Maryjane Joyce NWAGBARA

The study investigated challenges of teaching English language in rural areas using Ikpoba-Okha Local Government Area of Edo State as a case study. The design adopted for this study is the descriptive survey method.

Four (4) research questions were raised for the study. The population of this study consisted of all the secondary school teachers in Ikpoba-Okha Local Government Area of Edo State. A total of sixty (60) teachers were purposively selected as the sample size from eight (8) secondary schools in the LGA. A structured questionnaire was used to collect data from respondents. The research instrument used was validated/ by experts in the Department of Educational Foundations. Data collected from the survey were statistically analysed. After analysis, results were displayed on tables showing frequencies, percentages, mean scores and standard deviations of responses, including the decisions made.

Based on the findings, it was discovered mother tongue interference affects rural students' pronunciation of certain English words and comprehension of English language; there is not enough provision of school facilities for the/ adequate teaching and learning of English Language
in rural areas, etc.

Some recommendations were made afterwards. It was recommended that students should be
made aware of the differences in the phonological, orthographical, vocabulary and grammatical
patterns in English and their mother tongue; government should provide adequate, spacious
classes with adequate equipment and school facilities in order to meet the needs of the learners
and their aspiration, etc.

The stucy investigated challenges of teaching English language in rural areas using Ikpoba-OkhaLocal Government Area of Edo State as a case study. The design adopted for this study is the descriptive survey method. Four (4) research questions were raised for the study. The population of this study consisted of all the secondary school teachers inlkpoba-Okha Local Government Area of Edo State. A total of sixty (60) teachers were prposively selected as the sample size from eight (8) secondary schools in the LGA. A structured questionnaire was used to collect data from respondents. The research instrument used was validated/ by experts in the Department of Educational Foundations. Data collected from the survey were statistically analyzed. Afier analysis, results were display edontables showing frequencies, percentages, mean scores and standard deviations of responses, including the decisions made. Based on the fndings, it was discovered mother tongue interference affects rural students' pronunciation of certain English words and comprehension of English language; there is not enough provision of school facilities for the/ adequate teaching and learning of English Language in rural areas, etc. Some recommendations were made afterwards. It was reconmended that students should be made aware of the differences in the phonological, orthographical, vocabulary and grammatical patterns in English and their mother tongue; government should provide adequate, spacious classes with adequate equipment and school facilities in order to meet the needs of the learners and their aspiration, etc