1.1 BACKGROUND TO THE STUDY
English language as a course holds the key to further academic progress in Nigeria.
To have the opportunity to study any course in the University, Polytechnic or College of Education, a candidate must have obtained a credit in English in the West Africa School Certificate Examination or its equivalents. It is apparent that candidates’ performance in English is on the whole not sufficiently sound to equip them for further studies at the tertiary level. Considering the poor standard of English in our secondary school in lpesi Akoko and the importance roles of English In the academic life of every student, there is therefore an urgent need to improve the level of performance in our schools.
This fact is further made obvious because all candidates must present themselves for an examination in the language. It is also importance to consider the significant of the English Language in our country Nigeria. English is the medium of instruction at all level of our educational institutions. Research has traced the poor performance of students in English language to poor learning and teaching of the subject. There is unseriousness on the pat of most students with regard to the learning of English. This incident is coupled with the bad method of teaching by some English language teachers in our secondary schools more importance at the senior secondary school level.
Furthermore, the government fails most of the time to provide enough funds and learning and teaching facilities in our schools. All these problems seriously affect the teaching and learning of English language and they contribute in no small measure to the poor results at the West African school certificate examinations which is now known as examination that qualifies a candidate for matriculation in any tertiary institutions in Nigeria and other matriculation in any tertiary institutions in Nigeria and other countries in west Africa. English language has often been a problem all over the world and particularly in the countries where it is learnt as a second language.
In some parts of Africa, English language was introduced during the colonial era and particularly by the early while men, who were missionaries, explorers and slave traders. Gradually, the native blacks developed interest in their languages (English) so that they (the native blacks) might be employed to help in the teaching of people in the newly established schools.
Today, English language has been made compulsory in our school system. Local language are some how relegated and are made less important than English in some of the courses in some schools. Yet, our children are often bought up in the mother tongue only to be faced with the problems of learning a second language. In Akoko South East of Ondo State, particularly in lpesi and its environs, their problems of learning English language is so alarming that it has created a lot of hardship and obstacle to the educational progress of many students, for instance, the result of the school certificate examination showed that students fails more in English language than in other subjects. This is a pointer to their poor performance right from their primary school level.
In the light of the above phenomenon, it become imperative to find out the causes of the students abysmal performance in English and consequently to suggest necessary remedies.
1.2 STATEMENT OF PROBLEM
The government agenioces, the public educated elites, educational stakes holders and most importantly, the examination bodies such as West African Examination Council (WAEC), NATIONAL Examination Council (NEDO), General Certificate of Examination (GCE) etc. have come to notice the poor performance of students in English language at the senior secondary school level in lpesi – Akoko in their oral and written English examination which invariably culminates in their incessant mass failure in their final examination.
This problem, as a phenomenon, calls for intensive investigation to known the root causes of this abysmal performance so as to proffer a lasting solution to it.
It is therefore necessary, at this juncture, to interface with the teachers, the students and some of the stakeholders to find out some of the reasons for these problems.
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