coexistence of Nigeria Pidgin and English among students raises questions about the extent to which Pidgin influences their proficiency in English.
This study seeks to address the problem by investigating the impact of Nigeria Pidgin on students’ English-speaking fluency. It aims to identify specific areas where Pidgin usage may hinder or facilitate English language acquisition and fluency. The findings will provide insights into the linguistic challenges faced by students and inform strategies for enhancing English language education at the university.
1.2 Statement of the Problem
Despite being the official language, English proficiency levels vary widely among Nigerian students, often influenced by socio-economic background, regional language differences, and educational quality. At Hezekiah University, there is a growing concern that the widespread use of Nigeria Pidgin among students might negatively impact their fluency and proficiency in English. While Nigeria Pidgin serves as a unifying language, its structural differences from standard English can potentially lead to interference in grammar, vocabulary, and pronunciation.
The problem arises when students, accustomed to the relaxed structure of Pidgin, struggle to transition to the formal requirements of English in academic and professional settings. This issue can manifest in poor academic performance, limited career opportunities, and challenges in effective communication. Thus, there is a need to investigate the extent to which Nigeria Pidgin affects English speaking fluency and to identify strategies that can help students balance the use of both languages effectively.
1.3 Objectives of the Study
The primary objectives of this study are:
To assess the prevalence and usage patterns of Nigeria Pidgin among students at Hezekiah University.
To evaluate the impact of Nigeria Pidgin on students’ English speaking fluency, focusing on grammar, vocabulary, pronunciation, and overall communication skills.
To identify the factors that influence students’ choice between Nigeria Pidgin and English in different contexts.
To explore students’ and educators’ perceptions of the impact of Nigeria Pidgin on English language learning.
To recommend strategies for improving English speaking fluency among students while respecting the cultural significance of Nigeria Pidgin.
1.4 Research Questions
This study seeks to answer the following research questions:
How frequently do students at Hezekiah University use Nigeria Pidgin in comparison to English?
What specific aspects of English speaking fluency (grammar, vocabulary, pronunciation) are most affected by the use of Nigeria Pidgin?
What are the primary factors that determine students’ choice of language in academic and social settings?
How do students and educators perceive the influence of Nigeria Pidgin on English language proficiency?
What interventions can be implemented to enhance English speaking skills without undermining the role of Nigeria Pidgin?
1.5 Hypotheses of the Study
To guide the investigation, the study will test the following hypotheses:
Frequent use of Nigeria Pidgin is inversely related to English speaking fluency among students.
Students who primarily use Nigeria Pidgin exhibit significant grammatical and lexical differences in English compared to their counterparts who primarily use English.
Socio-economic and cultural factors play a crucial role in determining students’ language preference between Nigeria Pidgin and English.
There is a general perception among educators that Nigeria Pidgin negatively impacts students’ English proficiency.
Targeted language intervention programs can significantly improve English speaking fluency among students.
1.6 Significance of the Study
This study is significant for several reasons. It provides a comprehensive analysis of the linguistic landscape at Hezekiah University, highlighting the role of Nigeria Pidgin in students’ daily communication.
HOW TO RECEIVE PROJECT MATERIAL (S)
After paying the appropriate amount (#5,000) into our bank Account below, send the following information to any of the numbers below
08068231953, 08137701720, 09070569307, 08154275408 (1) Your project topics
(2) Email Address
(3) Payment Name
OR you drop them on our WhatsApp, 08137701720
We will send your material(s) after we receive bank alert
BANK ACCOUNTS
Account Name: AMUTAH DANIEL CHUKWUDI
Account Number: 0046579864
Bank: GTBank.
OR
Account Name: AMUTAH DANIEL CHUKWUDI
Account Number: 3139283609
Bank: FIRST BANK
FOR MORE INFORMATION, CALL:
08068231953, 08137701720, 09070569307, 08154275408
]]>BEFORE YOU READ THE ABSTRACT OR CHAPTER ONE OF THE PROJECT TOPICS BELOW, PLEASE READ THE INFORMATION BELOW.THANK YOU!
INFORMATION:
YOU CAN GET THE COMPLETE PROJECT OF THE TOPIC BELOW. THE FULL PROJECT COST N5,000 ONLY. THE FULL INFORMATION ON HOW TO PAY AND GET THE COMPLETE PROJECT IS AT THE BOTTOM OF THIS PAGE. OR
YOU CAN CALL: 08068231953, 08137701720, 09070569307, 08154275408
WHATSAPP US ON: 08137701720
EFFECTS OF NIGERIA PIDGIN ON ENGLISH SPEAKING FLUENCY. CASE STUDY OF HEZEKIAH UNIVERSITY
CHAPTER ONE:
INTRODUCTION
1.1 Background of the Study
Language plays a pivotal role in communication, education, and cultural identity. In Nigeria, a multilingual society with over 500 languages, English is the official language, used in government, education, and business. However, Nigeria Pidgin, a creole language that blends English with elements of indigenous languages, serves as a lingua franca across different ethnic groups. Nigeria Pidgin is widely spoken and understood, providing an accessible means of communication in a diverse linguistic landscape.
Hezekiah University, like many other Nigerian higher education institutions, is home to students from various linguistic backgrounds. While English is the medium of instruction, Nigeria Pidgin often serves as a social and informal communication tool among students. This dynamic creates an interesting context for studying the effects of Nigeria Pidgin on English speaking fluency, particularly in academic settings where proficiency in standard English is critical.
This study seeks to explore the influence of Nigeria Pidgin on students’ English speaking fluency at Hezekiah University. The focus is on understanding how frequent use of Pidgin affects students’ ability to communicate effectively in English, both in formal academic settings and beyond. Given the pervasive nature of Nigeria Pidgin and its growing acceptance, this research aims to provide insights into the linguistic dynamics at play and their implications for language education.
Language is a crucial tool for communication, influencing various aspects of daily life, including education, social interactions, and professional development. In Nigeria, a linguistically diverse country with over 500 languages, English serves as the official language and is predominantly used in formal settings such as education, government, and business. However, Nigeria Pidgin, a creole language derived from English, has gained widespread use as a lingua franca, facilitating communication among people with different native languages.
Nigeria Pidgin, commonly referred to as “Pidgin English,” blends English vocabulary with the grammatical structures and lexicon of indigenous Nigerian languages. It is widely spoken across the country, especially in informal settings, and is used by people of all social classes and educational backgrounds. While Nigeria Pidgin serves as a unifying language that bridges communication gaps, its pervasive use has raised concerns about its potential impact on English-speaking proficiency, particularly among students and young adults.
Hezekiah University, like many other higher education institutions in Nigeria, emphasizes English as the medium of instruction and academic discourse. However, the widespread use of Nigeria Pidgin among students, both on and off campus, presents a unique linguistic dynamic that may influence their fluency and proficiency in standard English. This study aims to explore the effects of Nigeria Pidgin on English-speaking fluency among students at Hezekiah University, examining how the interplay between these two languages shapes linguistic competence and academic performance.
Despite the official status of English in Nigeria and its importance in academia, the pervasive use of Nigeria Pidgin has led to concerns about the potential decline in English-speaking fluency among students. This issue is particularly relevant in tertiary institutions, where a strong command of English is essential for academic success and future career opportunities. At Hezekiah University, the coexistence of Nigeria Pidgin and English among students raises questions about the extent to which Pidgin influences their proficiency in English.
This study seeks to address the problem by investigating the impact of Nigeria Pidgin on students’ English-speaking fluency. It aims to identify specific areas where Pidgin usage may hinder or facilitate English language acquisition and fluency. The findings will provide insights into the linguistic challenges faced by students and inform strategies for enhancing English language education at the university.
1.2 Statement of the Problem
Despite being the official language, English proficiency levels vary widely among Nigerian students, often influenced by socio-economic background, regional language differences, and educational quality. At Hezekiah University, there is a growing concern that the widespread use of Nigeria Pidgin among students might negatively impact their fluency and proficiency in English. While Nigeria Pidgin serves as a unifying language, its structural differences from standard English can potentially lead to interference in grammar, vocabulary, and pronunciation.
The problem arises when students, accustomed to the relaxed structure of Pidgin, struggle to transition to the formal requirements of English in academic and professional settings. This issue can manifest in poor academic performance, limited career opportunities, and challenges in effective communication. Thus, there is a need to investigate the extent to which Nigeria Pidgin affects English speaking fluency and to identify strategies that can help students balance the use of both languages effectively.
1.3 Objectives of the Study
The primary objectives of this study are:
To assess the prevalence and usage patterns of Nigeria Pidgin among students at Hezekiah University.
To evaluate the impact of Nigeria Pidgin on students’ English speaking fluency, focusing on grammar, vocabulary, pronunciation, and overall communication skills.
To identify the factors that influence students’ choice between Nigeria Pidgin and English in different contexts.
To explore students’ and educators’ perceptions of the impact of Nigeria Pidgin on English language learning.
To recommend strategies for improving English speaking fluency among students while respecting the cultural significance of Nigeria Pidgin.
1.4 Research Questions
This study seeks to answer the following research questions:
How frequently do students at Hezekiah University use Nigeria Pidgin in comparison to English?
What specific aspects of English speaking fluency (grammar, vocabulary, pronunciation) are most affected by the use of Nigeria Pidgin?
What are the primary factors that determine students’ choice of language in academic and social settings?
How do students and educators perceive the influence of Nigeria Pidgin on English language proficiency?
What interventions can be implemented to enhance English speaking skills without undermining the role of Nigeria Pidgin?
1.5 Hypotheses of the Study
To guide the investigation, the study will test the following hypotheses:
Frequent use of Nigeria Pidgin is inversely related to English speaking fluency among students.
Students who primarily use Nigeria Pidgin exhibit significant grammatical and lexical differences in English compared to their counterparts who primarily use English.
Socio-economic and cultural factors play a crucial role in determining students’ language preference between Nigeria Pidgin and English.
There is a general perception among educators that Nigeria Pidgin negatively impacts students’ English proficiency.
Targeted language intervention programs can significantly improve English speaking fluency among students.
1.6 Significance of the Study
This study is significant for several reasons. It provides a comprehensive analysis of the linguistic landscape at Hezekiah University, highlighting the role of Nigeria Pidgin in students’ daily communication.
HOW TO RECEIVE PROJECT MATERIAL (S)
After paying the appropriate amount (#5,000) into our bank Account below, send the following information to any of the numbers below
08068231953, 08137701720, 09070569307, 08154275408 (1) Your project topics
(2) Email Address
(3) Payment Name
OR you drop them on our WhatsApp, 08137701720
We will send your material(s) after we receive bank alert
BANK ACCOUNTS
Account Name: AMUTAH DANIEL CHUKWUDI
Account Number: 0046579864
Bank: GTBank.
OR
Account Name: AMUTAH DANIEL CHUKWUDI
Account Number: 3139283609
Bank: FIRST BANK
FOR MORE INFORMATION, CALL:
08068231953, 08137701720, 09070569307, 08154275408
]]>BEFORE YOU READ THE ABSTRACT OR CHAPTER ONE OF THE PROJECT TOPICS BELOW, PLEASE READ THE INFORMATION BELOW.THANK YOU!
INFORMATION:
YOU CAN GET THE COMPLETE PROJECT OF THE TOPIC BELOW. THE FULL PROJECT COST N5,000 ONLY. THE FULL INFORMATION ON HOW TO PAY AND GET THE COMPLETE PROJECT IS AT THE BOTTOM OF THIS PAGE. OR
YOU CAN CALL: 08068231953, 08137701720
WHATSAPP US ON: 08137701720
THE PLACE AND CHALLENGE OF ICT IN THE TEACHING AND LEARNING OF ENGLISH LANGUAGE
CHAPTER ONE
1.1 Background of the study
The challenges of classroom instruction in Nigeria’s school system and research started changing dramatically with the emergence of new technologies which include Information and Communication Technology (ICT). This period of computer age had ushered in a new dimension of processing, preservation and dissemination of information among other vital roles of computer through the help of ICT. These days, ICT has had and is continuing to have an increasingly significant impact on all aspects of human life. ICT provides an avenue for people in all aspects of life to access and profit from the power of computer as a personal tool, to collaborate in groups and to disseminate information locally and globally. For a continuing global interaction in the international community and in a bid to solve the inter-cultural and language barriers that are part of the factors that result in global conflict in recent times, many countries of the world have taken steps to ensure that their citizens have access to information and communication technology through increased reliance on computer assistance in delivering their classroom instructions. In view of the fact that computer has become an inevitable instructional material/method for teaching and learning of Agricultural science, this paper explores how ICT must be harnessed to promote teaching and learning of English language
Attitude is an important concept in social judgments and behaviors and thus, is one of the most important concepts in decision making (Venkatesh et al., 2003). As a result, a lot of research on the attitude of both students and English languageteachers towards the use of ICT in teaching and learning had been done with outcome being either positive or negative. For instance Becta (2004) reported that negative attitude was a barrier towards integration of ICT in teaching and learning while Rhoda and Gerald (2000) found that positive attitudes towards ICT use are widely recognized as a necessary condition for effective computer use in teaching and learning. Similarly, study findings by Kubiatko and Halakova (2009) pinpointed that attitude towards use of ICT in teaching and learning in students was as a result of its impact. According to Selewyn (1999), integration of ICT in education environment depends, to a great extent, on English languageteachers and student attitude towards their use. This view is supported by Slouti and Barton (2007) findings which indicated that ICT can motivate students in their learning by bringing variety into the lessons and at the same time sustaining English languageteachers own interest in teaching. Myers and Halpin (2002) asserted that attitude of both students and English languageteachers towards ICT use was a major predictor of future classroom use. It therefore appears that English languageteachers’ and students’ attitude may influence adoption of ICT in teaching and learning English language
Use of ICTs such as computer technology and internet is intended to enable English languageteachers to facilitate learning more effectively and enhance students’ understanding of concepts which are expected to translate into expansion of Knowledge and improved examination outcomes. However, in English languagetheir use has not produced desired outcomes in schools which offer computer studies in Rachuonyo South District where average performance of students in K.C.S.E. English languageExaminations dropped from 6.7 to 4.10 between 2007 and 2009 despite the adoption of use of new ICTs such as computer technology and internet in 2005. It is not clear how attitude determines use of these new technologies in the study schools as far as students’ performance in K.C.S.E English languageExaminations is concerned. There is no structured survey which has been undertaken to unearth the problem. Given this scenario, there is therefore, need to assess attitude as a determinant of use of these new ICTs in the implementation of secondary school English languagecurriculum in schools which offer computer studies in Rachuonyo South District. This is the focus of this study. In this age of Information and Communication Technology (ICT), there is growing concern for the use of ICT resources such as the computer, scanner, printer, Intranet, Internet, e-mail, videophone systems, teleconferencing devices, wireless application protocols (WAP), radio and microwaves, television and satellites, multimedia computer and multimedia projector in curriculum implementation. In e-learning, curriculum content in the form of texts, visuals, e.g. pictures, posters, videos, audio/sound, multicolor images, maps, and graphics, can be simultaneously presented online to students in both immediate locations (classroom model of e-learning) and various geographical distances (Distance Education model of e-learning). E-learning in education is the wholesome integration of modern telecommunications equipment and ICT resources, particularly the internet, into the education system. Tracy (1995) defines the internet as the international network of communications in which computers in the Wide Area Network (WAN) talk to each other. Shavinina (2001) defines ICT as all the digital technologies, including: computer, scanner, printer, telephone, internet, digital satellite system (DSS), direct broadcast satellite (DBS), pocket-switching, fiber optic cables, laserdisc, microwaves, and multi-media systems for collection, processing, storage and dissemination of information all-over the world. E-learning as an aspect of ICT is relatively new in Nigeria’s educational system. It is a departure from the conventional approach in curriculum implementation. The main purpose of e-learning is to transform the old methods and approaches to curriculum implementation and not to silence the curriculum or to extinguish or erase the contents of curriculum. E-learning is driven by the curriculum. It should follow the curriculum and should not rob the curriculum of its essence.
E-learning should ensure effective pedagogy and curriculum implementation in the computer age. According to Nicholls and Nicholls (1980), Mkpa (1987), and Offorma (2002), curriculum implementation is the planning and execution of the contents of curriculum in order to bring about certain changes in the behavior of the students and the assessment of the extent to which the changes take place. The primary purposes of implementation is to achieve the objectives of instruction, and achieve retention and transfer of knowledge. E-learning is an instructional medium that permits alternative approaches to curriculum implementation in an ICT age. Richmond (1997) observed that, there is a great link between the curriculum and ICT and that there are three major areas that technology can influence learning, including:
Presentation, demonstration and the implementation of data using productivity tools. Use of curriculum – specific applications such as educational games, drills and practice, simulations, tutorials, virtual laboratory visualizations and graphics, representations of abstract concepts, musical composition and expert systems.
Use of information and resources on CD-Rom, online encyclopedia, interactive maps and atlases, electronic journals and other references.
Similarly, the role of ICT in curriculum implementation is recognized by the Nigeria National Policy on Education (FRN, 2004, p. 53) where it stated that, “the government shall provide facilities and necessary infrastructures for the promotion of ICT and e-learning.” It is against this background that the researcher intends to find out the extent of availability and use of e-learning materials by English languageteachers in secondary schools.
1.2 STATEMENT OF PROBLEM
The call for application of e-learning in secondary education is to infuse and inject efficiency and effectiveness in curriculum implementation. However, in developing countries like Nigeria, e-learning is challenged with the problem of material devices such as computer, computer laboratories, internet and e-mail facilities, videophone systems and teleconferencing devices, fax and wireless applications, digital library, digital classrooms, multimedia systems and the problem of multimedia courseware development among others (Global Information Technology Report, 2005) . Other studies indicated that there is dearth of trained English languageteachers for e-learning, lack of facilities, infrastructures and equipment (Ikemenjima, 2005; and Jegede & Owolabi, 2008).
The problem is that e-learning in secondary education is challenged by the new technologies in terms of availability and use. It is against this background that the present study is carried out to determine the extent of availability and use of e-learning materials. Second, it seeks to identify possible strategies for availability and use in curriculum implementation “Lack of/inadequate inadequate ICT facilities in schools” ranks second with 108 respondents (61 percent). This finding is corroborated by Ndiku (2003) cited by Wims and Lawler (2007) who discovered that insufficient numbers of computers and peripheral devices inhibit deployment of ICT by English languageteachers and by Plante and Beattie (2004) who observed that inadequate ICTs was a challenge to integration of technologies in Canadian schools. Similarly, Okwudishu (2005) discovered that unavailability of some ICT components in the schools hampered English languageteachers’ use of ICTs. This problem may be due to underfunding (Enakrire and Onyenenia, 2007)
“Frequent electricity interruption” ranks third with 101 respondents (57 percent). Electricity failure has been a persistent problem militating against ICT application and use in Nigeria (Adomi, 2005a; Adomi, Omodeko, and Otole, 2004; Adomi, Okiy, and Ruteyan, 2003). This makes the few schools with ICT facilities unable to use them regularly.
“Poor ICT policy/project implementation strategy” attracted 94 respondents (63 percent).
The Nigerian Federal Government’s 1988 policy introduced computer education to the high
schools (Okebukola, 1997). The only way this policy was implemented was the distribution
of computers to federal government high schools, which were never used for computer
education of the students. No effort was made to distribute computer to state government or
private schools. Although the government planned to integrate ICTs into the school system
and provide schools with infrastructure, concerted efforts have not been made to provide facilities and trained personnel. Thus, most schools do not yet offer ICT training programmes (Goshit, 2006). The NEPAD e-Schools Project is expected to take care of an estimated 600,000 African schools. This means that not all schools will benefit from this initiative. Most countries participating in the NEPAD e-Schools Project have an ICT development policy or are creating one, but very few have clear implementation plans (Aginam, 2006). Evoh (2007) observes that despite the recognized role of ICTs in improving education, ICTs remain a low financial priority in most educational systems in Africa. He further observes that most countries in the region lack resources for a sustainable integration of ICTs in education, and that African countries face numerous competing development priorities. These range from budgetary constraints, management challenges, and shortage of English languageteachers and other educational resources, to the dreadful impacts of HIV/AIDS on education. These are issues that vie for the attention of local policy makers. While all countries in the region acknowledge the strategic role of ICTs in development, only a few have established a comprehensive policy. When such policies exist, they tend to remain unclear and make little reference to implementation (James, 2001, cited by Evoh, 2007).
“Inadequate ICT manpower in the schools” was indicated by 91 respondents (52 percent). The main problem facing Nigeria and its ICT programme is workforce training (Goshit, 2006). Teaching as a profession in Nigeria is considered to be for poor people, therefore the few professional that are available prefer to work in companies and industries where they can earn better salaries. With this deplorable condition, English languageteachers are not motivated to go the extra mile in assisting the students to acquire computer education (Oduroye,n.d).
“High Cost of ICT Facilities” attracted 83 respondents (47 percent). Cost has been reported as one of the factors which influence provision and use of ICT services (Adomi, 2006). The cost of computers is too high for many to afford. Monthly Internet rates are exorbitant and the charges for satellite television are unaffordable for most people in Africa (Brakel and Chiseuga, 2003). This has made it difficult for Nigerian seconndary schools to acquire and install ICT facilities for the use of English languageteachers and students.
A total of 70 respondents (40 percent) indicated “Lack of/poor perception of ICTs among English languageteachers and administrators” There is widespread ignorance and misconception about ICTs amongst Nigerians (Ighoroje and Ajayi, n.d). One of the major inhibitors to Nigeria fully embracing ICTs is the average Nigerian’s general lack of exposure to them. For most Nigerians, information technology is still something unfamiliar, distant, and mysterious. Rather than being seen as a tool for personal and national development, information technology is seen as a hurdle (NITDA, 2003). Some Nigerians are not aware of the existence and importance of the Internet (Adomi, Okiy, and Ruteyan, 2003). It has been reported that 75 percent of the English languageteachers in the NEPAD’s e-Schools Project have no or very limited experience and expertise regarding ICTs in education.
Lack of/inadequate inadequate ICT facilities in schools .
Frequent electricity interruption.
Non integration into the school curriculum.
Poor ICT policy/project implementation strategy .
Inadequate ICT manpower in the schools.
High cost of ICT facilities/components.
Limited school budget .
Lack of/limited ICT skills among English languageteachers.
Lack of/poor perception of ICTs among English languageteachers and administrators
Inadequate educational software .
Poor management on the parts of school administrators and government .
Lack of maintenance culture .
Lack of interest in ICT application/use on the part of students
1.3 OBJECTIVE OF THE STUDY
i. To evaluate English languageteachers’ attitude towards ICT use in the implementation of English languagecurriculum in selected secondary schools in Rachuonyo South District, Kaduna state.
ii. To find out students’ attitude towards ICT use in the implementation of English languagecurriculum in selected secondary schools in Rachuonyo South District, Kaduna state.
iii. To compare the attitude of English language teachers and students across gender in the implementation of English language curriculum in selected secondary schools in Rachuonyo South District, Kaduna state.
(iv) To know the constraints of applying ICT teachiong and learning of English language ein secondary schools in Kaduna state.
(v) To justify the fact that lack of knowledge of ICT by English language teachers is one of the major constraints in the use of ICT in teaching and learning of English language in secondary schools.
(vi) To evaluate the possible strategies for improving the use of e-learning materials in secondary schools.
1.4 RESEARCH QUESTIONS
i. How can one evaluate English languageteachers’ attitude towards ICT use in the implementation of English languagecurriculum in selected secondary schools in Rachuonyo South District, Kaduna state?
ii. What are the students’ attitude towards ICT use in the implementation of English languagecurriculum in selected secondary schools in Rachuonyo South District, Kaduna state?
(iii) What are the constraints involve in applying ICT teachiong and learning of English languagein secondary schools in Kaduna state?
(v) Is lack of knowledge of ICT by English languageteachers is one of the major constraints in the use of ICT in teaching and learning of English languagein secondary schools?
(V) What are the possible strategies for improving the use of e-learning materials in secondary schools?
1.5 REARCH HYPOTHESIS
H0: One cannot evaluate English languageteachers’ attitude towards ICT use in the implementation of English languagecurriculum in selected secondary schools in Rachuonyo South District, Kaduna state.
H1: One can evaluate English languageteachers’ attitude towards ICT use in the implementation of English languagecurriculum in selected secondary schools in Rachuonyo South District, Kaduna state.
H0:There are no significant relationship between students’ attitude and ICT use in the English language in selected secondary schools in Rachuonyo South District, Kaduna state?
H0: There are no constraints involve in applying ICT teachiong and learning of English languagein secondary schools in Kaduna state.
H1: There are a lot constraints involve in applying ICT teachiong and learning of English languagein secondary schools in Kaduna state.
H0: Lack of knowledge of ICT by English languageteachers is not one of the major constraints in the use of ICT in teaching and learning of English languagein secondary schools.
H1: Lack of knowledge of ICT by English languageteachers is one of the major constraints in the use of ICT in teaching and learning of English languagein secondary schools.
1.6 SIGNIFICANCE OF THE STUDY
This research work centered on the constraints to effective use of ICT in teaching and learning of English languagein secondary schools in Kaduna stateThis topic is of major interests which will benefit the entire public, students, researchers, lecturers and so on.
1.7 SCOPE OF THE STUDY
This research work centered on constraints to effective use of ICT in teaching and learning of English languagein secondary schools in Kaduna state.
1.8 LIMITATION OF STUDY
Despite the limited scope of this study certain constraints were encountered during the research of this project. Some of the constraints experienced by the researcher were given below:
i. TIME: This was a major constraint on the researcher during the period of the work. Considering the limited time given for this study, there was not much time to give this research the needed attention.
ii. FINANCE: Owing to the financial difficulty prevalent in the country and it’s resultant prices of commodities, transportation fares, research materials etc. The researcher did not find it easy meeting all his financial obligations.
iii. INFORMATION CONSTRAINTS: Nigerian researchers have never had it easy when it comes to obtaining necessary information relevant to their area of study from private business organization and even government agencies. English languageteachers in secondary schools in Kaduna state find it difficult to reveal their internal operations. The primary information was collected through face-to-face interview getting the published materials on this topic meant going from one library to other which was not easy.
Although these problems placed limitations on the study, but it did not prevent the researcher from carrying out a detailed and comprehensive research work on the subject matter.
1.9 DEFINITION OF TERMS
Education: Education is a complex social undertaking, and there is no easy way to analyze the many dimensions of the policies involved. Nonetheless, we can begin with the simple characterization of higher education as a process involving the allocation and use of available resources to achieve certain instructional, social and/or economic objectives
“Computer literacy” : “Computer literacy”is a commonly used term in the business world, but it is not precisely defined. Computer literacy, in general, is being knowledgeable about the computer and its applications (Rochester & Rochester, 1991). Such knowledge appears to have two dimensions: conceptual, and operational (Winter, Chudoba, & Gutek,1997). The conceptual dimension includes an understanding of the inner workings of a computer or general computer terminology.
Literacy: Literacy means the ability to read and write.6 In this study, the term “literacy” is the ability to read programs and instructions. Teachers. A teacher is a person employed in an official capacity for the purpose of giving instruction to students in an educational institution, whether public or private.
Competence : In this study, “competence”, refers to the ability of high school teachers to apply their teaching skills, classroom management skills, and evaluation skills in the field of teaching. Computer. Is an electronic device capable of interpreting and executing programmed command for input, output
Computer-assisted instruction” (CAI): Computer-assisted instruction” (CAI) refers to instruction or remediation presented on a computer. Many educational computer programs are available online and from computer stores and textbook companies. They enhance teacher instruction in several ways.
Computer assisted instruction involves using computer technology in order to teach. This can be used by a teacher in addition to lecture.
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THE INFLUENCE OF READING NEWS MAGAZINE ON THE SPELLING OF ENGLISH WORDS BY SECONDARY SCHOOL STUDENTS
ABSTRACT
This study aid at find out whether reading news magazine aid the spelling of English words by secondary school students. Many students struggle with spelling pronunciation but with aid of magazine reading they can spell word in English language. As students go through secondary school, those students need to develop reading skill that will help improve their vocabulary skills. Once students are able to develop these skills, those students will be able to recognize words quicker and spell them fluently. A questionnaire was used for the data collection. The data collected were analyzed quantitatively with the use of Statistical Package for Social Science (SPSS). Figures and tables were used to present the results of findings. From the total of 1052 copies of questionnaire distributed, 1000 copies, representing 95.0% were filled and returned. The findings showed that majority of the respondents acknowledge the importance of reading, 81.9% of the respondents neither read novel nor fiction within the last two semesters while 62.0% of the respondents only read for the purpose of passing examination. The study confirmed that reading magazines has influence on the spelling of English words. The study recommended that teachers should continue to focus on spelling in their curriculum due to the fact of how closely related spelling ability is with reading magazine fluently and reading magazine. Some teachers feel that spelling is not an essential component in the curriculum. Doing some research, spelling is a critical element not only in reading magazine fluently and comprehension, but also across the curriculum in all subject areas.
CHAPTER ONE
1.0 INTRODUCTION
1.1 BACKGROUND OF THE STUDY
Reading is a well-planned and deliberate pattern of study which has attained a form of consistency on the part of students toward understanding spelling of an English words. Reading determine the academic achievements of students to a great extent. Students often come from different environments and localities with different levels of understanding. Therefore, they differ in the pattern of reading. While some students have good reading of magazines, others tend to exhibit poor reading.
A creative and pragmatic education involves the habit of personal investigation. The act of personal investigation requires self-study to be followed by self-thinking and analysis. Self-study, otherwise referred to as reading at one’s own accord, requires a habit, which is known as reading magazines. Reading makes way for a better understanding of one’s own experiences and it can be an exciting voyage to self-discovery. “Reading magazines is best formed at a young impressionable age in school, but once formed it can last one’s life time (Green, 2001).
Reading of magazine is essential to know whether child is gifted, average, normal or backward etc, should be educated in his or her own way but if he or she possesses good study reading habits, he or she can spell every word in English fluently. It is the reading which help the student in obtaining meaningful and desirable knowledge. Good reading act as a strong weapon for the students to excel in life (Bashir & Mattoo, 2012).
According to Palani (2012), reading magazines is an essential and important aspect for creating a literate society in this world. It shapes the personality of individuals and it helps them to develop proper knowledge of word formation, spelling, thinking methods, and creates new ideas. However, the developments in the Mass Media, had continued to influence interest in reading (hard copy of literatures such as…) books, magazines and journals, among others.
Palani (2012) is of the opinion that, effective reading magazines is important avenue of effective learning and reading is interrelated with the total educational process and hence, educational success requires successful reading magazines by child learners to improve spelling skills. He believes reading is the identification of the symbols and the association of appropriate meaning with them. It requires identification and comprehension.
News reading skills help the student to understand the meaning of words in isolation and in context. Before the advent of the magazines, both the young and the old found enough time to read. Apart from teachers, other professionals used to spend their leisure time in reading both English and vernacular literature. English medium schools almost always demanded extra reading from their students. But all these have become
a thing of the past.
Palani (2012) further added that, nowadays, learning of word spellings has lost its importance as both the young and the old are glued to magazines. As far as educational institutions are concerned, coaching students for the examinations seems to be the be-all and end-all of our educational system. A lot of researchers like Ogbodo (2002), Bhan & Gupta (2010), and Singh (2011) have done work on reading, especially how it effects the students studying habits, word formation of spellings of English words.
Much about spelling is puzzling. Our society expects that any educated person can spell, yet literate adults commonly characterize themselves as poor spellers and make spelling mistakes. Many children have trouble spelling, but we do not know how many, or in relation to what standard, because state accountability assessments seldom include a direct measure of spelling competence. Few state standards specify what, exactly, a student at each grade level should be able to spell, and most subsume spelling under broad topics such as written composition and language proficiency. State writing tests may not even score children on spelling accuracy, as they prefer to lump it in with other “mechanical” skills in the scoring rubrics.
Nevertheless, research has shown that learning to spell and learning to read rely on much of the same underlying knowledge— such as the relationships between letters and sounds— and, not surprisingly, that spelling instruction can be designed to help children better understand that key knowledge, resulting in better reading (Ehri, 2000). Catherine Snow et al. (2005, p. 86) summarize the real importance of spelling for reading as follows: “Spelling and reading build and rely on the same mental representation of a word. Knowing the spelling of a word makes the representation of it sturdy and accessible for
fluent reading.”
Ehri and Snowling (2004) found that the ability to read words “by sight” (i.e. automatically) rests on the ability to map letters and letter combinations to sounds. Because words are not very visually distinctive (for example, car, can, cane), it is impossible for children to memorize more than a few dozen words unless they have developed insights into how letters and sounds correspond. Learning to spell requires
instruction and gradual integration of information about print, speech sounds, and meaning—these, in turn, support memory for whole words, which is used in both spelling
and sight reading.
Teachers identify a group of words at the beginning of the week, possibly give a pretest, have students practice the words throughout the week, and test the students on the words at the end of the week. Therefore, trying to determine the best and most effective way to teach spelling is essential.
The development of this research is to present a theoretical model integrating identification between the ability to spell with reading magazine fluently and reading magazine. The stages of spelling development are incredibly similar to the stages of reading development. Invented spelling actually provides a snapshot of what children know about letters and sounds. The reason why spelling helps reading is that spelling instruction helps to cultivate students’ knowledge of the alphabetic system that benefits processes used in reading (Ehri, 1997).
Teaching students how to read and how to spell should be done simultaneously. This is a special ingredient to promote and develop the meaningful integration of word recognition, accuracy, fluency, and expressiveness is rhyming poetry (Rasinski, Rypley, & Nichols, 2008). Why? Common spelling patterns, such as word families, have consistent pronunciations. Knowing several word families can help readers partially decode thousands of words in which these word families regularly appear (Rasinski, Rypley, & Nichols, 2008). Constructivist Theories suggest a close association between spelling ability and reading magazine fluently and reading magazine, which proposes research questions to consider.
Research also bears out a strong relationship between spelling and writing: Writers who must think too hard about how to spell use up valuable cognitive resources needed for higher level aspects of composition (Singer and Bashir, 2004). Even more than reading, writing is a mental juggling act that depends on automatic deployment of basic skills such as handwriting, spelling, grammar, and punctuation so that the writer can keep track of such concerns as topic, organization, word choice, and audience needs. Poor spellers may restrict what they write to words they can spell, with inevitable loss of verbal
power, or they may lose track of their thoughts when they get stuck trying to spell a word.
But what about spell check? Since the advent of word processing and spell checkers, some educators have argued that spelling instruction is unnecessary.
It’s true that spell checkers work reasonably well for those of us who can spell reasonably well—but rudimentary spelling skills are insufficient to use a spell checker. Spell checkers do not catch all errors. Students who are very poor spellers do not produce the close approximations of target words necessary for the spell checker to suggest the right word. Montgomery, Karlan, and Coutinho (2001) reported that spell checkers usually catch just 30 to 80 percent of misspellings overall (partly because they miss errors like here vs. hear), and that spell checkers identified the target word from the misspellings of students with learning disabilities only 53 percent of the time.
Clearly, the research base for claiming that spelling is important for young children is solid: Learning to spell enhances children’s reading magazine and writing. But what about middle-school students? Does continued spelling instruction offer any added benefits? Here the research is sparse indeed. Yet, the nature of the English language’s spelling/writing system provides reason to believe that there would be significant benefits to older students from allocating a small amount of time to continued, appropriate spelling instruction. In addition to continuing to learn the rules of spelling, students can develop a deep understanding of English by studying the meanings of roots, prefixes, and suffixes; families of related words; the historical development of the English language; and words’ language of origin.
It’s very likely that this sort of word study (in addition to being intrinsically interesting to many students) would support vocabulary development and facilitate reading magazines by enabling students to view any new word from the angles of sound, meaning, language of origin, and syntax. As a result, students would be more likely to be able to figure out the new word’s meaning as well as how to spell it and how to use it with precision. Those of us who can spell reasonably well take for granted the role that spelling plays in daily life. Filing alphabetically; looking up words in a phone book, dictionary,
or thesaurus; recognizing the right choice from the possibilities presented by a spell checker; writing notes that others can read—and even playing parlor games—are all dependent on spelling.
In a literate society, conventional spelling is expected and anything beyond a few small errors is equated with ignorance and incompetence. In fact, the National policy on education (2005) reported that 80 percent of the time an employment application is doomed if it is poorly written or poorly spelled. Why does spelling appear on the one hand to be simple, something any reasonably intelligent person should be able to do, but on the other hand, cause so many students academic grief?
How can spelling be taught so that it will support reading instruction as well as help students understand how the spelling system works and see the ways in which spelling is predictable? This article attempts to answer both of these questions by first exploring the nature of the English language’s writing/spelling system and, second, by outlining the key content that students should master in kindergarten through seventh grade.
1.2 STATEMENT OF THE PROBLEM
The problem most students have that contributes to their poor performance in tests and examinations is lack of proper reading which contributed to wrong spelling and sound pronunciations. For an excellent performance, there is the need for the student to form good reading magazine and study habits. At present, due to the influence of the magazines, students do not show much interest in reading books; magazines and journals, among others (Palani, 2012). Even the cankerworm of examination malpractices may be traceable to the prevalent poor reading interests and habits among the wide spectrum of students. In addition, the by-products of scientific and technological inventions and innovations have also contributed greatly to the dwindling fortunes of the good practice of reading among majority of the students.
Today, many students prefer to watch movies and other shows on the television, listening to audio-CDs, watching video-CDs, among others Issa (2012). Many parents and teachers complain about students of our generation who have not developed reading among themselves. Officials of the West African Examinations Council and teachers of English complain of the kind of English written by today’s generation of students (WAEC, 2008). The net result is the poor performance of many students in final examinations. One of the many issues confronting students nowadays is perhaps, not their inability to read but their lack of interest. From the assertion above, the work was conducted to examine the reading among students and the effects on their academic performance in tertiary institutions, specifically among students in secondary schools in Nigeria.
Students who struggle with beginning reading benefit from instruction that emphasizes and strengthens both phonological awareness and alphabetic understanding (Coyne, Santoro, & Simmons, 2006). Much has been learned about reading magazine and the underlying cognitive processes that are associated with success or struggle in acquiring literacy. For example, there is strong support for the link between phonological processing skills and the development of reading (Christo & Davis, 2008).
When students’ reading magazine fluently and comprehension levels are much lower than the average of the class, the ability to spell may play a leading role in the lack of reading magazine fluently and comprehension.
Additionally, the world has become so much more technology related and because of this, students tend to rely on computers with spell check. These students consider spelling less of a priority due to all of the technology in the world today. In most cases, spelling is taught the same way in most elementary classrooms.
Most secondary school students’ essays are rife with several spelling errors, many of which have become embarrassing to both the teachers and the students. The O’level English Language paper 1 (Essay writing) has constituted a major source of students’ failure in English language as a result of students’ inability to spell English words in flawless writings. A whole ten (10) marks allotted to Mechanical Accuracy (M.A) is lost as a result of spelling and other mechanical errors.
It seems there is no conscious and deliberate effort on the part of teachers and even researchers to address this problem. There is paucity of studies in this area. Students often encounter problems spelling English words and there seem to be little or no effort at helping them overcome this problem. This study therefore attempted to identify this problem with a view to analysing it and suggesting solutions to the problem.
1.3 OBJECTIVES OF THE STUDY
1. To identify a guide to reading news magazines and the spelling of English words.
2. To examine reading news magazines and the spelling of English words.
3. To find out whether improvements in spelling skills increase reading magazine fluently.
4. To examine the effects of reading magazines on spelling of English words.
1.4 RESEARCH QUESTION
1. What are the guides to reading news magazines and the spelling of English words?
2. Does reading news magazines aid the spelling of English words?
3. Can improve spelling skills increase reading magazine fluently?
4. Does reading magazines effect spelling of English words?
1.5 RESEARCH HYPOTHESES
H0: Reading news magazines does not aid the spelling of English words.
H1: Reading news magazines aid the spelling of English words.
1.6 SIGNIFICANCE OF THE STUDY
The present study intends, among other few studies in the same field to investigate the influence of reading news magazine on the spelling of English words by secondary school students. The importance of this study stems out from the importance of English language itself, especially in Nigeria. English language is the language of research, and a means of instrumental of a living. Moreover, it is the tool of science and technology and also, means of communication with other nations.
Therefore, the significance of this study is due to the importance of correct pronunciation and spelling. Anyone who spells correctly, writes correctly and s/he reads
correctly. This study is attempted to find the factors causing spelling problem for those, who work in the field of teaching English as a foreign or second language to avoid spelling error and to find solution to this problem.
Also, it is useful to the teachers of English so as to be aware of the expected areas of difficulties and how they can address them, considering the method that help students
to deal with them. Also, useful for inspectors, who can use the results in field work to draw teacher’s attention to tackle English sounds as carefully and seriously for the benefit of students and for reinforcing spelling.
1.7 SCOPE OF THE STUDY
The scope of this study is the influence of reading news magazine on the spelling of English words by secondary school students.
1.8 LIMITATION OF THE STUDY
As the case usually is, there are certain limitations the researcher will be faced with in the cause of this work. One is in the area of finance which might have a direct consequence on the quality of suitable materials. Apart from finance, also considering the fact that research work of this nature are often done within a time frame. The study therefore can not be exhaustive in it’s entirety. However, it is hoped that these constraints so named, will be checked mated by making the best use of the materials we have and spending more than the necessary time in the research work, therefore, we strongly believe that despite these constraint, it’s effect on this research report will be minimal.
1.9 DEFINITION OF TERMS
Reading: Reading is the ability to understand words contained in a document and make use of the knowledge for personal growth and development (Dadzie, 2008). This implies making meaning out of recorded information either printed or non-printed in the life of an individual. People read for different reasons and purposes, some of which include for pleasure, leisure, relaxation, information and for knowledge.
Vocabulary: Vocabulary can be defined as ” words we must know to communicate effectively; words in speaking (expressive vocabulary) and words in listening (receptive vocabulary)” (Neuman&Dwyer, 2009, p. 385). Hornby (1995)defines vocabulary as ”the total number of words in a language; vocabulary is a list of words with their meanings”. While Ur (1998)states: “Vocabulary can be defined, roughly, as the words we teach in the foreign language.
Spelling. A crucial component of successfully expressing oneself in written communication (Davenport, Erion, Hardy, Rodax, & Scholl, 2009).
Fluency. Speed, prosody, and accuracy in reading connected magazine (Higgins & Raskind, 2004).
Phonemic awareness. A burgeoning awareness that a word is made up of segments of sound (Tangel & Blachman, 1992).
Automaticity. Rapid, automatic naming of single words (Higgins & Raskind, 2004).
Phonological awareness. Explicit knowledge of our language’s sound system (Coyne, Santoro, & Simmons, 2006).
Alphabetic understanding. Knowledge of the relationship between the letters of written language and the individual sounds of spoken language (Coyne, Santoro, & Simmons, 2006).
Orthographic learning. The process whereby words’ spelling patterns are committed to memory such that they can be retrieved automatically rather than decoded from grapheme-phoneme correspondences (Corley, DeFries, Hulslander, Olson, Wadsworth, & Willcutt, 2008).
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Study Habits and English Learning Achievement of Vocational High School Students in Samarinda
Abstract
The process of students’ learning involves many factors, and one of which is study habits. This important factor in the learning process has the potential to influence students’ learning achievement. Therefore, this present study aimed to investigate the correlation between study habits and English learning achievement of the first-grade students of a state vocational school – SMKN 12 in Samarinda. This study employed a quantitative research method with correlational design. Sixty five students were selected as sample using the purposive technique. The instruments used to collect data included the Study Habits Inventory and documents (i.e. the students’ English midterm scores) as the students’ English learning achievement. Descriptive statistics and Pearson Product Moment Correlation were used to analyze the data. The result indicated that there was a positive correlation between study habits and English learning achievement. Therefore, it can be concluded that the better the students’ study habits, the higher their learning achievement.
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SCHOOL FACILITIES AND STUDENT PERFORMANCE IN ENGLISH LANGUAGE IN PUBLIC SECONDARY SCHOOLS
CHAPTER ONE
INTRODUCTION
1.1 Background
The relationship between school facilities and student performance has been a subject of considerable interest in the field of education. The physical environment of a school, including its infrastructure, classrooms, libraries, laboratories, and other facilities, plays a crucial role in shaping the learning experience of students. Public secondary schools, as vital components of the educational system, are expected to provide a conducive atmosphere for learning that supports academic achievement.
One subject of specific interest within the broader context of student performance is the impact of school facilities on students’ proficiency in English language. English language proficiency is a critical skill for students as it underpins their ability to access and excel in various academic disciplines, communicate effectively, and participate in the global workforce. The quality and adequacy of school facilities can significantly influence the learning outcomes in English language.
1.2 Problem Statement
The condition and adequacy of school facilities in public secondary schools have been a subject of concern in many educational systems. Limited resources, overcrowded classrooms, outdated facilities, and inadequate maintenance can all impact the quality of education and, in turn, influence student performance. Within this context, the specific problem to be addressed in this study is:
“What is the relationship between school facilities and student performance in English language in public secondary schools?”
Understanding this relationship is essential to identify potential challenges and opportunities for improvement in public secondary education systems, especially in the context of English language education.
1.3 Objectives of the Study
The primary objectives of this research are as follows:
To examine the condition and adequacy of school facilities in public secondary schools.
To assess the current levels of student performance in English language in public secondary schools.
To explore the potential relationship between school facilities and student performance in English language.
To identify factors that may mediate or moderate the relationship between school facilities and student performance.
To provide recommendations for improving school facilities and enhancing student performance in English language in public secondary schools.
1.4 Significance of the Study
This research holds significance for various stakeholders, including educational policymakers, school administrators, teachers, students, and parents. The findings of this study can inform decision-making and educational policy formulation. The significance of this research lies in the potential to:
Enhance the learning environment for students in public secondary schools.
Improve the quality of English language education in public secondary schools.
Support students in achieving better academic outcomes.
Promote the effective allocation of resources and investments in school facilities.
1.5 Scope of the Study
This study focuses on the relationship between school facilities and student performance in English language in public secondary schools. It examines the condition and adequacy of school facilities, the current levels of student performance, and explores potential correlations and factors that may influence this relationship. The research will encompass public secondary schools within a specific geographic area or jurisdiction, ensuring a manageable scope for data collection and analysis.
1.6 Organization of the Thesis
The thesis is structured into the following chapters:
Chapter Two: Literature Review – This chapter will provide an in-depth review of existing literature on the relationship between school facilities and student performance, with a focus on English language education.
Chapter Three: Research Methodology – This chapter will outline the research methods and approaches used in investigating the relationship between school facilities and student performance.
Chapter Four: Data Analysis and Findings – This chapter will present the research findings and their analysis, drawing upon the collected data.
Chapter Five: Discussion, Conclusion, and Recommendations – This final chapter will discuss the implications of the findings, draw conclusions, and provide recommendations for enhancing school facilities and student performance in English language in public secondary schools.
1.7 Summary
This chapter has introduced the research topic, highlighted its significance, outlined the problem statement, and elucidated the objectives and scope of the study. The subsequent chapters will delve deeper into the complex relationship between school facilities and student performance, providing insights, data analysis, and recommendations for improvement in public secondary education systems.
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]]>BEFORE YOU READ THE ABSTRACT OR CHAPTER ONE OF THE PROJECT TOPIC BELOW, PLEASE READ THE INFORMATION BELOW.THANK YOU!
INFORMATION:
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USE OF INSTRUCTIONAL MATERIALS FOR EFFECTIVE TEACHING AND LEARNING OF ENGLISH LANGUAGE
CHAPTER ONE
INTRODUCTION
1.1 BACKGROUND OF THE STUDY
The influence of instructional materials in promoting students’ academic performance and teaching and learning in educational development is indisputable. The teaching of English language in Nigerian secondary schools needs to be properly handled. The materials used by teachers to teach and drive home their subject points at the primary and secondary school levels of our education system is incontrovertibly a paramount issue in practical classroom interaction and successful transfer of knowledge from the teacher to the learners. Instructional materials are materials which assist teachers to make their lessons explicit to learners. They are also used to transmit information, ideas and notes to learners (Ijaduola 1997). Instructional materials include both visuals and audiovisuals such as pictures, flashcards, posters, charts, tape recorder, radio, video, television, computers among others. These materials serve as supplement to the normal processes of instruction.
English Language is an important and fundamental subject that must be credited by students before gaining admission into any tertiary institution. The importance and technicality of this subject makes it necessary that relevant instructional materials should be used to teach it to the learners.
This fact is supported by Macaulay (1989) who asserts that visual aids make lesson come alive and help students to learn better. It is against this background that this study attempts to examine the extent to which the utilization of instructional materials could advance junior secondary school students performance in English language.
Poor academic achievement in English Language could be attributed to many factors among which teacher’s strategy itself was considered as an important factor. This implies that the mastery of English Language concepts might not be fully achieved without the use of instructional materials. The teaching of English language without instructional materials may certainly result in poor academic achievement. Franzer , Okebukola and Jegede (1992) stressed that a professionally qualified English teacher no matter how well trained, would unable to put his ideas into practice if the school setting lacks the equipment and materials necessary for him or her to translate his competence into reality.
Bassey (2002) opined that art of teaching is resource intensive, and in a period of economic recession, it may be very difficult to find some of the electronic gadgets and equipment for the teaching of English language in schools adequately. A situation that is further compounded by the galloping inflation in the country and many at times, some of the imported sophisticated materials and equipment are found expensive and irrelevant; hence the need to produce materials locally.
Obioha (2006) and Enuguleye (2002) reported that there were inadequate resources (Teaching aids inclusive) for teaching in most secondary schools in Nigeria. They further stated that the available ones are not usually in good conditions. There is the need therefore, for improvisation. Adebimpe (1997) and Daramola, (2008) however noted that improvisation demands adventure, creativity, curiosity and perseverance on the part of the teacher, such skills are only realizable through well-planned training programme on improvisation.
1.2 STATEMENT OF THE PROBLEM
The art of teaching is fundamentally concerned with passing ideas, skills and attitude from the teacher to the learner. In Nigeria, for example experience has shown that spoken words alone in the communication of ideas are grossly ineffective and inefficient in producing desired learning outcomes. Every year, when the results of public examination are released, there has always been mass failure in English language. The reason for this could be ascribed to the fact that teaching English language as a second language (ESL) in Nigeria pose serious problem of comprehension to students.
The effects of mother tongue interference also poses challenges to learners, this subject cannot be taught effectively without the use of relevant instructional materials to make the learning practical rather than purely theoretical.
On the foregoing, Mutebi and Matora (1994) have emphasized the effect of instructional materials utilization on teaching and learning. According to them, we learn and remember 10% of what we hear 40% of what we discuss with others and as high as 80% of what we experience directly or practice. However, the questions here are: does the use of instructional materials really influence students’ academic performance? Is teaching effectiveness enhanced by the use of instructional materials? Could students’ learning be advanced by the use of instructional materials? Finding answers to these questions and more summarizes the entire problem of this study.
1.3 PURPOSE OF THE STUDY/OBJECTIVES
The purpose of this study is to examine the effects of instructional materials on the teaching and learning of English language in junior secondary school students in Nigeria.
The objectives of this study are:
1.4 RESEARCH QUESTIONS
In order to achieve the objectives of this study, the following research questions were raised to guide the investigation:
1.5 SIGNIFICANCE OF THE STUDY
The use of instructional materials gives the learner opportunity to touch, smell or taste objects in the teaching and learning process. Consequently, knowledge passed unto the students at different levels of educational instructions should be well planned and properly allied with relevant instructional materials for clarity and comprehensibility. Hence the significance of this study to the students, teachers, curriculum planners, educational system and the society at large. To the students, the effective use of instructional materials would enable them to effectively learn and retain what they have learnt and thereby advancing their performance in the subject in question. This is because according to Nwadinigwe (2000), learning is a process through which knowledge, skills, habits, facts, ideas and principles are acquired, retained and utilized; and the only means of achieving this is through the use of instructional materials. The study would help enhance teachers’ teaching effectiveness and productivity. This is in line with assertion of Ekwueme and Igwe (2001) who noted that it is only the teachers who will guarantee effective and adequate usage of instructional materials and thereby facilitate success.
Consequently a teacher who makes use of appropriate instructional materials to supplement his teaching will help enhance students’ innovative and creative thinking as well as help them become plausibly spontaneous and enthusiastic. Oremeji (2002) supportively asserts that any teacher who takes advantage of these resources and learns to use them correctly will find that they make almost an incalculable contribution to instruction. He further says that instructional materials are of high value in importing information, clarifying difficult and abstract concepts, stimulating thought, sharpening observation, creating interest and satisfying individual difference.
The study is also significant to the educational system and society at large. This is because when teachers solidify their teaching with instructional materials and the learners learn effectively, the knowledge acquired will reflect in the society positively. Students will be able to understand the functioning of the economy, interpret government’s economic policies and activity and perform economically better in the choice of life and work.
1.6 Research Hypothesis
H0: Instructional materials does not have a significant effect on the academic performance in English language in secondary school
H1: Instructional materials have a significant effect on the academic performance in English language in secondary school
H0: There is no relationship between instructional materials and academic performance in English language in secondary schools
H1: There is a relationship between instructional materials and academic performance in English language in secondary schools
HOW TO RECEIVE PROJECT MATERIAL(S)
After paying the appropriate amount (#5,000) into our bank Account below, send the following information to
08068231953 or 08168759420
(1) Your project topics
(2) Email Address
(3) Payment Name
(4) Teller Number
We will send your material(s) after we receive bank alert
BANK ACCOUNTS
Account Name: AMUTAH DANIEL CHUKWUDI
Account Number: 0046579864
Bank: GTBank.
OR
Account Name: AMUTAH DANIEL CHUKWUDI
Account Number: 3139283609
Bank: FIRST BANK
FOR MORE INFORMATION, CALL:
08068231953 or 08168759420
BEFORE YOU READ THE ABSTRACT OR CHAPTER ONE OF THE PROJECT TOPIC BELOW, PLEASE READ THE INFORMATION BELOW.THANK YOU!
INFORMATION:
YOU CAN GET THE COMPLETE PROJECT OF THE TOPIC BELOW. THE FULL PROJECT COSTS N5,000 ONLY. THE FULL INFORMATION ON HOW TO PAY AND GET THE COMPLETE PROJECT IS AT THE BOTTOM OF THIS PAGE. OR YOU CAN CALL: 08068231953, 08168759420
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THE TRENDS OF STUDENTS PERFORMANCE IN JUNIOR CERTIFICATE EXAMINATION IN ENGLISH EE
CHAPTER ONE
INTRODUCTION
1.1 BACKGROUND OF THE STUDY
The most innovative contribution contained in the national [policy of education (2004) to the development and modernization of Nigerian educational system is in the area of secondary education. The policy prescribed a two tier secondary education lasting for a period of six years. A child is required to spend three years of secondary education in junior secondary school and another three years in the senior secondary school, if a child or the student performs well in both continuous assessment (C.A) and terminal examination.
Jacobs (1985) enunciated that, the most innovative aspect of junior secondary school is the area of curricula activities which consist of broad or general education, practical opportunities and development of scientific talents. The national junior secondary school curriculum for the first three years of secondary education in Nigeria, is an example. It is designed to provide basic intellectual and practical educational knowledge relevant to the Nigerian society. It is also par of the aim of the curriculum to prepare students formally for jobs as well.
The national policy on education (2004) defined secondary education as the education children receive after primary education and before tertiary stage. The main aim of education is for improvement and performance, the performance is to be continuous in the student as for as education is concerned in order that achievements may be reached in the student.
The Longman English Dictionary (2001) defined trends to mean the way a situation is generally developing and changing.
Oluikpe (1981) stated that English is seen as a general language in the sense that it is the language different people from different tongue use as a means of communication especially under the colonization of the British.
According to Ozohili (2007) English language is an Anglo fishian language. It is a member of the Germanic common language in the Elbe river region about 3000 years ago. English language is sometimes described as the global international language in communication, science, business etc. It has become a second language for most of the world without anybody disagreeing to every other language. English language occupies a significant position among all the subjects being taught in all educational institution in Nigeria. Nigeria has taken English language to be its lingua-franca, that is a language generally accepted and used considering its multi tribes. English language is also seen as the most important legacy of the British to Nigeria. It is also pedagogically important as it is the language of instruction in virtually all the levels of education in Nigeria.
Onah (1992) opined that English language enjoys a lot of prestige over other Nigeria languages. A credit in English language has become mandatory for transition form primary to secondary school and from secondary school to tertiary institutions. English bestows some status on whosoever speaks it fluently. Education in Nigeria is synonymous to good command of the language. It is no longer viewed as a temporarily borrowed language but has been accepted as part of our linguistic properly (Ozohili 2007)
Ezendu (2002) defined science as a body of knowledge, which is required through observation and systematic experimentation.
The Columbia encyclopedia (1999) defined science as an accumulated and systematized learning in general usage restricted to natural phenomenon. Integrated science came in Nigeria in 1968, West Africa Examination council (WAEC) asked (STAN) Science Teachers Association of Nigeria to review and improve the syllabus.
Khabela (2002) in Bajah (2005) defined integrated science as an approach to the teaching of science, of which concepts and principles are presented so as to express fundamental unity of scientific thought and avoid premature or undue stress on the unified nature of science, Cohen (2004) had this to say. Integrated science course eliminates the repetition of subject matter form the various sciences and does not recognize the traditional subject boundaries when persistency topics of themes.
Chukwuemeka (1991) states that Nigeria Integrated science is inter-disciplinary, Integrated as well because Nigeria Integrated science is an integration of nature of science. Integrated science Integrated materials development in Nigeria was a deliberate attempt to achieving a specific national design.
1.2 STATEMENT OF THE PROBLEMS
The differential scholastic achievement of students in Enugu North has been and is still a source of concern and research interest to educators, government and parents. This so because of the great importance that education has on the national development of the country. Parents and government are in total agreement that their huge investment on education is not yielding the desired dividend. Teachers also complain of students’ low performance at both internal and external examination. The annual release of Junior secondary certificate examination result conducted by west African examination Council (WAEC) justified the problematic nature and generalization of differential students’ performance in different subjects especially in English language and integrated science (statistics office, WAEC, Enugu Nigeria 2009).
Specifically the study will determine how teacher\s qualification and attitude affect students’ performance.
2. What has helped to enhance or facilitate both good performance and bad performance amongst students
3. How parents and students’ attitude affect academic performance.
1.3 PURPOSE OF THE STUDY
The ultimate purpose of this study is to find the trends that is the continuous development and change in students’ performance in English language and integrated science. Specifically it aims at,
1. Ascertaining to what extent the use of instructional material enhance students performance,
2. Ascertaining the extent teachers qualification and attitude towards teaching and learning can enhance and improve students in schools.
3. Ascertaining how students and parents participation and interest in their children’s academics has helped to improve students’ result.
1.4 SIGNIFICANCE OF THE STUDY
This study is very essential to the extent that;
1. It will help to identify most suggestions for improving achievement of students so far in junior secondary school examination. Students are the future leaders, the need for them to perform well and bring them to the right attitude towards education is the sole responsibilities of the government, teachers, parents, students and the society at large.
2. The information from this research will help the examination bodies and education implementers to measure prospective role of facilitating and adapting ways of improving education.
3. It will help the government to make polices that improved polices towards students continuous development in academics.
4. It will help the teachers to have a good perception towards teaching and learning in the sense that they use the right teaching methods and the use of relevant teaching instruments.
5. To create an awareness to the parents that their contribution in making their children have good reading abilities and study habits.
6. Finally, it will help students have the right reception of themselves on the basis that their dedication and attitude to their studies especially in English language and Integrated Science will not only improve them but expose them to have a better goal for their future.
1.5 SCOPE OF THE STUDY
This study will be restricted to the trends in students performance in junior certificate examination in English language and Integrated Science Enugu North Local Government area, Enugu State.
1.6 RESEARCH QUESTIONS
1. To what extent has the use of instructional material help to enhance good performance of students?
2. To what extent has the teacher’s qualification and attitude affect the students’ performance?
3. To what extent does parents and students attitude affect the academic performance?
HOW TO RECEIVE PROJECT MATERIAL(S)
After paying the appropriate amount (#5,000) into our bank Account below, send the following information to
08068231953 or 08168759420
(1) Your project topics
(2) Email Address
(3) Payment Name
(4) Teller Number
We will send your material(s) after we receive bank alert
BANK ACCOUNTS
Account Name: AMUTAH DANIEL CHUKWUDI
Account Number: 0046579864
Bank: GTBank.
OR
Account Name: AMUTAH DANIEL CHUKWUDI
Account Number: 3139283609
Bank: FIRST BANK
FOR MORE INFORMATION, CALL:
08068231953 or 08168759420