THE FACTORS AFFECTING STUDENTS’ ACADEMIC PERFORMANCE IN ENGLISH LANGUAGE IN SENIOR SECONDARY SCHOOL
Background of the Study
The mastery of a subject is determined by the performance of the students in such a subject at a prescribed examination. Any interactive activity between a teacher and the students is expected to produce learning outcomes in the learners. When such an activity failed to produce a change in behaviour (learning) in the learners, then, there is a problem.
According to Ango (2000), students’ poor performance in English Language globally is basically due to lack of involving the students in the teaching learning activities right from the beginning of any new concept to be taught, lack of qualified teachers as well as experiences in teaching and unavailability and insufficiency of materials in the laboratories. The impact of the teachers in the perfonnance of the students is germane. The teachers are the facilitators who are to impact into the students the concepts expected to be learnt.
This laudable objective would not be realized when the students are taught by incompetent teachers. Such teachers would not be able to properly and adequately disseminate the concepts to the students. English Language, being one of the pivotal subjects in technology, its effective teaching must be handled with all seriousness. The competence of the English Language teachers in this regards would be of immeasurable value. One thing is to be well grounded in the conceptual understanding of a subject; another thing is to be well acquitted with the best method to pass the concepts across to the learners for proper comprehension.
But there are various factors affecting teaching and learning of English Language in secondary schools which affect students’ academic performance in English Language.
Fakuade, (2003), students’ academic gain and learning performance is affected by numerous factors including; gender, age, teaching faculty, students schooling, father/guardian social economic status, residential area of students, medium of instructions in schools, tuition trend, daily study hour and accommodation. Many researchers conducted detailed studies about the factors contributing to students’ performance at different study levels. Graetz (2005) suggested “A student educational success contingent heavily on social status of student’s parents/ guardians in the society.
Considine and Zappala (2002) noticed the same that parent’s income or social status positively affects the student test score in examination. Durden and Ellis quoted Staffolani and Bratti, (2002) observed that “the measurement of students previous educational outcomes are the most important indicators of students future achievement.
Lot of studies have been conducted in the area of students achievement and these studies identify and analyze the number of factors that affect the academic performance of the student at school, college and even at university level. Their finding identify students’ effort, previous schooling, parent’s educational background, family income, self-motivation of students, age of student, learning preferences and entry qualification of students as important factors that have effect on student’s academic performance in different setting. The utility of these studies lies in the need to undertake corrective measures that improve the academic performance of graduate students.
It is generally assumed that the students who showed better or higher performance in the starting classes of their studies also performed better in future academic years at degree level. Parent’s socio-economic condition, which includes parents’ academic and professional qualification, revenue and occupational affiliation, is also associated with academic gain of students. The results of many studies confirmed that academic achievement of students is contingent upon parent’s socio-economic condition. So the students belonging to higher social economic backgrounds will perform better than other students associated with low social economic backgrounds. “Social and economical status of student is generally determined by combining parents’ qualification, occupation and income standard” (Jeynes, 2002). Among many research studies conducted on academic achievement, it is not very surprising to observe that socio-economic status is one of the main elements studied while predicting academic performance.
Graetz (2005) conducted a study on socio-economic status of the parents of students and concluded that the socio-economic background has a great impact on student’s academic performance, main source of educational imbalance among students and student’s academic success contingent very strongly on parents’ socio economic standard. Considine and Zappala (2002) also having the same views as Graetz (2005), in their study on the influence of social and economic disadvantage in the academic performance of school students noticed, where the parents or guardians have social, educational and economic advantage definitely strengthen the higher level success in future. It is also noted that these parents make available sufficient psychological and emotional shore up to their children by providing good educational and learning environment that produce confidence and the improvement of skills needed for success.
Statement of the Problem
This study is set out to identify the factors affecting students’ academic performance in English Language in Senior Secondary School. Students’ academic and learning performance is affected by numerous factors including; gender, age, teaching faculty, students schooling, father/guardian social economic status, residential area of students, medium of instructions in schools, tuition trend, daily study hour and accommodation. Effective teaching and learning of English Language has been the concern of stakeholders, parents, government at federal and state level, and depict all effort, how success is still recorded in the performance of secondary schools students every time they sit for English examination on internal and examinations. It was observed that since students of complaint about the how level of English teachers’ commitment in their teaching due to the nonchalant attitude exhibited toward discharged their duties.
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