FACTORS MITILATING AGAINST THE EFFECTIVE TEACHING OF ENGLISH IN SELECTED SECONDARY SCHOOLS IN OREDO LOCAL GOVERNMENT AREA OF EDO STATE
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Abstract
This study examines the challenges that hinder the effective teaching and learning
of English language in Senior Secondary Schools within Oredo Local Government Area, Edo State, Nigeria. Despite the widespread recognition of English as a crucial subject in the Nigerian education system, students' performance in English has been consistently poor, as highlighted in the West African Examinations Council (WAEC) reports from 2016 to 2021. This research aims to explore various factors such as administrative challenges, curriculum content, and teacher-related issues that contribute to this problem. The study also investigates the extent to which instructional materials are utilized in the teaching process. The research utilizes a questionnaire distributed to English language teachers in public secondary schools in Oredo Local Government Area to gather data on the challenges faced by teachers, the impact of their qualifications and teaching attitudes, and the use of available instructional materials. The study identifies key barriers such as large class sizes, inadequate teacher training, and limited access to teaching resources. Teacher-related factors, including negative attitudes towards the subject and ineffective teaching methods, also play a significant role in hindering students' interest and performance in English. Based on the findings, the study proposes strategies to improve English language teaching in the region. These include enhancing teacher training programs, improving access to instructional materials, and integrating technology into the classroom to foster a more engaging learning environment. The research aims to provide evidence-based recommendations that can inform educational policies, school administration practices, and teaching methodologies, ultimately improving students' performance and attitude towards English language education in Oredo Local Government Area.
of English language in Senior Secondary Schools within Oredo Local Government Area, Edo State, Nigeria. Despite the widespread recognition of English as a crucial subject in the Nigerian education system, students' performance in English has been consistently poor, as highlighted in the West African Examinations Council (WAEC) reports from 2016 to 2021. This research aims to explore various factors such as administrative challenges, curriculum content, and teacher-related issues that contribute to this problem. The study also investigates the extent to which instructional materials are utilized in the teaching process. The research utilizes a questionnaire distributed to English language teachers in public secondary schools in Oredo Local Government Area to gather data on the challenges faced by teachers, the impact of their qualifications and teaching attitudes, and the use of available instructional materials. The study identifies key barriers such as large class sizes, inadequate teacher training, and limited access to teaching resources. Teacher-related factors, including negative attitudes towards the subject and ineffective teaching methods, also play a significant role in hindering students' interest and performance in English. Based on the findings, the study proposes strategies to improve English language teaching in the region. These include enhancing teacher training programs, improving access to instructional materials, and integrating technology into the classroom to foster a more engaging learning environment. The research aims to provide evidence-based recommendations that can inform educational policies, school administration practices, and teaching methodologies, ultimately improving students' performance and attitude towards English language education in Oredo Local Government Area.
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