CHAPTER ONE

INTRODUCTION

1.1      Background to the Study       

The school activities which centered on teaching and learning were characterized by means of interaction and association using English Language as the dominant acceptable channel for social interaction or communication. The means of communication has become important for the understanding of all lessons or subject regardless of either it is   language or others. This identifies the concept of teaching language across the subjects or the curriculum. In this respect examining the efficiency of teaching and the level of students understanding remain a center of teachers and planners concern. This implies that there must be a way, means of assessing both teachers and students academic activities in schools. One of this means of assessing schools, students, teachers and policies is the research on existing practices or structure of educational policy implementator. It is in the light of this position that this study want to examined students English Language performance in school of Sokoto metropolis. The schools involved are all government public secondary   schools, but one of the schools i.e. is a class preference school going by its nature of preference in society (Mahuta 2007).However these schools are using the same curriculum and  they are under the same National Policy on Education (NPE, 2014). Therefore, assessing their students performance in English language will be important to justify if there is performance differences and why in the schools. Considering the facts

The researcher embarks on this study to compare the performance of students from Usmanu Danfodio University Model Secondary School (UDUMSS) and Government Day Secondary School Runji Sambo (GDSS) in English language. English language which we know is very important to teaching and learning in Nigeria. It is used as a medium of instruction in Schools. Its standard is usually measured in terms of students’ performance in (SSCE) Examinations i.e West African Senior Secondary Certificate Examination (WASSCE) and the National Examination Council (NECO).

It is claimed that student differences could be as a result of poor performance in the language of instruction. Whatever the case might be, it is suggested the situation has accounted for alarming concern by the Teachers, Parents, State Government as well as individuals too.

1.2      Statement of the Problem

It is observed that two public secondary schools can have different students’ academic performance in English language subject. This may be attributed to poor physical facilities, inadequate instructional materials, lack of competent teachers and student phobia for second language this is the challenged to find out the reasons for and how these can be affect students’ performance.

The table 1 below shows the students performance of university model secondary school and Government Day Secondary School in WAEC from 2012-2014.

Table 1: WAEC Result of Two Schools in Sokoto Metropolis 

With the above table it is indicated that there are differences between the Students’ performance of University Model Secondary School and students performance of Government Day Secondary School Runji Sambo. University model

Secondary School always from 2012-2014 records more than 70% pass as compared to Government Day Secondary School.

This academic differences are the factors that remain questionable to the research and therefore prompt to see if is all about the school facilities or personnel values that affects educational performance. Therefore, this differences in academic performance is a factor of concern and this study is interested in establishing factors by examing the reasons for English language academic performance which may include teachers’ competency, students interest etc.

1.3      Objectives of the Study

Specifically, the objectives of the study are as follows;

1.      To find out the differences in English language performance between  Usmanu Danfodiyo University Model Secondary School (UDUMSS) and Government

Day Secondary School Runji Sambo (GDSS).

2.      To find out the level of teachers competency in Usmanu Danfodio University Model Secondary School and Government Day Secondary School Runji Sambo Sokoto.

3.      To identify the possible factors that influences students’ differences in English language in the two schools.

4.      To find out the impact school environment has on students’ performance.

1.4      Research Question

The following research questions emanated from the objectives of the study stated above.

1.      Is there any differences between students performance in the University Model Secondary School and Government Day Secondary School?

2.      Is there any differences between teachers competency in University Model Secondary School and Government Day Secondary School?

3.      Is there differences between factors that influences students performance in University Model Secondary School(UDUMSS) and Government Day Secondary School(GSSS).

4.      Is there any differences between the impact of school environment of Usmanu

Danfodiyo University Model Secondary School (UDUMSS) and Government Day Secondary School (GDSS).

1.5      Significance of the Study

The result of the study will be greatly beneficial to the parents, as it will help them to know reason why their childrens’ performance are different from children in other schools, also it will help them to know their childrens’ performance in English language compared to other students performance in other schools. Hence they will know the role they can play to help their children to perform more outstanding than any student from other school. 

For students, it will also help them to adjust to proper learning of English language and the findings of this research will help to restore their confidence in the classroom and this will sustain their hope for better future.

  English teachers will adopt different methods of teaching e.g descriptive method, discussion method, total physical response method etc. and know the reasons for mass failure in external examination. It will also assist teachers to diagnose the students’ area of difficulties both in English language and other subjects

 Educator, curriculum planner and government of Sokoto State will also benefit from the study.

1.6      Scope and Delimitation of the Study

This study is restricted to only formal type of public secondary schools in Sokoto state metropolis i.e. it is specifically limited to these selected secondary schools in Sokoto i.e. Usmanu Danfodiyo University Model Secondary School (UDUMSS), and Government Day Secondary School (GDSS). The study will however cover 2012 to

2014 academic sessions