ENGLISH LANGUAGE

The study investigated the influence of teachers’ qualification on the effective teaching and learning of English in Isoko South Local Government Area of Delta State. The design adopted for this study was the descriptive survey method Four (4) research question were raised to guide this study: Does teacher’s qualification have any influence on students’ academic performance in Isoko South Local Government Area of Delta State? What impact does teacher’s qualification have on students learning of English Language in Isoko South Local Government Area of Delta State? Does teachers’ qualification influence the type of instructional methods they apply for teaching English Language? Does teacher’s qualification influence their use of instructional materials for teaching English Language? The population of the study consisted of all public senior secondary school students in Isoko South Local Government Area of Delta State. The sample size for this study was a total number of one hundred and thirty four (134) students who were selected using the simple random sampling technique. A structured questionnaire was used to obtain data from respondents. Data collected from the survey was statistically analyzed. After analysis, results were displayed on tables showing frequencies and percentages of responses. From findings of the study, it was revealed that most English teachers are incompetent which in turn affects the academic performance of students. It was also found that a good number of teachers do not make good use of instructional material, modern technological tools and gadgets, varieties of instructional delivery methods, as well as audio-visual resources, students’ academic performance would be improved and enhanced. It was therefore recommended that teachers attend workshops, seminars and other courses in order to equip themselves with new ideas of teaching and as well attain promotion. It was also recommended that government should invest on both teachers and students and make adequate provision for them in all respect.

This study examines strategies for improving low academic performance in English language in secondary schools in Ovia North East Local Government Area of Edo State. Over the years, there has been a consistent decline in students’ performance in English Language. This sordid situation has caused teachers, parents, curriculum experts and
evaluators a serious concern. To carry out this investigation, data were collected from thirty- eight (38) English language teachers randomly from twenty secondary schools in
Ovia North East Local Government Area. Analysis of the data revealed that poorly trained English language teachers, poor instructional delivery, lack of infrastructural facilities, teachers’ attitude toward innovation, and the traditional content/knowledge oriented curriculum were factors associated with students’ low performance in English language. Based on the findings recommendations were made on strategies that will improve the quality of performance in the subject. In this work, data collected in the area of material, facilities and human resources available for teaching the subject, using questionnaire, personal interview and relevant textbooks. Put together, the research questionnaire distributed were forty.

This study examined the Impact of ICT on the Writing Skills of Students In English
Language in Oredo Local Government Area. To address its objectives, the research
formulated three research questions, three objectives and three hypotheses. A sample of
100 respondents was surveyed using questionnaire. Data analysis was conducted using
frequency count and simple percentage. Descriptive statistics revealed that respondents
exhibit diverse perspectives on the influence of social media on writing skills. While a
notable proportion express concerns about its negative impact, a significant majority
acknowledges its potential to moderately improve writing proficiency. This highlights the nuanced relationship between social media use and writing skills development, suggesting both drawbacks and benefits. The integration of ICT, particularly social media, impacts specific aspects of writing differently according to respondents' perceptions. While there is consensus on its positive influence on vocabulary acquisition and idea expression, opinions vary concerning grammar skills enhancement and coherence improvement. This underscores the multifaceted nature of ICT integration in writing instruction. Students' perceptions of the relationship between their social media engagement and formal writing proficiency reveal varying perspectives. While many believe in the positive impact of social media on writing skills, opinions diverge on the correlation between social media usage and formal writing skills. However, there is consensus on the importance of limiting social media time to enhance formal writing proficiency, suggesting a recognition of the need for balance in digital engagement.
The study recommends several actions based on these findings. The study recommends that teachers incorporate digital literacy skills into their curriculum to empower students to navigate social media effectively. Additionally, it suggests integrating technologyenhanced writing activities using social media platforms to engage students in authentic writing experiences. Moreover, the study recommends facilitating reflective practices where students critically assess their social media usage's impact on their writing skills. Finally, it advises providing guidance on time management strategies to help students balance their social media engagement with academic responsibilities.These
recommendations aim to foster responsible digital citizenship, enhance writing skills,
promote self-awareness, and optimize digital engagement for academic and personal
growth

This study investigates the causes of poor performance in English Language among senior secondary school students in Egor Local Government Area of Edo State. English Language plays a vital role in Nigeria’s educational system as it serves as the official language of instruction and communication in schools. Despite its importance, many students continue to record poor academic performance in the subject, particularly in external examinations conducted by bodies such as the West African Examinations Council (WAEC) and the National Examinations Council (NECO). This situation has raised serious concern among educators, parents, and policymakers. The study adopts a descriptive survey research design. Data were collected through questionnaires administered to selected senior secondary school students and teachers in Egor Local Government Area. The findings reveal that several factors contribute to students’ poor performance in English Language, including inadequate teaching methods, lack of qualified English teachers, poor reading culture among students, limited access to learning materials, overcrowded classrooms, and insufficient parental support. The study concludes that the problem of poor performance in English Language among senior secondary students is influenced by both school-related and socio-environmental factors. It therefore recommends improved teaching strategies, provision of adequate instructional materials, recruitment of qualified teachers, encouragement of reading culture among students, and greater involvement of parents in students’ academic development to enhance performance in English Language.