Factors affecting quality of English

language teaching and learning in

secondary schools in Nigeria
by S.E. Aduwa-Ogiegbaen, E.O.S. Iyamu
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WOW!!! I Just Won the LOTTER! No" Wh#t $O I $O% & #'(ice for lotter)
"inners
1* +est ,ities -or&+l#c. Wo/en
1* "#)s to tell if he0s the one
M, 1#//er tells 2#n.ru3tc) court he c#n0t 3#) 2ills 2ec#use he is 41356 /illion
in 'e2t
7till 1e#() $! r#3 /usic0s ori8in#l 0o(er"ei8ht lo(er0 loses 19* 3oun's #n'
soli'ifies s.ills #s #ctor
This stu') ex#/ine' the f#ctors res3onsi2le for the 3oor :u#lit) of the te#chin8 of
En8lish #s # secon' l#n8u#8e in 3u2lic secon'#r) schools in Ni8eri#5 To 8ui'e the stu')
three rese#rch :uestions "ere 3ose'5 The :uestions ex#/ine' the follo"in8 three
(#ri#2les! ;1< -re:uenc) of the use of instruction#l /e'i#= ;2< -re:uenc) of the use of
instruction#l techni:ues= #n' ;3< The school le#rnin8 en(iron/ent5
A :uestionn#ire "#s 'istri2ute' to 3*** senior secon'#r) school stu'ents #cross the six
8eo3olitic#l >ones in Ni8eri#5 Results re(e#le' th#t En8lish l#n8u#8e te#chers 'o not
fre:uentl) use /o'ern instruction#l technolo8ies #n' (#riet) of te#chin8 techni:ues in
their En8lish l#n8u#8e lessons5 It "#s #lso foun' th#t stu'ents le#rn un'er h#rsh
en(iron/ent? "hich is often ro"')? con8este' #n' nois)5
+A,@AROBN$
Thou8h? /#n) 3eo3le "oul' #8ree th#t there is #n o2ser(#2le f#ll in st#n'#r' of
e'uc#tion in Ni8eri#? no2o') in his "i'est i/#8in#tion "oul' h#(e 2elie(e' th#t
uni(ersit) e'uc#tion in Ni8eri# h#s f#llen to #n #2)s/#ll) lo" le(el #s # Worl' +#n.
stu') c#/e u3 "ith # re3ort th#t uni(ersit) e'uc#tion in Ni8eri# h#s 'e8ener#te' in the
3#st 15 to 19 )e#rs5 The shoc.in8 ne"s "hich "#s re3orte' #s one of the le#' he#'lines
in The Au#r'i#n? one of Ni8eri#0s /#Cor '#il) ne"s3#3ers? "#s 3u2lishe' on the 1Dth of
-e2ru#r)? 2**15 The scre#/in8 he#'line re#'s= EWorl' +#n. re3ort scores Ni8eri#n
8r#'u#tes lo"E The Au#r'i#n Ne"s3#3ers :uote' the Worl' +#n. s3onsore' stu') th#t=
ENi8eri# Bni(ersit) 8r#'u#tes #re 3oorl) tr#ine' #n' un3ro'ucti(e on the Co25555 Ar#'u#te
s.ills h#(e ste#'il) 'eterior#te' o(er the 3#st 'ec#'eE ;35 1<5 Accor'in8 to the re3ort? the
3oor 3erfor/#nce of Ni8eri#n 8r#'u#tes is 3#rticul#rl) e(i'ent in t"o #re#s= 3oor /#ster)
of the En8lish L#n8u#8e #n' l#c. of re:uisite technic#l s.ill5 It "#s #scert#ine' in the
re3ort th#t the 'eficiencies in 2oth (it#l #re#s /#.e Ni8eri#n 8r#'u#tes of the 3#st fifteen
)e#rs unfit for the l#2our /#r.et? #n' so/eti/es the l#r8er societ)5 7hortco/in8s "ere
3#rticul#rl) o2ser(e' in or#l #n' "ritten co//unic#tion? #n' #33lie' technic#l s.ills5
The stu') #lso in'ic#te' th#t # serious 'isconnection exists 2et"een uni(ersit) tr#inin8
#n' the nee's of the l#2our /#r.et #n' this h#s 2een soci#ll) costl) to the countr)5 The
re3ort sho"e' th#t? in /#n) c#ses? e/3lo)ers of l#2our co/3ens#te for insufficient
#c#'e/ic 3re3#r#tion 2) or8#ni>in8 re/e'i#l courses for ne" e/3lo)ees #t 8re#t
ex3enses5 This often incre#se' the co/3#nies o3er#tin8 cost #n' re'uce' 3rofit#2ilit)5
Thou8h the stu') /#) h#(e i'entifie' /#Cor #re#s of the 'ecline in the uni(ersit)
e'uc#tion? the #ctu#l 3ro2le/ /#) h#(e its roots #t the secon'#r) school le(el5 -or it is #t
the secon'#r) school le(el th#t the 3otenti#l un'er8r#'u#te is 8i(en #'e:u#te foun'#tion
in the use of En8lish5 A /#ster) of "ritten #n' s3o.en l#n8u#8e is hi8hl) 'esir#2le? )et
its te#chin8 #n' le#rnin8 is 2eset 2) # /)ri#' of 3ro2le/s #t the secon'#r) school le(el5
;@ol#"ole 1DDF<5
T1E GRO+LEM
M#Corit) of the stu'ents "ho #re #'/itte' into the Bni(ersit) in Ni8eri# h#(e no #/3le
o33ortunit) to stu') En8lish L#n8u#8e #n) /ore? exce3t those "ho #re #'/itte' to stu')
En8lish #n' rel#te' su2Cects such #s lin8uistics #n' liter#ture in En8lish5 Thou8h? #ll
stu'ents #'/itte' into the uni(ersities in Ni8eri# #re encour#8e' to t#.e fe" courses in
the use of En8lish? the content of these En8lish courses #re 8rossl) in#'e:u#te for the
stu'ents to #c:uire re:uisite s.ills in effecti(e use of l#n8u#8e for co//unic#tion #n' for
the 8i(e #n' t#.e of soci#l ex3erience5 In or'er to stu') En8lish #s # secon' l#n8u#8e #n'
2e successful #t it? the stu'ent /ust 2e hel3e' 2) the te#cher to #c:uire s.ills in the four
l#n8u#8e #rts s.ills= n#/el)! 73e#.in8? re#'in8? listenin8 #n' "ritin85
L#n8u#8e is the (ehicle of soci#l inter#ction #n' "e nee' effecti(e l#n8u#8e to function
3ro3erl) in the "or. 3l#ce? soci#l inter#ction? #n' in'ee'? for function#l liter#c)5 It /ust
2e e/3h#si>e' th#t E# 3erson is function#ll) liter#te "hen he h#s #c:uire' the .no"le'8e
#n' s.ills in re#'in8 #n' "ritin8 "hich en#2le hi/ to en8#8e effecti(el) in #ll those
#cti(ities in "hich liter#c) is nor/#ll) #ssu/e' in his culture of 8rou3E ;Ar#)? 1D9D!24<5
In #n #n#l)sis of the senior secon'#r) school certific#te results in En8lish l#n8u#8e
2et"een 1DFF #n' 1DD9? Ol#3oo3o ;1DDF<? in'ic#te' th#t the 3ercent#8e of f#ilure "#s
2et"een 53539H #n' 62561H5
A rich #n' sti/ul#tin8 l#n8u#8e en(iron/ent 'urin8 the e#rl) )e#rs #n' 2e)on' is
essenti#l to the 'e(elo3/ent of (er2#l #n' intellectu#l s.ills necess#r) for l#n8u#8e
le#rnin85 M#lino"s.i ;1DD1<? #sserte' th#t co/3osition "ritin8 is # 'ifficult s.ill to
#c:uire? #n' reco//en'e' therefore? th#t te#chers /ust use # (#riet) of /etho's for
te#chin8 En8lish L#n8u#8e5 Ellis #n' To/lison ;1DF*<? reco//en'e' so/e 2#sic s.ills
to 2e t#u8ht to le#rners so th#t the) c#n "rite ess#)s 3roficientl)5 7uch s.ills inclu'e
s3ellin8? 3unctu#tion? lin8uistic s.ills #n' con(ention of st)le5 Re)ner et #l ;2**1!56<?
#scert#ine' th#t E/#n) 8oo' te#chers #re #'#3ti(e r#ther th#n ri8i' in their #33ro#ch to
te#chin8 chil'ren #n' onl) loosel) 2#se their instruction on # 8i(en /etho'E5 There #re
o''s #8#inst the Ni8eri#n stu'ents in le#rnin8 En8lish5 Trifono(itch ;1DF1< in'ic#te' th#t
# stu'ent is #uto/#tic#ll) 3l#ce' #t # 'is#'(#nt#8e "hen he #lre#') h#s # l#n8u#8e of his
o"n #n' he is #s.e' to le#rn #nother l#n8u#8e5 M#Corit) of secon'#r) school stu'ents in
Ni8eri# #lre#') h#(e (#rious /other ton8ues 2efore the) #re #'/itte' into school5
Ni8eri# is re3ute' to h#(e o(er 25* l#n8u#8es5
With the 3oor 3erfor/#nce of stu'ents #n' 8r#'u#tes in En8lish L#n8u#8e in Ni8eri#?
e'uc#tors? 3#rents? e/3lo)ers #re "orrie' #n' concerne'5 The 3ro2le/ therefore is? "h#t
f#ctors #re res3onsi2le for the 8ener#l 3oor 3erfor/#nce of Ni8eri#n stu'ents in En8lish
#s # secon' l#n8u#8e5
RE7EAR,1 IBE7TION7
The follo"in8 rese#rch :uestions h#(e 2een for/ul#te' to 8ui'e the stu')!
;#< $o secon'#r) school te#chers use instruction#l resources fre:uentl) in te#chin8
En8lish l#n8u#8e%
;2< $o the En8lish L#n8u#8e te#chers use #33ro3ri#te /etho's in te#chin8 En8lish
L#n8u#8e fre:uentl)%
;c< $o secon'#r) school stu'ents in Ni8eri# le#rn En8lish l#n8u#8e in en(iron/ent
con'uci(e to le#rnin8%
MET1O$OLOA
The /#in instru/ents use' for this stu') "ere # :uestionn#ire #n' o2ser(#tion sche'ules5
The rese#rchers 'esi8ne' the :uestionn#ire 2) 8ener#tin8 # list of ite/s? "hich solicite'
stu'ents0 res3onses on te#chin8 str#te8ies? instruction#l resourcesJ/e'i# use' 2) the
te#chers #n' the te#chin8Jle#rnin8 en(iron/ent5 The ite/s in the :uestionn#ire "ere
'eri(e' fro/ liter#ture #n' the rese#rcher0s ex3erience in the fiel'5 The r#n8e of '#t#
collection instru/ents e/3lo)e' incre#se' the rese#rcher0s #2ilit) to ex#/ine the n#ture
#n' fre:uenc) "ith "hich cert#in (#ri#2les occurre' in the rese#rch settin85 The s3ecifics
for e#ch of the t"o '#t# collection instru/ents use' in the stu') #re #s follo"s!
;#< Iuestionn#ire! This instru/ent h#' four sections 'e#lin8 "ith 'e/o8r#3hic ite/s
such #s school t)3e #n' loc#tion= instruction#l resourcesJ/e'i# use' 2) the te#chers
fre:uentl)? /etho's te#chers fre:uentl) #'o3te' for te#chin8 En8lish l#n8u#8e? #n' the
school en(iron/ent5
;2< O2ser(#tion! Rese#rch #ssist#nts "ere tr#ine' to o2ser(e e#ch cl#ssroo/ #n' so/e
cl#ssroo/ 3rocee'in8s 'urin8 #'/inistr#tion of the :uestionn#ire notin8 the fe#tures or
ch#r#cteristics of the le#rnin8 en(iron/ent5
The f#ce (#li'it) of the instru/ent "#s #scert#ine' 2) 3resentin8 the :uestionn#ire to #
8rou3 of referees in the #re#s of e'uc#tion#l 3s)cholo8)? e'uc#tion#l technolo8)? #n'
curriculu/ #n' instruction5 The ex3erts /#'e so/e o2ser(#tions #n' /o'ific#tions on
the ite/s5 The section on instruction#l resources h#' 16 ite/s= the section on te#chin8
techni:ues h#' 1* ite/s? "hile the section on en(iron/ent #lso h#' 1* ite/s5 There "ere
26 ite/s in the :uestionn#ire5
The reli#2ilit) coefficient of the instru/ent "#s c#lcul#te' 2) usin8 ,ron2#ch #l3h# #n'
it "#s foun' to 2e *5F95 The :uestionn#ire "#s #non)/ous in or'er to res3on' to ite/s in
the :uestionn#ire in #ll honest)5 7ections 2 to 4 of the :uestionn#ire "ere Li.ert&t)3e
ite/s5
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GARTI,IGANT7
The 3o3ul#tion of this stu') inclu'e' senior secon'#r) school stu'ents in 3u2lic
secon'#r) schools in the six 8eo3olitic#l >ones of Ni8eri#5 There #re o(er 9 /illion
secon'#r) school stu'ents in Ni8eri# #n' sli8htl) less th#n h#lf of the nu/2er is in senior
secon'#r) school "hile the rest #re in Junior secon'#r) school5 G#rtici3#nts "ere 'r#"n
fro/ senior secon'#r) school stu'ents in 3u2lic schools throu8h # str#tifie' r#n'o/
s#/3lin8 techni:ue5 The countr) "#s str#tifie' #lon8 the six 8eo3olitic#l >ones #n' fi(e
schools "ere r#n'o/l) selecte' fro/ e#ch >one? thus? /#.in8 # tot#l of 3* schools5 -ro/
the thirt) schools? 3*** senior secon'#r) school stu'ents "ere r#n'o/l) selecte' for the
stu')5
RE7EAR,1 $E7IAN
This is essenti#ll) # sur(e) rese#rch utili>in8 # :uestionn#ire 2#se' on the Li.ert&t)3e
r#tin8 sc#le5 The st#tistic#l tests use' for the stu') "ere the /e#n #n' st#n'#r' 'e(i#tion5
The /e#ns "ere use' #s st#tistic#l st#n'#r' 'ue to the confor/it) of st#n'#r' 'e(i#tion
for #ll :uestionn#ire ite/s5
7ince sections + #n' , of the :uestionn#ire Li.ert sc#les co/3rise fi(e&res3onse r#tin8s
of (er) fre:uentl) ;5<? fre:uentl) ;4<? occ#sion#ll) ;3<? sel'o/ ;2<? #n' ne(er ;1<?
res3ecti(el)? # theoretic#l /e#n (#lue of 35* K "#s 'eter/ine' #s # criterion to Cu'8e the
/e#ns of the ite/s in these sections of the :uestionn#ire5 Therefore? #n) ite/ in 2oth
sections "ith # /e#n e:u#l to or hi8her th#n 35* in'ic#tes it "#s fre:uentl) use' for
te#chin8 En8lish L#n8u#8e? "hile ite/ "ith # /e#n less th#n 35* 2ut 2et"een 255 #n'
25DD in'ic#tes it "#s occ#sion#ll) use'5 1o"e(er? #n) ite/ "ith # /e#n less th#n 255 "#s
re8#r'e' #s r#rel) use'5
Ite/s in section $ of the :uestionn#ire h#' four&res3onse r#tin8s of 7tron8l) A8ree?
A8ree? $is#8ree? #n' 7tron8l) $is#8ree5 A theoretic#l /e#n of 255 "#s t#.en #s #
criterion to Cu'8e the /e#ns for the ite/s in th#t section5 Therefore #n) ite/ in section $
of the instru/ent "hich h#' # /e#n e:u#l to or hi8her th#n 255 "#s re8#r'e' #s #8ree
"hile ite/s "ith less th#n 255 "#s re8#r'e' #s 'is#8ree5
Bsin8 for/ul#
L1 2 3 4 5J5M N 35*
$ATA ,OLLE,TION
$ue to the (#st n#ture of the countr)? 1F 'octor#l stu'ents in the -#cult) of E'uc#tion?
Bni(ersit) of +enin? fro/ the six 8eo3olitic#l >ones of Ni8eri# "ere recruite' #n' tr#ine'
for t"o '#)s #s rese#rch #ssist#nts to #'/inister the :uestionn#ire to stu'ents in their
res3ecti(e 8eo3olitic#l >ones5 All the 3*** stu'ents r#n'o/l) selecte' for the stu') "ere
8i(en the :uestionn#ire to ex#/ine their ex3erience "ith the te#chin8 #n' le#rnin8 of
En8lish L#n8u#8e #s "ell #s the con'uci(eness of their school en(iron/ent to effecti(e
le#rnin85 All 3*** co3ies of the :uestionn#ire "ere returne' 3ro3erl) fille'? thus
re3resentin8 1**H return r#te5
In #''ition to the :uestionn#ire? o2ser(#tion "#s #lso use' #s instru/ent for '#t#
collection5 This "#s 'one to #uthentic#te the (er#cit) of #ns"ers 8i(en 2) stu'ents in the
:uestionn#ire5 Accor'in8 to +#22ie ;1D6D! 219<? EThe 8re#test #'(#nt#8e of the fiel'
rese#rch /etho' is the 3resence of #n o2ser(in8? thin.in8 rese#rcher on the scene of the
#ctionE
RE7EAR,1 -IN$INA7
Rese#rch Iuestion 15
$o secon'#r) school te#chers use instruction#l resourcesJ/e'i# fre:uentl) in te#chin8
En8lish L#n8u#8e%
T#2le 1 sho"s th#t onl) fi(e ite/s "ere loc#te' #2o(e the 3re'eter/ine' theoretic#l
/e#n (#lue of 35*5 These #re ch#l.2o#r's? En8lish "or.2oo.s? 3osters? En8lish text2oo.s
#n' 'iction#ries in th#t or'er5 ,h#rts #re use' 2) the te#chers occ#sion#ll)5 All other ite/s
#re r#rel) use'5
Rese#rch Iuestions 2
$o the te#chers use #33ro3ri#te /etho's in te#chin8 En8lish l#n8u#8e fre:uentl)%
Onl) ite/s 1 #n' 9 /et the 3re'eter/ine' theoretic#l /e#n of 35*5 This /e#ns th#t the
lecture /etho' #n' intensi(e re#'in8 of text2oo.s #re the onl) te#chin8 techni:ues
fre:uentl) use' in 3u2lic secon'#r) schools in Ni8eri# for te#chin8 En8lish l#n8u#8e5
The 8rou3 #n' 'e2#te /etho's #re occ#sion#ll) use' "ith /e#ns of 25F2 #n' 2556
res3ecti(el)5
Rese#rch Iuestion 3
$o secon'#r) school stu'ents in Ni8eri# le#rn En8lish l#n8u#8e in en(iron/ent
con'uci(e to le#rnin8%
Me#n scores #n' st#n'#r' 'e(i#tions for #ll ite/s on en(iron/ent#l f#ctors sho"e' th#t
secon'#r) school stu'ents in Ni8eri# 'o not le#rn En8lish L#n8u#8e in en(iron/ent
con'uci(e to effecti(e le#rnin85 The stu'ents #8ree' th#t their schools #re o(ercro"'e'?
th#t the furniture is not co/fort#2le for 3ro3er sittin8 #n' th#t cl#ssroo/s #re "ithout
3ro3er li8htin8 #n' (entil#tion5 The) 'is#8ree' th#t their schools h#(e "ell stoc.e'
li2r#ries? #'e:u#te ch#irs #n' t#2les? #n' #'e:u#te cl#ssroo/s5
Gre(ious
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R77 -ee's
$I7,B77ION
Bse of Instruction#l ResourcesJMe'i#
This stu') h#s re(e#le' the 'o/in#nce of text2oo.s? 'iction#ries? ch#l.2o#r's?
"or.2oo.s #n' 3osters in the te#chin8 of En8lish L#n8u#8e in secon'#r) schools in
Ni8eri#5 Mo'ern /e'i# such #s #u'io #n' (i'eo t#3es? l#n8u#8e l#2or#tories?
3ro8r#//e' texts? fl#sh c#r's? co/3uters? /#8#>ines #n' ne"s3#3er #re r#rel) use'5
These fin'in8s #8ree "ith those of @ol#"ole ;1DDF< "ho foun' th#t the te#chin8 of
En8lish L#n8u#8e is 2e'e(ile' "ith /#n) 3ro2le/s such #s in#'e:u#te 3erio' of
te#chin8? /etho' of te#chin8 #n' l#c. of #'e:u#te #n' useful resources5 Wh#t this /e#ns
is th#t secon'#r) school te#chers in Ni8eri# #re not #lterin8 their instruction#l 3r#ctices in
s3ite of the co/in8 of the ne" instruction#l technolo8ies5 Tr#'ition#ll)? te#chers h#(e
'e3en'e' on text2oo.s #n' the ch#l.2o#r's #s /e'i# for 'isse/in#tin8 .no"le'8e in the
cl#ssroo/5 With the current 3r#ctice 2) En8lish L#n8u#8e te#chers in secon'#r) schools
in Ni8eri#? their stu'ents #re 8re#tl) 'e3ri(e' "ithout #ccess to /o'ern instruction#l
/e'i#5 En8lish L#n8u#8e te#chers in 3u2lic secon'#r) schools in Ni8eri# #re still the
chief 3erfor/ers #n' 'is3ensers of .no"le'8e in the cl#ssroo/5 With the co/in8 of ne"
instruction#l technolo8ies? A#lliher et #l ;1DD5< #sserte' th#t te#chers0 roles #re 2e8innin8
to ch#n8e5 G#ris ;2**2< st#te' th#t the te#chers0 role #s the Es#8e on st#8eE "ho 'is3enses
.no"le'8e "ill shift to # role in "hich te#chers #re f#cilit#tors of le#rnin8 "hen
technolo8) is inte8r#te' into the school curriculu/5 With the #33lic#tion of /o'ern
technolo8) in the cl#ssroo/? instruction c#n 2e /ore stu'ent&centre' #n' in'i(i'u#li>e'5
Bse of Instruction#l Techni:ues
A#lliher et #l5 ;1DD5< st#tes th#t te#chers /ust #ssu/e the role of Eresource 2ro.ersE5 The
i/3lic#tion of this is? th#t te#chers shoul' 2eco/e f#/ili#r "ith # (#riet) of instruction#l
'eli(er) /etho's? r#ther th#n rel) on one E2est "#)E5 The fin'in8s in this stu') run
contr#r) to the #2o(e #ssertion #s the En8lish L#n8u#8e te#chers in 3u2lic secon'#r)
schools in Ni8eri# still 'e3en' he#(il) on the tr#'ition#l lecture /etho' in En8lish
lessons5 While the intensi(e use of 3rescri2e' text2oo.s #n' the use of lecture /etho' in
'eli(erin8 En8lish lessons #re 3re(#lent? the 'e2#te #n' 8rou3 /etho's of te#chin8 #re
occ#sion#ll) use'5
In #''ition to the use of the lecture /etho'? ,le(e ;1DD2<? #n' Olui.3e ;1D6D< #'(oc#te'
the use of /etho' such #s 8ui'e' controlle' #n' free "ritin8 techni:ues in ess#) "ritin85
The 8o#l of controlle' ex3ression is to instill in the le#rner the f#cilities nee'e' to
3ro'uce cle#r 3iece of co/3osition free fro/ #ll 8r#//#tic#l errors5 This is 2#se' on the
3re/ise th#t the use of l#n8u#8e is the /#ni3ul#tion of fixe' 3#tterns? "hich #re le#rnt 2)
i/it#tion? #n' not until these h#(e 2een le#rnt th#t ori8in#lit) occur in their "ritin8
en'e#(ours5
The techni:ue #'(oc#te' here inclu'e? 3resentin8 te#chers /o'el ess#)s? re#'in8 other
/#teri#ls such #s Courn#ls? no(els #n' /#8#>ines? #n' #llo"in8 stu'ents free ex3ression
so th#t their l#n8u#8e ex3erience c#n 2e enriche'5
The Te#chin8 #n' Le#rnin8 En(iron/ent
Our o2ser(#tion of the schools (isite' re(e#le' the follo"in8 en(iron/ent#l 'eficiencies!
;#< M#n) schools? es3eci#ll) those in ur2#n centers? #re loc#te' in #re#s "here there is #
2us) /o(e/ent #n' #cti(ities of /#n) 3eo3le5 It "#s o2ser(e' th#t /#n) 3eo3le use' the
schools0 3re/ises #s short cut to their 'estin#tions5 M#n) 3eo3le often /o(e throu8h the
3#ths #n' #cross the 3l#)in8 fiel's in /#n) of the schools5
;2< M#n) schools h#(e 'il#3i'#te' 2uil'in8s "ith le#.in8 roofs #n' cr#c.e' "#lls5 M#n)
of these 'il#3i'#te' 2uil'in8s #re still 2ein8 use' for cl#ssroo/ #cti(ities5
;c< We #lso o2ser(e' th#t /ost of the schools? es3eci#ll) those in ur2#n #re#s? #re not
onl) o(ercro"'e' "ith so/e cl#ssroo/ housin8 #s /#n) #s 6* to 1** 3u3ils? th#t the
te#cher h#' little or no roo/ to /o(e #roun' to 8i(e in'i(i'u#l #ttention to stu'ents5
;'< There is no electricit) in /#Corit) of the schools5
;e< It "#s #lso o2ser(e' th#t /ost of the schools h#(e no #'e:u#te st#ff roo/s #n'
offices5
;f< We o2ser(e' th#t /ost of the schools h#(e no li2r#ries? #n' "here the) #re #(#il#2le
there "#s sc#rcit) of 2oo.s in the shel(es5
The situ#tion in /ost of the schools in the six 8eo8r#3hic#l >ones in the countr) is so 2#'
th#t? in one of the st#tes (isite'? the st#te Ministr) of E'uc#tion "#s usin8 r#'io #n'
tele(ision Cin8les to co/3el 3#rents #n' 8u#r'i#ns to 3#) one thous#n' N#ir# ;#2out 41*<
3er chil' in 3u2lic #n' 3ri(#te secon'#r) schools to hel3 re2uil' 'il#3i'#te' secon'#r)
schools in th#t st#te5
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R77 -ee's
,ON,LB7ION AN$ RE,OMMEN$ATION7
The 3u2lic secon'#r) schools in Ni8eri# #re f#r 2ehin' ti/e in offerin8 /ulti3le
3#th"#)s to the te#chin8 #n' le#rnin8 En8lish #s # secon' l#n8u#8e5 Little "on'er th#t
the s)ste/ h#s 2een "itnessin8 ste#') 'ecline "ith the 3ercent#8e of stu'ents "ho f#ile'
En8lish L#n8u#8e ex#/in#tions fluctu#tin8 2et"een 55H #n' 65H in the 3#st ten )e#rs
;Ol#2oo3o? 1DDF<5 The effect of this is th#t secon'#r) school stu'ents "ho fin' their "#)
into the uni(ersit) #re #lre#') #t # 'is#'(#nt#8e 'ue to 3oor 2#c.8roun' #n' 3re3#r#tion
in l#n8u#8e e'uc#tion5
Gu2lic secon'#r) schools in Ni8eri# shoul' 2e 3ro(i'e' "ith #'e:u#te #n' # (#riet) of
instruction#l /e'i#5 If te#chers in 3u2lic secon'#r) schools in Ni8eri# #re to #ssu/e ne"
roles #n' use ne" technolo8)&su33orte' instruction#l tools? the) shoul' 2eco/e f#/ili#r
"ith # (#riet) of instruction#l 'eli(er) /etho's? r#ther th#n rel)in8 on text2oo.s?
ch#l.2o#r' #n' lecture /etho'5 Technolo8ies such #s #u'io #n' (i'eo recor'in8s?
l#n8u#8e l#2or#tories #n' co/3uter c#n 2e /ore effecti(e te#chin8 tools for En8lish
L#n8u#8e lessons #s the) offer #uthentic le#rnin8 ex3erience "hen inter"o(en "ith
existin8 curriculu/5
We #re con(ince' th#t the hi8h 3otenti#l for enh#nce' le#rnin8 throu8h the 3ro(ision of
con'uci(e&le#rnin8 en(iron/ent c#n 2e #tt#ine' in 3u2lic schools in Ni8eri#5 It is
stron8l) reco//en'e' th#t the le#rnin8 en(iron/ent in 3u2lic schools in Ni8eri# shoul'
2e 8i(en 3riorit) #ttention 2) st#te #n' fe'er#l 8o(ern/ents so th#t chil'ren c#n le#rn
"ell5
RE-EREN,E7
+#r2ie? E5 R5 ;1D6D<5The 3r#ctice of 7oci#l Rese#rch5 +el/ont? ,#liforni#! W#'s"orth&
Gu2lishin8 ,o5 Inc5
,le(e? L5 ;1DD2<5 A ne" loo. #t e(#lu#tin8 the colle8e #33lic#tion ess#)= su88estions for
hi8h schools #n' colle8es5 Journ#l of ,olle8e A'/ission 1*5
$#2#len et? #t5 ;2***<5 L#2our /#r.et 3ros3ects for uni(ersit) 8r#'u#tes
in Ni8eri# ;Worl' +#n. Re3ort<5 Ni8eri# Bni(ersit) 7)ste/ Inno(#tion GroCect5
Ellis? R O To/lison? +5 ;1DF*<5 Te#chin8 secon'#r) En8lish! A 8ui'e to the te#chin8 of
En8lish #s # secon' l#n8u#8e5 Lon'on! Lon8/#n Arou3 Lt'5
A#lliher? R5? O0Neil? G5? G#r.s? M5+ O Wi//er? +5J5 ;1DD5< Gre3#rin8 technic#l e'uc#tors
for inter#cti(e instruction#l technolo8ies! A re(ie" of rese#rch #n' 3r#ctice5 G#3er
Gresente' #t the Annu#l A/eric#n Toc#tion#l Associ#tion ,on(ention? $en(er? ,o5
@ol#"ole? ,5O ;1DDF<5 Lin8uistic in3uts #n' three /o'els of 3resent#tion #s 'eter/in#nts
of stu'ents0 #chie(e/ent in senior secon'#r) schools ess#) "ritin85 Bn3u2lishe' Gh5$
$issert#tion? Bni(ersit) of I2#'#n5
L#sisi? M5J ;1DF4<5The effect of cultur#l context on re#'in8 co/3rehension5 The Ni8eri#n
L#n8u#8e te#cher 9? 16&235
M#lino"s.i? G5A ;1DD1<5 A "ritin8 course 'esi8ne' for 'e(elo3/ent colle8e stu'ents5
Ne" or.! ,o//unit) ,olle8e of the -in8er L#.es5
N"o.e'i? R5E ;1DF4< L#n8u#8e 3ro2le/s in te#chin8 #n' le#rnin8 science in Ni8eri#!
Gh)sics5 The Ni8eri# L#n8u#8e Te#cher? 9? F&195
O'eCi'e? +5A ;1DF*<5 The use of /o'el in the te#chin8 of co/3osition5 West Afric#n
Journ#l of E'uc#tion? 165
Ol#3oo3o? A5A ;1DDF<5 Effects of error&tre#t/ent /o'el 2#se' #n' s.ill&2#se'
instruction#l str#te8ies on stu'ents0 #ttitu'e? /oti(#tion #n' #chie(e/ent in En8lish
co/3osition in senior secon'#r) schools? G#3er 3resente' #t the Joint 7t#ffJ1i8her
$e8ree 7tu'ents? 7e/in#r sense5 Bni(ersit) of I2#'#n5
Olui.3e? +5 ;1D6D<5 Te#chin8 the #rt of continuous "ritin8 in terti#r) e'uc#tion5 In
B2#h#."e? E5;E'<5 The te#chin8 of En8lish stu'ies? I2#'#n! I2#'#n Bni(ersit) Gress5
G#ce? R5W ;1DD*< Tren's in the 2#sic course in or8#ni>#tion co//unic#tion5 +ulletin of
the Associ#tion for +usiness ,o//unic#tion5
Re)ner? @? -oor/#n? +5R5? Gerfetti? ,5A? Gesets.)? $5? #n' 7ei'en2er8? M57 ;2**1<5 1o"
3s)cholo8ic#l science infor/s the te#chin8 of re#'in85 Gs)cholo8ic#l 7cience in the
Gu2lic Interest! A Journ#l of the A/eric#n Gs)cholo8ic#l 7ociet)5 2? 31&965
Trifono(itch? A5 ;1DF1<5 En8lish #s #n intern#tion#l l#n8u#8e! An #ttitu'in#l #33ro#ch5 In
7/ith? L5;E'< En8lish for ,ross ,ultur#l ,o//unic#tion 1on8 @on8! Mc/ill#n Gress
Lt'5
$R5 75E A$BWA&OAIEA+AEN
$e3#rt/ent of E'uc#tion#l Gs)cholo8) #n' ,urriculu/ 7tu'ies
Bni(ersit) of +enin? +enin ,it)? Ni8eri#
$R5 E5O575 IAMB
-#cult) of E'uc#tion
Bni(ersit) of +enin? +enin ,it)? Ni8eri#
TABLE 1: MEANS AND STANDARD DEVIATIONS OF THE FREQUENCY OF THE
USE OF INSTRUCTIONAL RESOURCES/(n = 3000)
INSTRUCTIONAL [b!"
S/N RESOURCES/MEDIA #$ SD REMAR%S
1 F&'()*!+, 1"-. 1"/00 R!1&2 3,14
/ A34'5 R1)5!4'n6,/
A34'5 R1)5!41!, 1"7/ 1"8/. R!1&2 3,14
3 V'415+(1,/+1&19','5n 1"03 1"/33 R!1&2 3,14
8 F&,* )!4, /"0/ 1"-00 R!1&2 3,14
: ;')+3!1 )!4, 1"/1 0"08 R!1&2 3,14
- C*!+, /"71 /"107 O)),'5n&&2 3,14
0 N1<,((1! /"03 1"1. R!1&2 3,14
. M6='n1, 1"03 1"3. R!1&2 3,14
7 En6&',* +1>+b55?, 3"7/ 1"17 F!1@31n+&2 3,14
10 En6&',* <5!?b55?, 8"1: 0"738 F!1@31n+&2 3,14
11 D')+'5n!'1, 3"7/ 1"07 F!1@31n+&2 3,14
1/ ;5,+1!, 8"0- 1"07 F!1@31n+&2 3,14
13 A34'5 9',3& )1n+1! /"0. 1"/7 R!1&2 3,14
18 Ln6361 &b5!+5!2 1"01 1"1. R!1&2 3,14
1: C*&?b5!4 8"31 1"01 F!1@31n+&2 3,14
1- C5A(3+1!, 1"07 0"8. R!1&2 3,14
10 ;!56!AA14 +1>+, 1"00- 1"808 R!1&2 3,14
TABLE /: MEANS AND STANDARD DEVIATIONS OF THE FREQUENCY OF THE
USE OF TEACHINB TECHNIQUES IN TEACHINB ENBLISH LANBUABE
TEACHINB [b!"
S/N TECHNIQUES #$ SD REMAR%S
1 T*1 +1)*1! )5A1, +5 +*1
)&,,!55A +5 &1)+3!1 5n 1)* F!1@31n+&2
+5(') 'n En6&',* &1,,5n, 3"70 0".:- 3,14
/ S+341n+, !1 ,*!14 'n+5
,A&&1! 6!53(, +5 4',)3,,
+*1 (!5, n4 )5n, 5C +5(') O)),'5n&&2
<'+* +*1 +1)*1! A541!+'n6 /":0 1"808 3,14
3 S+341n+, !1 ,*!14 'n+5
6!53(, <'+* &141!, <*5 63'41 O)),'5n&&2
)+'9'+'1, 5C +*1 6!53(, /"./ 1"310 3,14
8 T1)*1!,D A541& 1,,2, !1
6'91n +5 ,+341n+, +5 ,+342
n4 !1 !1@3'!14 +5 (!543)1
,'A'&! 1,,2, 1"73 1"8/0 R!1&2 3,14
: S+341n+, !1 1n)53!614 +5
)*55,1 1,,2 +5('), n4 !1
&&5<14 +5 <!'+1 C!11&2 5n
+*1 +5('), 0":: 1"./ R!1&2 3,14
- S+341n+, !1 A41 +5 !14 F!1@31n+&2
(!1,)!'b14 +1>+b55?, 5n&2 3":0 /"/. 3,14
0 S+341n+, !1 1n)53!614 +5
!14 5+*1! A+1!'&, ,3)*
, E53!n&,F A6='n1,F
n1<,((1!,F n591&, n4
,+5!2b55?, n4 !1 !1@3'!14
+5 (!59'41 ,3AA!2 C5! +*1
+1)*1! /"8: 1"37 R!1&2 3,14
. S+341n+, 'n En6&',* !1
1>(5,14 +5 9!'1+2 5C
4'&5631, <*')* 'n95&91 &&
,(1)+, 5C ,5)'& &'C1 ,3)*
, ,*5(('n6F bn?'n6F
+!91&&'n6F ,?'n6 C5!
4'!1)+'5n n4 ,5 5n" 1"08 1"10 R!1&2 3,14
7 G*1n !14'n6 (,,61F
+*1 +1)*1! <!'+1, +*1
4'CC')3&+ <5!4, 5n +*1
b&)?b5!4 n4 ,?
,+341n+, +5 631,, +*1'!
A1n'n6, b1C5!1 (!59'4'n6 O)),'5n&&2
+*1 )5!!1)+ A1n'n6, /"::8 1":11 3,14
10 S+341n+, &',+1n +5 ,(11)*
n4 +?1 45<n n5+1, +5
!1)&&F C+1! <*')* +*12
6'91 b!'1C n,<1!, +5
@31,+'5n, 5n +*1 ,(11)*" 1"/1- 0"01 R!1&2 3,14
TABLE 3: MEANS AND STANDARD DEVIATIONS ON ENVIRONMENT FOR
TEACHINB AND LEARNINB ENBLISH LANBUABE
[b!"
S/N SCHOOL ENVIRONMENT #$ SD REMAR%S
1 T*1 )&,,!55A, 'n A2 ,)*55&
!1 591!)!5<414 <'+* A5!1
+*n :0 (3('&, 'n +*1 )&,, 3"10/ 0".08 A6!11
/ ;3('&, )n *!4&2 ,11 +*1
b&)? b5!4 43!'n6
En6&',* &n6361 &1,,5n, 3"18/ 0"00- A6!11
3 T*1 )&,,!55A, 'n A2 ,)*55&
!1 41@3+1 C5! +1)*'n6
n4 &1!n'n6 1"713 1"001 D',6!11
8 T*1 C3!n'+3!1 'n A2 ,)*55&
', n5+ )5AC5!+b&1 C5!
(!5(1! ,'C+'n6 5C (3('&, 3"018 0".:0 A6!11
: T*1 )*'!, n4 +b&1, 'n A2
,)*55& !1 41@3+1 /"/03 1"10. D',6!11
- T*1 )&,,!55A, 'n A2 ,)*55&
*91 n5 6554 &'6*+ n4
91n+'&+'5n 3"0.1 0"003 A6!11
0 In A2 ,)*55&F 4'CC1!1n+ !55A,
!1 (!59'414 C5! ,3bE1)+, ,3)*
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