ABSTRACT
This study examines strategies for improving low academic performance in English language in secondary schools in Kaduna 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 Kaduna North 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.
CHAPTER ONE
INTRODUCTION
1.1 Background of the Study
The modern trend in education and the complex nature of learning and instruction have made the role of the teachers more challenging. This new role does not just involve the more transmission of information to students but it involves looking at the problems associated with learning and instruction. The National Policy on Education (NPE, 2004) in Nigeria emphasized that our children should be educated properly so that they can acquire skills and competencies that would enable them function well and solve problems in the society. The accomplishment and realization of these important educational goals in Nigeria lies in the new trend in the educational approaches.
These new approaches to learning and instruction expose the students to conceptualize and effectively manage their own learning and thus reinforce their learning and transfer their training in practical situations. Despite the new approach to learning and instruction, English language at the Senior Secondary School level in Nigeria has been plagued with poor results and low achievements. Annual results from West African Examinations Council (WAEC) reveal woeful performances from the students who have made enrolment for English language examinations a yearly ritual. It is worrisome to note too that the performance of these students has continued to deteriorate year after year. It is understood that if the situation in English Language remains like this, it will affect both the economic and technological growth of the state. This is because a good mastery of English language is mandatory on all students in order to do well in other secondary school subjects. Students who are handicapped in English language are therefore likely to be handicapped in the acquisition of skills in arts and technological related subjects.