i
EVALUATION OF TEACHING OF ENGLISH LANGUAGE IN SENIOR SECONDARY SCHOOLS IN GOMBE SOUTH EDUCATION ZONE, NIGERIA.
A THESIS PRESENTED TO THE DEPARTMENT OF ARTS EDUCATION, FACULTY OF EDUCATION, UNIVERSITY OF NIGERIA, NSUKKA IN FULFILLMENT OF THE REQUIREMENTS FOR THE AWARD OF DEGREE OF DOCTOR OF PHILOSOPHY (Ph.D) IN LANGUAGE EDUCATION
BY SAMUEL ALFAYO BOH
(PG/PhD/09/ 52081)
MAY, 2016.
ii
APPROVAL PAGE
This thesis has been approved for Department of Arts Education University of Nigeria, Nsukka.
BY
______Prof.E.J. Otagburuagu. Internal Examiner Supervisor
______External Examiner Head of Department
______Prof. Uju. C. Umo. Dean, Faculty of Education
iii
CERTIFICATION Samuel Alfayo Boh, a post graduate student in the Department of Arts Education, University of Nigeria, Nsukka with registration number; PG/PhD/O9/52081 has satisfactorily completed the requirements for the degree of Doctor of Philosophy in language Education. The work embodied in this thesis is original and has not been submitted in part or in full for any other diploma or degree of this or any other university.
______Samuel Alfayo Boh Prof.E.J. Otagburuagu PG/PhD/09/52081 (Supervisor)
iv
DEDICATION
This work is dedicated first to my late father, Alfayo Yusufu, who unveiled ignorance and apathy from his children and showed them the way through education and industry but did not live to see their sun rise, and to my beloved wife, Mrs. Abigail Samuel, who stood by me throughout my educational pursuit without any resentment.
v
ACKNOWLEDGEMENTS
This work could not have come out in this form without the mercy of God; and to Him is the Glory. I sincerely thank Prof. E.J.Otagburuagu, my supervisor, who voluntarily accepted to supervise me when others declined this official assignment. He has made sure that I completed all that was necessary both in terms of required work and the electives that would enhance my research skills. He maintained a watchful eye on me to ensure that I was keeping up with the challenges of this study and complying with all the official requirements. The corrections and the alternative perspectives he offered kept me alert, his suggestions and critique greatly shaped this work especially with respect to the theoretical basis for the critical analysis of the data. Prof, I am really grateful for your thorough and pains-taking corrections. May the Almighty God continue to renew your fountain of knowledge. I am short of words to express my indebtedness to Dr. J.U. Akabogu, and Dr. Uche Asogwa for their encouragement and for constantly providing me the necessary guidance whenever I had the need for them to do so. I am highly indebted to Dr. Ovute O. Alphonsus who, by his valuable comments, exposed me to the Arts Education format of thesis writing and Engr. Chimereze I.I. Egbu for his advice and encouragements. My special appreciation goes to the Dean School of Postgraduate Studies, University of Nigeria, Nsukka, the Dean, Faculty of Education, University of Nigeria, Nsukka,the Head of Department of Arts Education, University of Nigeria, Nsukka, the Faculty staff, and the staff of the Department of Arts education who participated in guiding me through this work, I say thank you to all of you . Another group of persons who deserve special mention are the following: My late father Alfayo Yusufu, my mother Shetu Alfayo, my brothers A.A. Lahares (Hakimin Shongom), Laumara Nuhu Sada, Shehu Kanar of blessed memory, Yusuf Kaptani Atiu, Mr Modi Shelpidi, Mr&Mrs Suleiman Kassim Ture, ASP Danladi Lalas, Hon Samuel Bulus Adamu, Hon Joshau Lidani, Hon. Robert Danja, Hon Fabulous Amos Melah Boh, Mr Simon Kalaring, Shadrack David.Iam also grateful to my sisters, Salamatu Alfayo, vi
Maimuna Ado Lauco, Fatu Buba Yangari. My special thanks go to Apollo’s Nabake Lawaya who inspired me to make success of this endeavour. I thank members of my church, ECWA Boh for their prayers, My friends Abiram Wabida, Daniel Maiton, Yakubu Bulus, Musa Babandidi, Ministry of education Gombe State, who toiled with me through the rough and tedious years of schooling, I say thank to you for your warm companionship.
Finally, I thank my seven children; Sharon Samuel, Maureen Samuel, Precious Samuel, Monica Samuel, Kwagam Samuel Yarang Samuel and Mercy Samuel for their patience and understanding while I faced the herculean task of completing this programme. Madam Abigail Samuel, my beloved wife, provided love, care, and encouragement particularly during moments of great distress.
vii
TABLE OF CONTENTS
Table of Contents ------i
Title Page------ii Approval Page ------iii Certification ------iv Dedication------v Acknowledgments------vi Table of Contents------vii List of Tables------viii Abstract------xi
CHAPTER ONE: INTRODUCTION Background of the Study------1 Statement of the Problem------13 purpose of the Study------14 Significance of the Study------15 Research Questions------18 Hypotheses------19 Scope of the Study------19 CHAPTER TWO: REVIEW OF LITERATURE Conceptual Framework------21 Concept of Evaluation------22 Concept of Teaching------26 Quality and Qualification of English Language Teachers- - - - 30 Instructional Materials Used in Teaching English Language - - - 38 Methods of Teaching English Language------56 Physical Environment and Social Factors in the Teaching of English Language------77
viii
Theoretical Framework------82 Related Empirical Studies------90 Summary of Reviewed Literature ------105 CHAPTER THREE: RESEACH METHOD
Design of the Study------107 Area of the Study------105 Population of the Study------109 Sample and Sampling Technique------109 Instrument for Data Collection------109 Administration of the Instrument ------111 Validation of the Instrument------111 Reliability of the Instrument------112 Method of Data Collection------113 Method of Data Analysis------113
CHAPTER FOUR: Results Data Analysis and Results------115 Summary of Major Findings ------125
CHAPTER FIVE: Discussions of Results, Educational Implications Recommendations and Conclusion Discussion of Results ------127 Educational Implication------132 Recommendations------134 Conclusions------135 Limitations------137 Summary of the Study------138 Suggestion for Further Studies------138
References ------140 Appendix A: Statistics of Candidate Enrollment and Performance in English Language in Gombe State between 2006-2011- - - - 154 Appendix B: Statistics of Candidate Enrollment and Performance in ix
English Language in Nigeria between 2006-2011- - - - - 155 Appendix C: Introductory Letter Request to Carry out Validation of English Language Teaching- - - 156 Appendix D: Teachers’ Questionnaire------157 Appendix E: Reliability Estimate of the Instrument
x
LIST OF TABLES
Qualifications of the English language teachers.- - - - - 115 English language teachers’ Area of specialization ------116 Teaching experience of English language teachers- - - - - 116 Mean ratings on the methods of teaching used by English language teachers- 117 Mean ratings on the extent of available instructional materials for the teaching of English language ------119 Mean ratings on the extent of utilization of available instructional materials for English language teaching in the state------121 Mean ratings on the adequacy of the classroom physical facilities for teaching English language in secondary schools in the state - - - - 122 Summary of t-test on the difference between the mean rating of male and female teachers on the adequacy of classroom environment for the teaching of English language in senior secondary schools in Gombe State - - 125
xi
ABSTRACT This study evaluated the teaching of English language in senior secondary schools in Gombe State. In doing so, the study adopted the evaluative survey research design. Evidence abounds of the low performance of Senior Secondary students in English language in Gombe State. The 2006 to 2011 report of the Chief examiner, West African Examinations Council reveals that candidates’ performance in the examinations between those periods was always poor. The report clearly shows that there was no improvement in the performance of candidates who sat for English language in Senior Secondary School Certificate Examination (SSCE) in some states of the country including Gombe State. Therefore, the inclusion of Gombe State in the list of states with candidates whose performances were woeful in the Senior Secondary School Certificate Examination, (SSCE) by West African Examinations Council’s Report, paints a clear picture of lack of adequate knowledge of the language among Senior Secondary School students in Gombe State. Perhaps, myriads of factors may have combined to account for this ugly state of affairs, which possibly could include motivational and curricula issues, among others as they relate to the teachers in the study area. The general purpose of the study is to evaluate the teaching of English language in senior secondary schools in Gombe State. Specifically, the study sought to: Find out the demographic characteristics of English language teachers, determine the methods used by the teachers in teaching the English language, ascertain the instructional materials available for teaching English language, ascertain the extent of the utilization of the available instructional materials in teaching the English language, and to find out the adequacy of classroom environment for the teaching of the English language in the senior secondary schools in Gombe State. The area of the study covered Gombe South Education Zone comprising Balanga, Billiri, Kaltungo and Shongom Local Government Areas of Gombe State. Five research questions and two null hypotheses were formulated to guide the study. The study population of the study comprised 113 English language teachers in all the study area in the State. Random sampling technique was used to draw one education zone (Gombe South Education Zone) out of the three education zones in Gombe State. Data were collected using a researcher- made teachers of English language Questionnaire (TELEQ). The instrument was validated by three experts and both from the Department of Arts Education, Science Education and the Institute of Education of the University of Nigeria, Nsukka. The reliability coefficient of obtained were 0.98, 0.99, 0.94, 0.88, and 0.92 for section B, C, D, E and F respectively with a reliability coefficient of 0.94. Data collected were analyzed using the t-test statistics in testing the two null hypotheses at 0.05 level of significance. The findings of the study indicated that 59% of the teachers possessed B.ED degree, while 50% of teachers specialized in English language; 58% of teachers had 6-10 years of teaching experience; The finding on method of teaching indicate that direct method was the method often used with 95% in teaching while cognate and silence way methods were the least used while Radio cassettes is the instructional materials mostly used by the teachers. Base on the results, It was recommended that there should be adequate supply of English teachers in various secondary schools in Gombe State, teaching facilities should be properly upgraded in various secondary schools in Gombe State, the government should ensure adequate funding of all the secondary schools in Gombe State, and English language teachers should be motivated to enable them teach efficiently. 1
CHAPTER ONE
INTRODUCTION
Background of the Study
No society can exist without a language since it is a means of communication among human beings. As human beings develop their linguistic repertoires through series of reinforcement, examples, imitations and precepts. In a strict sense, therefore, language, according to Wilson (2009), is an artificial and consciously organized method of control by the use of symbols and conventions which involve the notion of meaning. Language, according to
Tondo (2002) is a system of conventional, arbitrary symbols by which members of a community communicate with one another. other. Wardhau (1988) defined it as some unitary system of linguistic communication, which subsumes a number of mutually intelligible varieties. Language is an instrument through which members of a given community communicate. Language gives its users the opportunity to communicate with one another in terms of feelings and desires
(Linfors, 2009).
Nigeria is one of the countries with myriads of languages. Each ethnic group has its own language with its dialectal varieties. Bamgbose (2007) has estimated about 400 local languages in Nigeria, yet no ethnic group is ready to abandon its language since all languages are taken as veritable instruments of communication among the users. The absence of linguistic unity in the country has therefore led to the emphasis placed on the English language as a major medium of instruction in educational institutions in the country. English language was introduced into
Nigeria by the colonial masters to help them administer the colonized people, spread their religion, and carry on their commercial activities. With the amalgamation of the Northern and
Southern protectorates of Nigeria in 1914, English language became the official language of
1 2
Nigeria and has continued to perform this function until today. In Nigeria, English is the language of politics, religion, sports, trade, and commerce, education, science, and technology.
Ufomata (2014) argued that the domains of English in an ESL context like Nigeria tend to be formal. It is the official language which in essence means it serves the language of government, education, commerce, and to a limited extent, social integration, especially among the educated elite. Within Nigeria alone, it is estimated that nearly 400 languages are spoken
(Agheiyisi, 2004 Bamgbose, 2007). According to Ufomata (2014) in the context of such multilingualism it is important for the government to stick to neutral language such as English, as the official language. English has the additional advantage of long association, being the language of the colonial rulers. It is also a world language with all the advantages accruing to an individual who speaks such a language both nationally and internationally. Kachru (1986:1) argued that, "Competence in English and the use of this language signify a transmutation; an added potential for material and social gains and advantages. One sees this attitude in what the symbols stand for. English is considered a symbol of modernism, and an extra area for success and mobility in culturally and linguistically complex and pluralistic societies. English, Ufomata
(2014). writes, enjoys a wider geographical spread than any of the indigenous languages within Nigeria. Whatever the language of discussion, a serious business transaction is sealed up in writing in English. In education, English is introduced as a subject from the first year in primary schools and used as a medium and subject of instruction from the third year through secondary and tertiary education. In recent years, oral English has become an integral part of senior secondary syllabus and examination in English language, Ufomata (2014). The official attitude of the regional examining body the (West African Examinations Council), which conducts these examinations, is that test of continuous writing, comprehension and objective test 3 of lexis and structure should be assessed based on the mastery of standard of English language as currently used by educated African writers and speakers of English in the commonwealth.
Ufomata (2014) is of the view that as far as oral English language is concerned, no explicit policy statements have been issued. She goes further to argue that the mode of testing is still evolving, constituting additional burdens on schools since they are ill prepared for teaching the subject. She wrote that students generally are required to perceive and produce vowel/consonant contrasts and to recognize attitudinal functions of intonation. Ufomata observed that it is not clearly stated which accent is being tested. She wrote that the entire oral English examination has been known to be concludes in objective tests, with no perception on performance tests given. The author concludes that what seems to be the case is that whereas the educational authorities realize the importance of teaching English language (Oral English), in schools, they find themselves unable and or unwilling to provide the necessary funds and support for the effective teaching and testing of the subject. Ufomata stated that the results of a pilot study they conducted show that oral English is not taught in most public schools in Nigeria, and where it is taught at all, it is done inadequately and ineffectively. The importance of English is very much noticed in the field of education in Nigeria. English language is the tool for the effective teaching and learning of other school subjects. A credit level pass in English language in the senior secondary certificate examination or its equivalent is an essential requirement for admission into any higher institution of learning in Nigeria, no matter the course of study. As a result of the important role of the English language in the Nigerian educational system, the
Federal Government, through her National Policy on Education (NPE, 2004) made English language a compulsory subject in her school system from the primary, secondary to the tertiary levels. Tiffen (2009) accurately captures all the pervading roles of English in Nigeria when he asserts that: 4
English can now be regarded as one of the major African languages, so widespread is its use and, so essential as a tool in everyday life. In many countries, it is the official language, the national language of administration, law, the national press, commerce and political unity, (p.56).
It is true that English still occupies a pride of place in our national life. The language still serves as the language of communication and interaction amongst the different ethnic groups in
Nigeria whose languages are usually unintelligible. In spite of all the efforts to make Nigerians learn any one of the three dominant languages - Hausa, Igbo, or Yoruba as the national language, the English language has remained the common tongue of all tribes and the language of unity of the nation as a sovereign entity.
The need to have a single language as a means of communication in order to cement the relationship among people has always spurred the government to promote and vigorously campaign for the idea of every Nigerian mastering one of the three major ethic languages. This can be seen from the Federal Republic of Nigeria (2004: 9) document which states that,
In addition to appreciating the importance of language in the educational process, and as a means of preserving the people’s culture, Government considers it to be in the interest of national unity that each child should be encouraged to learn one of the three major languages.
Since this goal has not been fully attained, the desire of the Federal Government of Nigeria has centered on what to do to enable students attain some level of proficiency in English language and to also enable them to fully participate in the educational, social, economic, and political aspects of the Nigerian society which appear to be substantially driven by the English language.
Oluikpe (1979) in Otagburaugu (1996) cites the Daily Times editorial lamentation about the poor performance of students in English language. In his words: “This June all the 5
Universities will produce as usual, thousands of graduates who assume that the nation is theirs merely by the fact of obtaining University education.”
University lecturers all over the country have had a litany of complaints, namely, the poor quality of the writing of their graduates. It seems insufferable that the nation should tolerate people who not only cannot write well but also are not humble enough to want to learn …One
University is even suggesting remedial courses in English and writing for graduates. The same cry and complaint has continued nearly thirty six years after the Daily Times expressed this dismay on the poor English language performance of Nigerian students. Recently, the World
Bank published a similar view: The recent study conducted by the World Bank (The Guardian
19, Feb, 2001) indicates an abysmally low level performance in English of Nigerian graduates.
One of the two major areas where this extremely low level of performance is glaring is in the graduate’s poor mastery of the English language. The Guardian newspaper quotes the world
Banks’ critical Report thus.
The shortcomings are particularly severe in oral and written communication … Most employers of fresh graduates observed that the quality of University graduates has worsened … Poor abilities in oral and written expressions of English were mentioned almost like chorus inadequate preparation in the English language was especially noted by Newspapers… where regular reporting and writing is required. As a illustration of the depth of poor English proficiency, one Banker told us that he cannot get five correct drafted sentences in one paragraph from recent University graduates … Some graduates who were recruited as senior managers cannot write a memo of three paragraphs …(1-2).
In spite of the pervasive role of the English language in Nigeria, it appears that the schools have been doing less than a good job in imparting the knowledge of the subject to the students. Teachers, educators, examiners, and even parents have often decried the mass failure of candidates in the English language examination in the SSCE and other similar examination bodies. Many teachers have no training in the teaching of English language in senior secondary schools in Nigeria. How well English language is in taught senior secondary schools in Nigeria is determined by a number of variables among which are: the personality of the teacher; the teaching experience; the method of teaching employed by the teacher; the teaching resources 6 available to the instructor and his/her qualifications. The availability or lack of the above mentioned variables will go a long way in determining the student’s perception of the teaching of English language in senior secondary schools. This necessitates the introduction of language education. Language education impacts the practical learning skills: listening; speaking, reading and writing to enable the students use the language effectively, competently and intelligently.
According to Maurine (2008), the goals of language teaching are to improve the knowledge of language learners so that they can function better in their studies, in their work, and in their interaction with people from other cultures.
To re-engineer English language teaching and learning in order to make the products of
Nigerian educational institutions contribute to sustainable development, the teacher will take into cognizance the important role the English language plays in the life of Nigerian users and tailor instructions to meet these goals. The target would be to make the learners master all aspects of the English sound system (phonology), its grammar and lexis the writing system, and the semantics for effective communication in that medium.
English language teaching and learning as a second language in Nigeria’s educational system is in the hands of English language teachers. The objective of second language teaching, according to Tiffen (2009: 14) is to make learners have a complete grasp of the subject matter of the language. He goes further to state that:
English language teaching in Africa is not simply a question of refining a language already known or of acquiring a certain amount of the language for cultural or limited purposes. It is a question of ensuring that pupils have a complete mastery of the language, and ability to use it, which is almost second nature.
Second nature in this context implies that pupils will be so familiar with the English language that they can speak it easily without the need to think very much about it. In other 7 words, speaking English language will become part of them. Obi (1996: 5-6) is of the view that
English language is indeed a tool for shaping a better Nigeria when he opines that:
The study of English language should be made effective in Nigeria educational system because it will aid in the achievement of high level scientific, political, socio - economic and technological developments, which are the hallmarks of social change and national development.
These assertions are true because an effective and well defined course of instruction in
English language enables the learner to have a better grasp of the English language as a subject, as well as other subjects in the school curriculum, since English is normally the medium of instruction for other subjects in the curricula in Nigerian Schools. Banjo (2009:4), firmly subscribes to this viewpoint of a functional language education influence on other school subjects. According to him, “other school subjects have to be taught and learnt in the medium of
English. Thus, success at each level of the educational system depends largely on competence in
English.” What this means is that to be regarded as an educated Nigerian, some level of proficiency in English language is required. English language is a second language in Nigeria not because it is the second language, the average Nigerian child acquires or learns after his/her mother tongue, but it is so because of the various roles it plays in other subjects taught in the schools. There is the need for the learners to acquire a form of the language generally accepted as the standard form, if such learners are to function effectively in the present day world.
Researchers such as Oyetunde, and Mowudumogu (2007) have further shown that there is a close relationship between English language competence and educational attainment. One of the basic challenges that is facing education in Nigeria is that of helping learners to acquire proficiency in English. Oyetunde and Muwudumogu (2007) further posit that the decline in educational standards in Nigeria has to do with the quality of English teaching and learning in
Nigerian schools. Also, Majasan (2008) asserts that the success of any student in school lies heavily on his mastery of English because educational failure is basically a linguistic failure. 8
This is because communication is at the center of the entire process of teaching and learning.
Since language is the ultimate vehicle of communication, educational failure is therefore seen as linguistic failure.
In Nigerian secondary schools, there has been mass failure of students in English language examinations conducted by the West African Examination Council (WAEC) (2009).
WAEC Chief Examiner’s Reports, particularly, in Gombe State show that the situation seems glaringly very poor. For instance, the analysis of SSCE English examination results from 2006 to
2011 showed a continuous trend of dwindling poor performance of students for the period. The growing concern on the poor performance and the WAEC Chief Examiner’s Report further explain that the situation is deteriorating.
Since the goals of nation building is to produce students who pass their examinations in order to contribute their quota towards the business of building the nation, the status of teaching and learning an important subject such as the English language in secondary schools should be given priority attention. It therefore, becomes necessary that the teaching of English language in senior secondary schools in Gombe State should be evaluated. Evaluation can help to reveal the critical elements in the quality of teaching of the language in the selected area. Majasan
(2008:256) also sees evaluation as an educational strategy that helps to determine the quality or performance of a group or a system.
Evaluation is a systematic determination of a subject's merit, worth and significance, using criteria governed by a set of standards. It can assist an organization to assess any aim, realizable concept/proposal, or any alternative, to help in decision-making; or to ascertain the degree of achievement or value in regard to the aim and objectives and results of any such action that has been completed, (Staff, 2012). The primary purpose of evaluation, in addition to gaining insight into prior or existing initiatives, is to enable reflection and assist in the identification of 9 future change (Simon, 2009). Evaluation is often used to characterize and appraise subjects of interest in a wide range of human enterprises, including the arts, criminal justice, foundations, non-profit organizations, government, health care, and other human services. Different strategies and or models are applied in evaluation.
In the context of evaluating the teaching of English language in senior secondary schools in Gombe State, a good starting point is the evaluation model devised by Phi Delta Kappa
Committee on Evaluation in 1971. This approach, known as the Context, Input, Process, and
Product (CIPP) Evaluation Model, has been used in a number of different ways by various organizations either in an adapted or original form. CIPP is an acronym for the four types of phenomena that are typically evaluated by users of this evaluation model: context, input, process, and product. Each type of the phenomena according to Stufflebeam (1991) involves a different set of decisions that are made in the planning and operation of evaluation.
These evaluation models can be applied in the evaluation of the teaching of English language in secondary schools in Gombe State. The purpose of teaching lies in getting students to truly understand the concepts being examined, (Ominde, 2006). A teacher must know what to teach in her classroom. It is vital that a teacher most have a solid understanding of the subject matter being taught. A good teacher cannot rely solely on textbooks, but rather must seek out other sources of information to aid in her teaching. A teacher needs to be aware of how to effectively teach her course content. Some important demographic characteristics of teachers should be considered before giving them the job of teaching the English language in secondary schools. Such vital demographic features include: teaching qualification, area of specialization, and teaching experience of the teachers. 10
Teachers’ educational qualification should serve as a yard stick in appointing them in any of the secondary schools in Gombe State. Educational qualification is simply the level of education attained by an individual in an academic institution. Examples of educational qualification include: NCE, B.ED, M.ED, and PhD among others. Area of specialization is vital in the appointment of an English language teacher. Area of specialization is the act of specializing, or pursuing a particular line of study or work; a particular area of knowledge or the process of becoming an expert in a particular area (Simon, 2009). It is the act or process of focusing upon one particular area of activity or field of research. Teachers who specialize in
English language studies tend to perform better than their counterparts in other areas of specialization when they are given the job of teaching the English language as a subject in secondary schools. Omotola (2009) suggested that teachers should be appointed to teach in the area of their specializations in order to bring out the best in them. Teaching experience is another demographic factor to be considered before appointing teachers to teach in secondary schools in
Gombe State. Teaching experience is an active involvement in teaching or exposure to teaching activities over a period of time which leads to an increase in knowledge or skill in teaching vocation (Oyedeji, 2009). It can be said to be a knowledge or skill gained through being involved in, or exposed to teaching career over a period of time. The experienced teachers give the schools stability and serve as mentors to the new teachers. The new teachers bring fresh ideas and enthusiasm. Experience is certainly important but Ndubuisi (2003) asserted that the benefits of experience become evident after just a few years of teaching and seem to be at the to peak at four or five years.
Teaching method is another aspect that needs to be evaluated in English language. Abdu
(2006) is of the view that teaching methods such as the audio-lingual method, the communicative method, the cognitive method, and the story telling method should be incorporated in teaching 11
English language. Apart from teaching methods, instructional materials seem to make a monumental impact on the teaching of the English language in secondary schools. Instructional materials are educational resources used to improve students’ knowledge, abilities, and skills, to monitor their assimilation of information, and to contribute to their overall development and upbringing, (Mambula, 2005). Instructional materials can be used to aid in the transference of knowledge of the English language from an English language teacher to her students in the classroom. Instructional materials suitable for teaching the English language in secondary schools include charts, flash cards, television sets, radio cassettes, tape recorders, pictures, documentary films, tapes, film projectors, smart board, video recorder, computers, language laboratory, flannel board, textbooks, and blackboards, among others. Instructional materials need to be utilized in other to get the best out of the students in the English language classroom.
The utilization of instructional materials is a practical or ineffective way for teaching the
English language in secondary schools by English language teachers. It is not enough to simply provide instructional materials such as textbooks, pictures, documentary films, tapes, film projectors, smart board, video recorder, computers among others. Some efforts must be made to ensure that they are adequately used. In addition to utilization of instructional materials, adequacy of the classroom environment seems to be another important determining factor for the successful teaching of the English language in secondary schools. Adequacy of classroom environment is the sufficiency in the quality of the instructional materials for language teaching and learning in the classroom environment which makes it suitable for teaching and learning.
According to Manu (2007) the classroom is the most important area of a school because it is where students and teachers spend most of their time and where the learning process takes place.
Adequate classroom environment should be established in the teaching of the English language in secondary schools. 12
As far as teaching is concerned as a profession, the issue of “gender” is very crucial because a teacher could either be a male or female. Gender refers to the socially constructed roles, behaviors, activities, and attributes that a given society considers appropriate for men and women (Fanaz, 2007:23). To put it in another way: "Male" and "female" are sex categories, while "masculine" and "feminine" are gender categories. Gender is a range of physical, mental, and behavioral characteristics distinguishing between masculinity and femininity. Depending on the context, the term may refer to biological sex i.e. the state of being male or female. Some times may be identified along gender categories or gender identity. (Fanaz, 2007:34).
Odejide(2009:8), is of the view that, “ …Women (females) have a better charisma as far as teaching is concerned.” On the other hand scholars such as Obioma (2005:24) assert that men have innate attributes for proficient teaching and therefore should be considered a better gender for teaching than females Another set of criticize refuted their idea and came up with an assertion that men (male) have teaching proficiency in them naturally and therefore should be considered a better gender for teaching profession than women. (Obioma, 2005:24), totally disagree with that proposition and opined that, “Everyone is capable of teaching; both men and women (male and female) provided they are qualified and have acquired teaching experience”. Since the goals of nation building is to produce students who pass their examination in order to contribute their quota towards the business of building the nation, the status of teaching and learning an important subject such as the English language in secondary schools should be given priority attention. It therefore, becomes necessary that the teaching of English language in senior secondary schools in Gombe State should be evaluated. Evaluation can help to reveal the critical elements in the quality of teaching of the language in the selected area.
13
Statement of the Problem
Evidence abounds of the low performance of Senior Secondary students in English language in
Gombe State. The 2006-2011 report of the Chief examiner, West African Examinations Council reveals that candidates’ performance in the examinations between those periods was always poor. The report clearly shows that there was no improvement in the performance of candidates who sat for English language in Senior Secondary School Certificate Examination (SSCE) in some states of the country including Gombe State. The report further indicates that students, who registered for English language, judging by their performance, were not well prepared for the examinations. Their performance fell below standard. These failures, according to the report, were more pronounced among candidates in Gombe State. Therefore, the inclusion of Gombe
State in the list of states with candidates whose performances were woeful in the Senior
Secondary School Certificate Examination, (SSCE) by West African Examinations Council’s
Report, paints a clear picture of lack of adequate knowledge of the language among Senior
Secondary School students in Gombe State. Perhaps, myriads of factors may have combined to account for this ugly state of affairs, which possibly could include motivational and curricula issues, among others as they relate to the teachers in the study area. Again, it is not certain whether the teachers employ proper methods in the teaching of the English language in Senior
Secondary Schools in the State. Modern approaches for the improvement of the teaching of
English language as a second language call for language audit or systematic evaluation of the teacher factor and the learning environment as major variables in the language teaching process.
To maintain the quality of education, the Federal Ministry of Education (FRN:2008) has suggested that program evaluation should be conducted at least once in five years. The essence of this evaluation is to look at the demographic characteristics of English language teachers, the quality of English language teachers, the methods of English language teaching, the use of 14 instructional materials and the adequacy of the classroom environment for the teaching of the
English language. At the moment, no study known to the present researcher has shown the status of teachers of English and the state of English language teaching in terms of the prevailing teacher- classroom practices, learning environment, etc in the Senior Secondary Schools in
Gombe State. This study has therefore positioned itself to evaluate the teaching of English language in Senior Secondary Schools in Gombe State in order to fill a knowledge gap in ELT pedagogy in the State.
Purpose of the study
The general purpose of the study is to evaluate the teaching of English language in senior secondary schools in Gombe State. Specifically, the study sought to:
1. Find out the demographic characteristics of English language teachers (qualification, teaching
experience, and area of specialization) in the senior secondary schools in Gombe State.
2. Determine the methods used by the teachers in teaching the English language in the senior
secondary schools in Gombe State.
3. Ascertain the instructional materials available for teaching English language in the secondary
schools in Gombe State.
4. Ascertain the extent of the utilization of the available instructional materials in teaching the
English language in Gombe State.
5. Find out the adequacy of classroom environment for the teaching of the English language in
the senior secondary schools in Gombe State.
6 Ascertain the significant difference between the mean ratings of male and female teachers on the extent of utilization of the available instructional materials in teaching English language in
Gombe State. 15
7. Know the significant difference between the mean ratings of male and female teachers on the adequacy of classroom environment for the teaching of English language in Senior Secondary
Schools in Gombe State.
Significance of the study
This study is significant in both theoretical and practical perspectives. Theoretically, the study will help in judging the worth, usefulness, effectiveness or value of educational programme, curriculum development and students performance in Gombe state. The study will equally ensure that educational personnel, especially those teaching English language, are well trained and are carrying out the functions that they are best suited to carry. Programme improvement is the most important function or purpose of programme evaluation. Vast sums of money are being spent by government on education. This money should produce good educational programme (Okoro,1999: 8) Therefore, the study will guide government on how to produce good educational programme for students; programmes that would serve the needs of the country and bring about whatever changes are expected in overall life of the students. The study will aid the planning of a new English language teaching and learning programmes and in making decision as to whether to expand, modify or discontinue with existing method of teaching English language in schools in Gombe state. In decision making, the study will be necessary. Decision must be made with regard to all aspects of education at all stages in provision of education. While decisions according to Okoro (1991:9) can be made without reliable data, it is necessary for the effective operation of educational institutions that decisions can be made on the basis of authentic data collected as a result of evaluation process. This study will serve as a basis on which best decision on teaching and learning of English language in
Gombe state can be taken. Finally, this study will theoretically help government in choosing 16 between alternative lines of action and in doing so they will do so on the basis of an evaluation of the information provided in this research.
Practically, the findings of the study will be significant to policy makers, school administrators, English language teachers, students and general public, other subject teachers, future researchers and the Gombe State Government.
This empirical information, when provided to such major stakeholders as Ministries of
Education, Education Boards etc, will be useful to the commissions at national, state and local levels, especially when updating general educational document that touches on different levels of education right from primary to tertiary institutions. Instructors and educationists can benefit by the effort made in this work. One way of making this a reality is by government organizing seminars, workshops and conferences for teachers of English language basing such conferences and workshops on the findings of this research. The qualification of teaching personnel is an important issue in achieving the needed success in the teaching of English language. This research work, having been made a basis for improving the quality of teachers of English language, can be of immense value in selection of personnel for the programme.
Also, the study generated data on the course content of the English language, methods of teaching, teaching experience, and availability of instructional materials and how the variables are used for the teaching of English language. This information revealed the amount of instructional facilities available and how these facilities can be used for the teaching of English language.
Policy makers will benefit from the findings of the study in the following ways: It will guide them on how to formulate concrete educational policies to fill the gap occasioned by the inadequacies of English language teachers, teaching materials, and physical facilities necessary to teach English language in schools. This way the teaching of the subjects in the state will be 17 enhanced. The finding could also help the policy makers in making necessary adjustments and provision about the programme to ensure its effective implementation and consequently, attainment of goals. It could also provide information for better planning and rational decision- making.
The school administrators will also benefit from the findings of the study as it will showcase the situations of available infrastructural and human resources and the extent of their utilization in teaching English language. This will also guide school administrators to produce the needed resources to enhance English language teaching in Gombe state senior secondary schools, as what the senior secondary schools in the state are lacking in terms of teaching and learning of English language will now be obvious.
English language teachers will also benefit from the findings of the study by improving on their method of teaching English language, as the study will present areas of weaknesses and strengths of teaching of English language in schools. By so doing the standard of education will be raised.
Utility values of English language to students and the general public needs not be over emphasized. Every citizen of Nigeria needs to be proficient in the use of the language for effective communication within and outside Nigeria. Mastery of English language is mastery of every other sector of the socioeconomic formation. This is because almost all the courses in
Nigerian tertiary institutions are taught in English language. The students will also benefit from the findings of this study. If students at the Senior Secondary School level have a good command of English language, it will help them to excel at the tertiary level in their chosen course of study.
Moreover, Senior Secondary schools and Universities produce students who will eventual fit in, in every sector of the economy. Other subject teachers can also find the results of the study useful and thus, apply the recommendations in teaching related subjects. It will help teachers of 18 other subjects in communicating skill. Teachers will also be guided by the findings of the study on their roles and choices of instructional technique(s), which will best assist in the achievement of educational goals. The obvious implication is that our educational system and society will benefit from well-trained students in our schools, as there is direct relationship between the quality of teachers and students achievement.
The research finding of the study will be important reference materials for future researchers in a similar field of study who will also find the results of this study very interesting and useful. The study will provide data on some aspects of English language teaching as well as problems that hinder efficient implementation of the English language curriculum at the secondary schools. The data will guide future researchers in evaluating other subjects or the same subject at different levels and locations.
Very importantly, government will realize that they have a major role to play in the inspectoral service. The government will not expect school inspectors to perform miracles when they are not provided with facilities and equipment, finance and personnel with which to carry out their duties. It will also be of immense value to government who must make time to visit schools regularly to watch teachers teach and the students. They should encourage harmony among staff and treat staff problems promptly. Also, government will be in a better position to have access to data useful for being aware of the lapses including how to maximize their use.
Finally, the data generated in this study will serve as reference materials and basis for further studies in the English language.
Research Questions
The study was guided by the following research questions:
1. What are the demographic characteristics (qualification, teaching experience and area of specialization) of the English language teachers in the secondary schools in Gombe state? 19
2. What methods are used by the English language teachers in Gombe State secondary schools for the teaching English language?
3. What are the instructional materials available for the teaching of the English language in the secondary schools in the state?
4. To what extent are the available instructional materials utilized for the teaching English language in the Gombe state?
5. How adequate are the classroom physical facilities for the teaching of English language in the secondary schools in the Gombe state?
Hypotheses
The following null hypotheses were formulated for the study and were tested at 2.50 limit. 0.05 level of significance.
1 There is no significant difference between the mean ratings of male and female teachers
on the extent of utilization of the available instructional materials in teaching English language in Gombe State.
2 There is no significant difference between the mean ratings of male and female teachers
on the adequacy of classroom environment for the teaching of English language in
senior secondary schools in Gombe State.
Scope of the study
Stuffllebeam, (1977) stressed that there are four constructs that need to be looked into the evaluation of an education programme. The four constructs, which form the scope of evaluation according to them, are context, input, and process and product evaluation. Context evaluation provides a rationale for determination of educational objectives; input evaluation provides information for determining how to utilize resources to meet program goals; process evaluation provides periodic feedback for implementing plans and procedures; and product evaluation 20 measures and interprets attainment not only at the end of a cycle of a project but as often as necessary, during the term of the programme
The study involves the use of all the four constructs of evaluation, that is context, input, process and product evaluation. Based on this model, the issue about the teaching of English language which therefore needed to be investigated were; demographic characteristics of the
English language teachers (qualification, teaching experience and area of specialization), methods used by English language teachers; availability of instructional materials, level of utilization of available instructional materials; and adequacy of classroom and physical environment. The geographical scope of the study was delimited to the senior secondary schools in Gombe State. The content scope of the study was delimited to the evaluation of teaching of
English language in senior secondary schools in Gombe State.
21
CHAPTER TWO
REVIEW OF RELATED LITERATURE
This chapter reviewed some related literature under the following subheadings; conceptual framework, theoretical framework, empirical studies and summary of reviewed literature.
Conceptual Framework
Concept of Evaluation
Concept of Teaching
Quality and qualification of English Language Teachers
Instructional Materials Used in Teaching English Language
Methods of Teaching English Language
Assessment Tools Used by English Language Teachers
Physical Environment and Social Factors in the teaching of English language
Theoretical Frameworks
Theory of Discrepancy Evaluation Model
Context, Input, Process Product (CIPP) Evaluation Model
Empirical Studies
Summary of Reviewed Literature
Conceptual Framework
21 22
Concept of Evaluation
In general, the definition of evaluation can be stated as judgement on the value of a public intervention with reference to defined criteria of this judgement (Blama, 2002). The most frequently used criteria are: its conformity with the needs (of the sector, beneficiaries), relevance, efficiency, impact and sustainability of its effects. More general meaning of the term
“evaluation”, emphasising its utilitarian character, is given by Korporowicz (2011:34), as a
“systematic survey of values or features of a given programme, activity or an object, taking into consideration the adopted criteria to enhance, improve or understand them better.” The lack of the precisely defined evaluation objective calls its reasonableness into question. One of the most crucial evaluation objectives is to provide the people ordering the evaluation with reliable and properly substantiated data that will enable them to make decisions.
To understand properly the essence of evaluation studies, it is necessary to emphasize, that evaluation is sometimes associated with and/or taken for purpose of control, audit or monitoring (Hagan, 2006). These terms should not be identified with evaluation, although they can be (in specific cases) a tool for updating the data collected during evaluation as well as for the needs of analyses carried out during evaluation. Audit control, as well as monitoring can be used as the source of information; evaluation however employs also its own methodology.
Before the suitable methods for evaluation are presented, it is necessary to distinguish evaluation types.
According to Types of Evaluation (Hagan, 2006:12), evaluation types can be classified applying various criteria. One of them is the time when the evaluation is carried out with respect to “the implementation of a programme (ex-ante evaluation, mid-term evaluation and ex-post evaluation). Another criterion is the "location" of those who conduct of evaluation and their dependence on the programme executors.” He went further to say that if evaluation is conducted 23 by an independent contractor, then we talk about the external evaluation. Blama when on to say that this evaluation is assumed to guarantee independence of judgements and opinions. Its advantage is the fact that it is carried out by companies specialising in this kind of activity, and that ensures professionalism of the services provided. This evaluation can be subject to risk of inappropriately formulated conclusions and recommendations made by evaluators, resulting from the lack of an in-depth knowledge of institutions involved in the implementation of an evaluated project.
In case of evaluation conducted by people directly or indirectly connected with the administration responsible for a project, we talk about the internal evaluation. Owing to this relationship knowing the specificity of a given institution can be used during evaluation and because of that formulated recommendations can be more useful. On the other hand, however, the main accusation of this type of evaluation is its lack of appropriate objectivity at analyses and data interpretation as well as the lack of trained personnel, who beside their everyday duties related to work in an institution, could engage in evaluation tasks. As far as evaluation of the structural funds is concerned, we frequently deal with the external evaluation. Evaluation is a major factor in the process of curriculum and instructional planning. Smith, (2007) defines evaluation as an attempt to determine the worth or merit of teaching and learning of English language at any level of an academic institution; be it primary secondary or tertiary level.
Ex-ante evaluation
Ex-ante evaluation is performed before programme implementation and its objective is to assess whether the planned intervention is accurate with regard to needs (of a sector or beneficiaries) as well as coherent with reference to planned aims and how they will be implemented (Green, 2006). It can also be the assessment of a context, the identification of potential difficulties as well as the diagnosis of target group needs and expectations. 24
In the working paper issued by the European Commission, the ex-ante evaluation is defined as an interactive process providing judgement and recommendations by experts, separately from the planners, on policy or programme issues Korporowicz, posited that t he objective of the ex-ante evaluation is to improve and strengthen the final quality of a plan or programme under preparation. In this regard, this evaluation work has to facilitate a constructive dialogue between people responsible for a plan or programme and the experts. The ex-ante evaluation also constitutes a key element enabling to understand the strategy and allocate financial resources, indicating clearly the rationale and the scope of choices made. According to
(Korporowicz 2011:23-24) posited that, in the framework regulation (Articles 40 and 41) six main elements of the programme, which should be covered by the ex-ante evaluation, are enumerated. These are: (1) the analysis of the so-far experiences; (2) the diagnosis of the socio- economic context of assistance; (3) the assessment of the legitimacy of choices made and priorities of measures accepted as well as the assessment of their internal and external coherence;
(4) the assessment of the quantification of objectives, (5) the assessment of the anticipated socio- economic influence as well as resource allocation; (6) the assessment of the accepted programme implementation arrangements .
Mid-term evaluation
Mid-term evaluation is the evaluation performed towards the middle of the implementation of an intervention. This evaluation critically considers the first outputs and results, which enable assessing the quality of programme implementation. It is essential for the assessment of the assumptions made during the preparation stage, particularly objectives and agreed indicators as well as the current context of the implementation. This is especially crucial, as a change in socio-economic conditions can make the initial diagnosis that was the starting point for the implemented intervention, outdated (Sinaz, 2004). As a consequence, the results of 25 this evaluation may contribute to certain modifications to the implementation of an intervention and to up-dating the adopted assumptions. The mid-term evaluation is to a large extent based on the data derived from the monitoring system and its quality depends on the scope and reliability of monitoring data.
According to him within the mid-term evaluation, the following issues should be particularly taken into consideration: (1) the analysis of the results of previous evaluations, that can provide the crucial data with regard to the intervention being evaluated; (2) the repeated
(updated) assessment of the relevance of the adopted strategy; (3) the examination of factors that have occurred and that can have an impact on the implementation process and the efficiency in achieving the original objectives; (4) the confirmation whether the objectives have been defined accurately with regard to currently existing needs, both of the sector and beneficiaries; (5) the assessment whether indicators are relevant as well as whether their additional modification would be necessary; (6) the assessment of the effectiveness and efficiency, particularly the results achieved so far and also the progress in attaining objectives; (7) the assessment of the management quality of the project implementation; (8) the assessment of how reliable collected data are referring to products and the intervention results, including the monitoring system; and
(9) providing useful information for making decision about the so-called performance reserve
(Sinaz, 2004:17).
On-going evaluation
On-going evaluation has a slightly different from character all of the above-mentioned evaluation types and can be conducted independently. The on-going evaluation is carried out throughout the period of implementation of an intervention. However, it cannot be taken for monitoring, as it consists of the in-depth assessment of the chosen problems that have appeared 26 during other evaluations, (Hagan, 2006). The on-going evaluation focuses on the management process of implementation of an intervention, the analysis of the problems that occur during this process. It also proposes specific solutions. Moreover, its aim is to analyse in detail, contextual preconditions that can influence the success in programme implementation, or achieving the agreed objectives as well as comparing this project with other programmes of the same kind, if implemented at the same time.
The above-mentioned evaluations deal usually with an intervention perceived as an integral whole and they most frequently conduct more or less complex analysis of an enterprise.
The study will turn attention at this juncture to the next important concept in the sub-section
The Concept of Teaching
Teaching is an abstract art. As a teacher one must enter the mind of one’s student with the intent to engage. A teacher must engage one’s student in the process of absorbing, understanding, applying, and then retaining new knowledge. It is said that it takes the average human 21 days to create a new, repetitive behavior. It takes 30 days to make the habit part of one’s everyday life (Adelman, 2002).
In games of physical sports the mind and the body must come together to take the knowledge given by a teacher to a new level. Not only does the basketball student have to incorporate their cerebral cortex but also their body in the learning of new concepts to master the game. The athlete must transcend the mind to bring to the court physical performance (Staff,
2012). In regular classroom settings, students learn concepts and facts that they may never use in their day to day living. Special techniques are required to teach and impact into students the knowledge required to excel academically. 27
According to Adelman (2002: 60-65), when creating lesson plan on how to teach students in the classroom, these basic concepts should be kept in mind.
• Begin teaching by using clear language. Make sure that you explain basic concepts of subject. Do not assume that all students have pre-knowledge of whatever you want to teach. Teach what you want to be known in your classroom. • Break concepts down into basic components. Do not teach many topics in the same day. Separate your concepts. Create a curriculum where you build on knowledge day by day. Use only words and visual aides to explain the concepts. Do not bring the physical side of the concept into the lecture. • Allow for your students to ask questions and to take notes. Sometimes students are not taught to incorporate things like literature and note taking only in their bid to pass exams, but it is important for their development. Students are intelligent and should view themselves as using their brains while learning. Reading books on your topics and concepts is also a good idea for the development of your students. • Watch videos of examples of the concepts that you are teaching. • Encourage students to read their books daily. • There are many ways to introduce new topics to your students. If you make interaction part of your teaching, it will encourage the students to not only eloquent, but also make them develop interest in your teaching. This will enhance their academic performance. • Give constructive criticism in a kind, gentle way. Entertain relevant questions in the classroom and encourage your students to study harder.
Teaching has developed from an all comer’s vocation over the years and has become a reputable profession for the bright brain. There is no education, in the real sense of it, without teaching. Brown (1987) cites Nathan 1964:269) as espousing this view in the assertion that “to satisfy the practical demands of education, theories of learning must “be stood on their head” so as to yield theories of teaching. This view of the inter-relationship between learning and teaching led Brown (1987:7) to define teaching as “…guiding and facilitating learning, enabling the learner to learn, setting the conditions for learning.” Teaching involves the transfer of 28 knowledge, skills, competencies, worthwhile habit/behavior from a person skilled in these or trained for such purposes to person(s) interested in such outcomes.
Language Teaching as a Discipline
English is a language which has great reach and influence; it is taught all over the world under many circumstances. In English-speaking countries, English language teaching has essentially evolved in two broad directions: instruction for people who intend to live there and for those who do not. Language teaching is a conscious process and it results in learning about the language through error detection mostly in the classroom where students are corrected and formal rules followed. In language teaching, the presentation of explicit rules is a necessity. This is normally done under the guidance of professional, committed and dedicated teachers in the language, within the school environment.
In language acquisition, the sounds and basic structures of the language need not be taught.
This is not the case in language teaching. In language teaching, the basic sound systems of the language and its structures must be taught and learn. This is why in second language teaching, the structures of the language must be taught unlike in first language situation in which the language is known orally, therefore, teaching it is a question of exploring possibilities for using the language in speech, reading and writing.
Both acquisition and teaching imply the existence of an innate mechanism which Chomsky
(1969) refers to as language acquisition device (LAD). This accounts for why language is species specific and uniform. This also implies that when a learner is exposed to a target language, he/she formulates hypotheses about the structure of the target language and checks them against further encountered data for modification until mastery of the target language is achieved. It therefore, follows a stage by stage process. Thus, the role of the mind in language acquisition and teaching is essential. 29
Generally, language teaching in children seems to be based on two important and intimately interconnected properties of human language. The first is that it is rule-governed and human beings master and follow rules for forming and using expression of their native language
(Rumelhart and McCleiiand, Pinker and Price (1988). Secondly, language is creative, in the process of language teaching; human beings spontaneously produce and understand expressions they never encountered before in their linguistic expressions. It seems, therefore that language is indeed a uniquely human cognitive ability and its teaching to children continues to be a cognitive development, which is unparalleled in any other species.
Teacher Defined
Teaching is an art carried out by someone called a teacher. A teacher or school teacher is a person who provides education for pupils (children) and students (adults). The role of a teacher is often formal and ongoing, and it is carried out in a school or in other places of formal education (Green, 2006). In many countries, a person who wishes to become a teacher must first obtain specified professional qualifications or credentials from a university or college. These professional qualifications may include the study of pedagogy, the science of teaching and special teaching subjects. Teachers, like other professionals, may have to continue their education after they qualify, a process known as continuing professional development (Matin,
2008).
Teachers may provide instructions on literacy and numeracy, craftsmanship or vocational training, the arts, religion, civics, community roles, or life skills. A teacher who facilitates education for an individual may also be described as a personal tutor, or, largely historically, a governess. In some countries, formal education can take place through home schooling. Informal learning may be assisted by a teacher occupying a transient or ongoing role, such as a family member, or by anyone with knowledge or skills in the wider community setting (Simon, 2012). 30
Religious and spiritual teachers, such as gurus, mullahs, rabbis, pastors/youth pastors and lamas, may teach religious texts such as the Quran, the Torah or the Bible.
Quality and Qualification of English Language Teachers
Qualification is the evidence to show that someone is able to handle any profession. In English language teaching qualification is needed in teaching it. It is expected that someone who is to handled English language teaching should possess the qualification. In Nigeria, the minimum qualification for teaching is Nigeria Certificate in Education (NCE) as stipulated by the Federal
Government of Nigeria (National Policy on Education, 2004). Some one to be regarded as qualified in English language should possess this minimum qualification.
School as an organization is composed of human, materials and financial resources, the management of which requires expertise and professionalism. As the vital ingredient for successful attainment of school objectives, teachers are the backbone of not only the school as an organization or a learning center, but also the educational system in general. In fact, it has been observed that no educational system could be productive without professionally groomed teachers. Thus, teachers are viewed as valuable assets that must be developed for the realization of the educational objectives as well as those of the nation at large. Governments in both developed and developing countries are becoming more convinced that the place of teachers in social, educational, political and economic development of a society is very vital: thus, endorsing the popular notion stressed by Williams (2001:42) “that, The qualities of the English language teachers of today possess would inevitably be reflected in the citizens of tomorrow”. Because teachers are the only people in any given societ1y that are equipped to refine the crudity in the individuals of the society as well as open ways for the nation’s creative personalities and geniuses, they have, therefore, the potentialities for developing the students into sound citizens.
Consequently, managing and developing such an important work force is not an easy task. 31
The teacher occupies a central place in the education sector and the success of the teaching of English language depends entirely on the teacher. This is confirmed by Akpa (2000:15) that a good teacher must be “adaptable, flexible, dependable, co-operative, considerate, enthusiastic forceful, honest, industrious, open minded, refined and resourceful”. He further contented that the teachers must have a depth of knowledge, good health, leadership qualities, and scholarship.
This means that the teacher should therefore, be well prepared to meet the challenges of the teaching profession.
Akpa (2000) noted that the current status of teachers teaching in our secondary schools is that they are grossly unsuitable for the 21st century challenges. Currently, with the increase in the number of secondary schools, the major problem is the issue of inadequate teachers. In addition to these problems, Hunger (2007:53) is of the opinion that “schools face lack of teachers. Even the best pupils when placed in the hands of untrained and inexperienced teachers cannot be expected to achieve optimum development of their potentials”. This is to say that the poor quality of teachers will perpetually keep the teaching of English language in a state of under - achievement of the desired ends. It is the same thing with the seed we sow which will always produce its kind. The qualities of teachers of English language in our schools determine the future of our children tomorrow and indeed, the future of the educational system.
The assumption that any person who has undergone programmes of teacher education will automatically teach competently in the classroom can no longer be sustained by evidence from research. According to (Oyedeji 2009: 13), “Most of the trained teachers are not effective in the classroom if the academic performance of students/pupils at all levels is used as a yardstick”. This study agrees with Oyedeji’s assertion because there are many other factors affecting the student performance, teaching factor remains a very strong and important factor in determining the level of learning in schools (Chacko, 2001). The performance of most of these 32 teachers is found to be heavily teacher centered, which tends to emphasize teaching rather than learning, note- taking and facts dissemination rather than application of knowledge.
Ajayi (2005) is of the view that the most disturbing system of the falling standard of our educational system is the intellectual performance of the average school students after 6 years of elementary, can hardly read or write. In a similar vein, Karatu (2001) observed that in Nigeria our biggest educational problem is that many children leave primary schools unable to read or write. Cases of near total illiteracy have been reported and are on the increase not only in the primary school but also at the secondary and even tertiary levels. This problem of illiteracy of pupils or students can be traced back to the incompetence of the teachers which continues to manifest regardless of the professional certificates they claim to possess. The NCCE (2000) minimum standard stipulates that there shall be adequate number of teaching staff for the programme. The new minimum standard stipulates that the minimum number of teachers for single major is five (5), while that of double major is eight (8) and that professional qualifications of such teachers shall be a minimum of NCE/PGDE certificates. Also, teacher/student ratio should be 1:25. The result of the findings of Bukar (2004) revealed that due to increasing students’ enrollment and the academic staff turnover, the teacher/student ratio varies from 1:336 to 1:400 and above in almost all the educational zones. The study further revealed that even in the double major subjects who are supposed to have a minimum of 5 teachers now have 2 and at most 3 teachers in some institutions, particularly such subject as in the areas of Physics, Chemistry and Mathematics and technical subjects.
Ehimmidu (2007) observed that the teaching of English language in our secondary schools deserves highly qualified and motivated teachers who possess relevant knowledge and skills for effective handling of secondary school education. Aguokogbu (2004) however, observed that the present situation where the NCE graduates are drafted to teach in the primary 33 schools is wrong. This is because the curriculum is designed to enable them teach in junior secondary schools and not in the primary schools. Besides, he further observed that in the primary schools one teacher teaches all primary school subjects and we know that the NCE graduates are not exposed to these primary school subjects.
In fact, all sorts of people are found in the Nigerian schools as teachers without due regard for professionalism and the importance of good teaching. The need for highly competent and qualified teachers in this complex and ever dynamic world cannot be over -emphasized. More so, the quality of education and learning achievement of pupils/students depend heavily on the competence, personality and dedication of the teachers. According to Combe (2001:.12),
“Teachers’ qualifications correlates positively with pupils’ performance in examinations and negatively with students’ drop out”. Lamenting on the low quality of teachers in our schools today, Diala (2001) observed that we have highly certified (not qualified) teachers in our secondary schools yet our students are not motivated to learn. When you visit a secondary school of about 20 teachers, you discover that 25% or more of the teachers are degree holders while the rest may be NCE holders. Yet the quality of instructional programme is low. Why the teaching staff may be highly certified yet not qualified and experience but devoted to their job. According to Diala (2001:11),” teachers need special training from time to time to make them really productive. This includes incisive training in classroom management, teaching strategies, production and improvisation of instructional materials, audio-visual aids (educational technology) work ethics, record keeping, and human relation etc, to equip them to deliver the goods.
For a developing nation like Nigeria, the teaching profession is perhaps the most vital, crucial and strategic of all professions for national development (Ukeje, 1991). This is so because it is a truism that no educational system can rise above its teachers and education is the 34 most critical instrument for change in any society; therefore, the quality of the education provided in any society and the nature of the change affected by that education are both dependent on the quality of teachers and effectiveness of their teaching in the schools. If the child is the center of the educational system, the teacher is the pivot of the educational process.
This is because in any educative process, there is always a teacher in front or at the back, at the center or at the side. What he knows and does can make a great difference, and what he does not know, and cannot do or fails to do can be an irreparable loss to the child, (Ukeje, 1991). For it is the teacher in the final analysis who translates policies into practice and programmes into action for as the teacher is, so, is the learner indeed, it is upon their number (teachers) that the educational success and programmes, their quality, devotion, commitment to duty, effectiveness and efficiency can be achieved. We can educate without books, and other teaching aids, but we cannot do without the teacher, (Anikwozi, 2007).
The need for competent teachers for the successful execution of any school curriculum was well expressed in the National Policy on Education document when it stated that “teacher education will continue to be given due priority. To measure emphasis in our entire educational plan because no education system may rise above the quality of its teachers” Yes, no education system may rise above the quality of its teachers, because for any nation to grow and advance academically, they must have quality teachers who teach from primary to tertiary levels. (FRN,
2004:39). In support of this statement, Abebe (2004:20 ) identified certain basic competencies the Nigerian teachers should possess to be able to execute the curriculum of the school successfully. Such competencies include:
1. A good knowledge base of the subject matter and different approaches with which he can
teach the matter to the understanding of his/her pupils 35
2. A working knowledge of education psychology that will enable him/her understand how
learners and learning develop in order to plan learning experiences for his pupils according
to their age and ability;
3. Knowledge of learning theories that they can translate to the problems peculiar to their
school environment; and
4. Good disposition to the profession because teaching is more demanding and crucial than the
Nigerian public is made to understand since both the raw material and products are human
beings
Abebe stressed on the importance of teaching subject, knowledge of psychology and
professional induction in teacher preparation. To some extent, one can say knowledge is
what makes teaching different from other professions.
In a study carried out by Ali (2003:79-79) in what is called “Magnet type
Elementary School”, they developed a conceptual model in which they identified six inter-
related and inter-defended competencies in which teachers must be proficient if they were to
attain school goals and promote students learning. These competencies are:
1. Quality instruction (e.g. competence in teaching models which link students’ learning styles
with appropriate instructional approaches).
2. Classroom organization and management (e.g. grouping students in ways which they will be
independent and responsible);
3. Programme development (e.g. developing learning activities which correspond with students
learning needs in content area plus monitoring and evaluating each curriculum segment );
4. Student growth (e.g. conducting individual needs assessment and providing reinforcement
and feed back to learners);
5. Content expertise (e.g. possessing and extending a knowledge base); and 36
6. Personal expertise (e.g. participating in productive team planning in programme
implementation).
Conceptual model seemed to be quite comprehensive in that it had taken into account the entire teaching-learning environment-physical and human. Similarly, a study by Ali reiterated the need for prospective teacher to have a good command and knowledge of teaching subject, of learners, and learning instructional strategies. This is because such knowledge enables the teacher to teach effectively and consequently develop self-confidence. Other studies by Smith
(2004), supported the belief that an in depth knowledge of the subject of instruction, knowledge of various method of teaching and ability to judge the appropriateness of instructional materials, enhance teachers competence and improve standard of education and learning.
One of the general problems confronting educational institutions in Nigeria according to
Adesina (2000) is the shortage of teaching staff and the concomitant question of the quality of those in the service. Adesina further observes that teacher education efforts in Nigeria generally run through a pathological trend. Falaye (2004) also observes that, the African teachers, like their counterparts in most part of the world, is one of the most poorly paid of all professional workers, yet the services of the teachers are indispensable to a nation. For teachers, unlike any other professional group, influence in no small measure the lives of the nation’s youth and the nation’s future. Fafunwa (1980) further observed that poorly trained teachers would produce poorly trained doctors, lawyers, and the like.
In general, teacher quality at the primary level seems to be low and this reflects on the various part-time and sandwich programmes in which many are trained (Aarons, 2003). There are complaints that the teachers produced by these programmes are barely inadequate. While at secondary level the same upgrading phenomenon and lower quality output is evident, at the university level, the “brain drain” affecting the more able and experienced teachers is a major 37 problem. The reliance on inexperienced teachers affects the quality of students’ work, and the teachers in future. Lassa (2000 :29) observes that “The kind of teachers trained and posted to school may well determine what the next generation of Nigerians will be”. The researcher agree with the above assertion because the future generation of any society require very well trained teachers who will be posted to teach in various schools in the country. In other to be proud of its progress in all sectors in our economy, it must have quality teachers to lay the foundation. Ciwar
(2005) stated that over the years, the teaching profession was clouded with teachers with multifarious background trainings and qualifications.
With the emergence of the so-called greener pastures, the profession began to lose the best of its workforce. It, therefore, followed that only those who could not get better jobs stayed on while new entrants to the profession used it as a stepping stone. Worst still, others who were not trained as teachers but had no other job went into the profession. Commenting further on the status of the teacher, Ciwar (2005) argued that the teacher of today lacks the skills, qualifications, and personality expected of the teacher. Emphasizing the crucial role of lectures in the educative process, Afe (2003) contended that without the teacher the whole educational enterprise would collapse. Even with the best educational policy and design and the expenditure of colossal sums of money on education, the ultimate realization of any set of aims for education depends on the teacher, as he will ultimately be responsible for translating policy into action and principles into practice in his classroom interactions with his students. The importance of teachers and particularly their training in the whole education enterprise cannot be overemphasized. For upon their number, their quality and their devotion, the effectiveness of all educational arrangement must clearly depend.
Mohammed (2001) suggested that all teachers in tertiary institution, colleges of education inclusive, should have a PGDE in order to teach. It should be realized that not everybody with 38 advance knowledge of their subject can teach in higher education without any form of training to do so. Mohammed further observed that it is a wrong assumption that teachers with higher degrees, especially terminal degrees, PhDs qualified to teach. Knowing the content does not necessarily mean that they can effectively communicate their knowledge to students. Thus the teacher according to Kalusi (2003) constitutes the second most important input in any educational system; after the learners. Without efficient and effective teachers in the education industry, quality outcomes cannot be achieved. Since teachers initiate learning, they need to be adequately prepared for the teaching. This is why the National Policy on Education (FGN, 2004) asserts that “no education system can rise above the quality of its teachers”. The need to ensure adequate teacher preparation would be better appreciated when one considers the fact that educational objective, no matter how well stated, and may be rendered useless by inefficient teachers.
Instructional Materials Used in Teaching English Language
The need for adequate facilities and materials in Gombe State schools for effective teaching and learning cannot be overemphasized. Teachers could be available, but without enough facilities and materials, the effort would be useless. Instructional materials have borne several nomenclatures from the colonial concepts of apparatus to teaching aids, teaching aid to educational media, educational media to instructional technology, instructional technology to curriculum materials, and curriculum materials to its modern nomenclature-instructional materials. Each of these conceptional stages depicts the scope of its usage and application in the classroom. But according to Eya (2005), the general acceptable nomenclature by professionals of education is the term “Instructional materials.”
Instruction materials are indispensable in the teaching and learning process at all levels of educational system. They are referred to as a veritable channel through which instructions can be 39 impacted in the classroom. Koffar (1999) identified these instructional materials to include audio-visual material of various types, pictures, or charts, books, radio, television, type writing machine, computer, chalkboard, and projectors. Okorie (1986) defined instructional material as that branch of pedagogy which treats the production, selection and utilization of instructional materials that do not depend solely on printed words but instructional technologies employing both materials and devices used in learning situation to supplement the written or spoken word with transmission of knowledge, attitude, and ideas. Offorma (1994) see instructional materials as materials that facilitate teaching and learning activities and consequently the attainment of lesson objective. Hence one can rightly say that instructional materials are those items which the teacher uses in teaching in order to make his teaching and illustrations real and meaningful. In fact, anything a teacher uses to achieve instructional objectives. As tedious as teaching secondary school pupils is, one must have to admit that its effectiveness compulsorily requires the use of instructional materials. This is because these materials help to bring about variety which arouses and maintains the interest of the pupils/ learners.
Instructional materials can also be seen as instructional media. This simply refers to some of the devices which both teachers and learners can use to enhance the quality of instruction
(Offoefuna; Eya; 1999) used it to refer to all those materials that the teacher needs to incorporate in the teaching- learning experience. These materials include all forms of information carriers that can be used to promote and encourage effective teaching- learning exercise.
An effective and efficient teacher always strives as much as possible to understand his/ her learners, the subject, all the tested approaches, methods, techniques and materials before making choice of any instructional materials. These factors enable him/ her to interact, facilitate and consolidate the teaching procedures. In support of the above idea, Lawal (2004) affirmed that both instructional aim and approaches occupy the highest level of idealization as they cover 40 a long term of attainment and implementation respectively. This implies that a teacher must first of all understand the broad and specific objectives of his teaching, what to be taught (subject), component of curriculum, approaches and methods, instructional materials to be used in his teaching because these factor form the basis with which to accomplish the predetermined goals of primary education
Instructional materials can be referred to as those materials that appeal to the senses.
These senses are sight, smell, taste, touch and hearing. During instructional process, pupils employ one or more of these senses while learning. Also some learn better by seeing, touching, tasting and others by hearing and smelling. These include visual aids, audio- visual aids, and audio aids (Ene, 2004). The relevance of instructional materials in realizing the objective of secondary schools cannot be overemphasized. Their management for instructional purposes depends on what the teacher or instructor makes of them. This implies, according to Onyejiemezi
(1981) that instructional materials do not achieve any of the attribute values on their own; rather their usefulness depends on what the teacher makes of them. For example, if a social studies teacher does not have the knowledge and manipulative skills of using any of the materials relating to the subject, the learner (pupil) will definitely find it difficult to understand the concept from him.
The neglect over the use of instructional materials in secondary schools for effective implementation of English language programme is highly grievous because the approach used for conveying what is taught to the pupils also matters. In secondary schools, the strategy and instructional materials used for teaching are extremely important. Kindler (1983) asserted that learners comprehend and retain more of what they are taught when adequate and appropriate instructional materials are employed. Learners are said to remember ninety nine percent (99%) of what the hear (Omeiza, 2003). A says that, “The more a child has seen and heard, the more he 41 wants to see and hear”. Experience beget experience intelligence is not only something one is born with, it is also learned. Most pupils and teachers may not travel to some other part of the world throughout their life time but the can learn about its through films, pictures, maps. Thus through the skillful learning process, one can bring the whole world to the classroom thereby making abstract thing to come into reality.
If these assertions are correct and if instructional materials play an important role in making teaching and learning effective in secondary schools, then it is inevitable for teaching since that level of education covers the wide range of people who are more dedicate and complex to handle, when compared with the tertiary levels of education. Instructional materials deny itself one specific classification. The list of the materials are in exhaustible, its limit is the teacher’s level of resourcefulness, creativity and imagination. Instructional materials have been classified in different categories by different scholars.
Adelabi (2000) classified instructional material as, audio-media, visual media and audio- visual media. He defined audio media as teaching and learning devices that mostly appeal to the sense of hearing. Examples are public address system, tape recorder, taking drum. According to him, visual media are teaching and learning devices that mostly appeal to the sense of seeing only, which can be further divided into projected and non-projected visuals, examples are films slides (projected) and postures, regalia, globes and pictures (non-projected). He referred to those instructional materials which provide the learners with the opportunity of seeing and equally learning at same time as audio-visual. Examples are educational television, videos and film.
Umo (2005:131-132) did an elaborate classification and description of instructional materials. He classified instructional materials into six groups, viz: 42
• Visual materials – these are materials which appeal to the sense of seeing only, examples
are pictures, diagrams, flannel boards, chalkboard, building, graphs, charts made by
teacher himself.
• Audio- materials – these refer to those materials that appeal to the sense of hearing,
examples are tape recorders, cassette cartridges, radio, dices, language labs, and such
like.
• Audio-visual materials – these are those materials that appeal to the sense of hearing and
seeing. These produce both sound and visuals. Examples, television, motion pictures with
sound, slide and film strip projectors with sound accompaniment.
• Software- these include graphic materials, printed materials, slides, films and strips,
overhead transparencies, cassette tape.
• Hard wares- These are the devices used in presenting materials. For example, board,
chalkboard, tape recorders, projectors, and video recorders. While video tape is a material
the video recorder is the equipment.
• Projected materials: include those materials, which require projections viewing. There are
two types’ transparent and non-transparent (opaque) projections. Examples of non-
projected materials are books, models, mock-ups graphic materials, bulletins
chalkboards, simulation.
Azikiwe(1994) classifies instructional materials into groups, human and material resources. According to her, human resources consist of the teacher/resource persons, the learners and the entire tutorial and non-tutorial (supporting) staff. The material resources are grouped into tangible resources and intangible resources.
She classified the tangible resources into three main groups: visual, rural and audio-visual aids. She further identified six types of visual aids, namely: 43
• Projected aids
• on-projected aids –chalkboard, bullets board and flannel board
• Pictorial instructional materials such as wall charts, still pictures, (photographs),
graphs, maps, posters and manuals.
• Three dimensional aids-these, include regalia (real objects) models and specimen.
• Mobiles-laboratory equipments, apparatus and chemicals.
• Books.
Ukoha (1996) sees instructional materials as educational media. He divided them into two broad categories; printed and non-printed media. The printed media include all educational information carriers printed on paper such as textbooks, reference books, workbooks, handouts, journals, among others, while the second group is the non-printed media. This group is further sub-divided into low cost media and electronic media. The low cost media include wall charts, slip charts, models, diagrams posters, pictures, sketches and graphic.
Electronic media; according to Ukoha further divided into software and hardware materials. Software’s include computer programmes, 16mm and 8mm films, slides, microfilms and transparencies, video films, audio cassettes. The hardware materials include overhead projectors, opaque projector, slide projectors, camera, computer sets, radio, cassettes recorders, microfilm recorder, television set, transparency maker and radio cassettes.
Instructional materials can be referred to as teaching aids. (Ene 2004 72-73) defines teaching aids as the totality of material and real life objects employed in the instructional process. He maintained that instructional materials usually exist in form of real life objects, improvise or look alike materials. He grouped them into three main types, these are:
• Visual aids; examples, charts, maps, pictures, objects and other improvised materials 44
• Audio aids; these stimulates the sense of hearing only in learning. Example are; radios
and cassette radios.
• Audio-visual aids. They produce sound and motion effects. Example, television videos,
overhead projectors, computers and among others. According to him, the effectiveness of any
of these instructional materials depends on numbers of factors. These factors include:
Relevance to the topic, appropriateness of introduction and timing. Similarly, Azikiwe(1994)
stated that selection and use of a particulars instructional material by a teacher depends on a
number of factors which she highlighted to include; relevance to the objective of the lessons,
availability, quality, cost, simplicity of use and learners characteristics such as age, interest,
aptitude and development level.
So far, one can see that instructional materials have undergone several conceptional
definitions and classifications from various intellectuals. Its application and utilization by the
teacher during instructional process enhance teaching and learning process and equally makes
teaching and learning exercise to be more meaningful, enjoyable both to the teacher and the
learner. Therefore, its usefulness to the teacher and the learner depends on how relevant he/she
finds them towards the attainment of pre-determined instructional objectives.
Sources and Production of Instructional Materials
Instructional material production is the most and compulsory task teachers, teaching- practice teachers and instructors undertake during the study of education technology. This activity provides the student-teachers as well as the instructors an opportunity to test out their ideas, and suggestions presented in different text-books and equally apply what they are learning to a concrete instructional problem.
In third world countries such as Nigeria, production of instructional materials is found to be a very stressful, frustrating and arduous task. Instructional material producers encounter 45 numerous problems in the course of producing it. Some of these problems are identified as; high cost of procuring needed materials for use in production, low production skills possessed by teachers, problem of storage and maintenance, low capacity of the already existing ones. There are several stages that are involved in the production of instructional materials. (Eya, 1999 :54-
55) identified four basic stages in instructional materials production to include; choice stage, statement of objectives stage, prototype and final production stage.
In line with this, Ughamadu (1998) stated six guidelines for the production of educational media as; selection of specific instructional objectives, identification of the characteristics of the learners, selection of the content of the information which the media will convey, selection of medial for the presentation of the information, estimation of the cost or financial implications, and taking account of essential rules. Production of instructional materials by teachers requires a lot of skills that will enhance and equally guide them in the production. Considering these skills, to involve; lettering skills, illustrating skills, manipulating skills and mounting and /or photography skills if it is still and motion aids. This disposition maintained equally that producers of instructional material have to access the quality of their products before choosing and utilizing it in the instructional producers. In this regard Ali (2005) remarked that it is very important that teachers knows the characteristics of a good quality instructional materials before choosing them for use in teaching. Just because the instructional materials are there commercially, produced in neat and nice package or because they are recommended for instruction may not necessarily mean that they are good or that their use would enable the learner attain the objective of interaction.
Ali (2004:142-143) opined that instructional materials produced for teaching and learning process may be said to be ideal or good if it meets the following conditions:
• cognitive content coverage and structure 46
• Languages of instructional materials are clearly understood void of colloquial vocabulary
jargons.
• visuals content materials are often interspersed with illustrations
• Include reviews, drills, activities and assignments.
• there are inter-diplomacy approach in coverage of content
• A good instructional material should be one relevant to the content of the subject,
curriculum, and its objectives.
• The last but not the least is readability. That is, its content must be readily readable and
understandable at the level of the learner for whom the material (especially books) is
meant for. Consequently, good instructional materials should be appropriate, free of bias,
up-to-date, easily obtainable and should not be too expensive.
Eya (1999), stipulated the guidelines for quality assessment of instructional
material to include; ensure that the product is appropriate to the age of the learner and
that it is simple in presenting just the essential details, ensure that it is clear in
illustrations, ensure that the size is adequate, ensure that the materials are durable, readily
improvisation, which is often by teacher and occasionally the learners, by publishers and
instructional material development centers/industries such as National Education
Technology Centers (NETC) and the Science Material Development Centers (SMDC)
located in Enugu, Awka, Akure, Lagos (Ali 2005).
The improvisation of instructional materials is generally recognized as important skill which every secondary school teacher in Nigeria and indeed in other developing countries must acquire if they are to function effectively in classroom. This is because schools in the developing countries are generally poorly equipped in terms of availability and adequacy of teaching-learning materials, especially pupils’ textbooks, audio-materials, audio-visual and 47
visual materials. A recent nation-wide survey on “condition of teaching the four core subjects”
conducted by the National Teachers Institutes (NTI) Kaduna in April 2006, revealed that most
secondary schools lack instructional materials such as textbooks, maps, charts, computers, and
laboratory equipment. Also the majority of teachers have failed to demonstrate the requisite
skills for improvisation and use of instructional materials.
Omotunde (1996) suggested improvisation of teaching aids by teachers to make the aids available in the school. The Federal Republic of Nigeria (2004:78) in its National Policy on
Education stated that ‘teachers will be required to participate more in the production and assessment of education materials which the teacher will use in the classroom situation”. The essence of producing instructional materials is to facilitate the teaching process and if science as well as art subjects can be learned properly, it must be experienced. Hence improvisation of some, if not all the materials from locally available materials will, to a greater extent help to provide enough learning materials. Nevertheless, it has been discovered that the difficulties encountered by secondary school teachers in purchasing and improvising instructional materials have called insignificant changes in the behaviour and attitude of these teachers towards this vitals practice.
Asiegbu (1985) stressing on the problems of effective utilization of instructional materials said that in our present educational system, untrained teachers are employed to teach in our secondary schools, colleges and of course tertiary institution. As a result of insufficient training, many teachers do not recognize the potentials of many simple teaching materials available at a very little cost talk-less of how to use them. In addition to this, Aburime (2005) stated that lack of knowledge and technique in the production of instructional aids; and the type of teaching method adopted by teachers in secondary schools during classroom teaching are the major problems that hinder the production of teaching materials in school. Other major obstacles 48 include. This is supported by Fafunwa (1994) who lamented that the ugly situation of unavailability of instructional materials in primary and secondary schools was as a result of lack of fund and shortage of experts.
Olarewaju (1984) equally observes that the inadequacy of funding science teaching is acute, especially this time that the country is struggling to get out of the quagmire of economic recession. The cost of science equipment and other teaching materials are very high. Nigeria is seemingly poor country and many primary and secondary schools are without laboratories.
Hence, for science teachers as well as art teachers to use their meager salary in buying science and teaching materials is quite impossible.
In view of this, Balogun (1982) noted that improvisation when applied to science teaching is often used synonymously with local production of science equipment. He opined that both concepts have to do with provision of relatively cheaper alternatives to imported science equipment. This is supported by Bomide (1985) who saw improvisation as the act of using materials or equipment obtainable from local environment or designs by either the teacher or with the help of local personnel to enhance instruction. Instructional materials, whether improvised locally or foreign have one common usefulness of concretizing the teaching and learning experiences.
However, teachers ought to know the procedures for designing alternative instructional materials with which they can help their learners to visualize whatever topic they want to teach.
Again, if instructional materials are to be improvised, emphasis should be laid on using cheap and locally available materials. A classroom teacher must to conversant with types, characteristics, and advantages of instructional materials before he could improvise. Some science equipment that could be improvised are transparent plastic cups as beakers and conical 49 flask, empty milk-cans to serve as germinated seed can, plastic jerry cans and pots for stacking solution in place of reagent bottles.
At times most schools heads (administrators) and classroom teachers pose ignorance of some possible sources of instructional materials and even their existence. As a result of this, the
National Teachers Institute (NTI) in her manual for retaining secondary school teachers discussed a detailed source of instructional materials for effective secondary school teaching.
These sources of instructional materials include; collection of items from the immediate locality of schools, production process by teachers and learners. Distribution of instructional materials to schools by government and non-government organization (NGOs), such as United National
Development Programme (UNDP), United Nations International Children’s Education Fund
(UNICEF), Donations from several sources such as philanthropists and public sprinted people within the school community, town unions, old pupils Association, Parent Teachers
Associations, Board of Governors and other similar bodies; distribution of productions by students in tertiary institution and creation of resource center. A resource centre is a place where varieties of teaching-learning materials exist for use by teachers, learners, and other interested person’s within a school or an area. Resource center can be created by institutions, a local or state government, and an individual or non-government organization.
The modern society is in a continuous flux which led to changes in our educational systems. Hence the need for inculcating instructional materials into teaching learning process in order to enhance learning both in primary and secondary schools . Edger (1996) maintaines that the need for innovative materials in schools was due to great quest for education to meet up with the changes in the society. Not withstanding, some teachers instead of understanding instructional materials as tools for making teaching and learning process more effective, easier and enjoyable, see instructional materials as instrument for decoration and not as tools to be used 50 in teaching or that they are only meant for teaching practice student teachers of various categories.
The Rationale for Production of Instructional Materials
Most people seem not to be convinced on the need for production of instructional materials for teaching and learning purposes in secondary schools. The principles (rationale) behind the production and use of instructional materials for teaching and learning activities in secondary school is derived from effective planning and scientific method which emphasizes on clear identification of problems and proffers solutions towards the achievement of the objectives.
Other rationales are drawn form the numerous psychological, philosophical and educational theories propounded over the years. (Okwor, 1995) highlights some of the theories in psychology that has been of relevance to the application of instructional materials in teaching and learning. They include, the behaviorist psychologist associated with skinner and their stimulus-response associations, the humanistic psychologists associated with Carl Rogers and
Jane Abercrombie, the ideas of John Comenius who popularized the use of Jacque Rousseau,
Heinrich Pestalozzi and John Dewey.
Some of the rationales/ principles draw from the above theories as regard to instructional materials production in schools for teaching and learning activities include:
- Principle of statement of objective specifying clearly enough what the learners are
intended to learn which must take into account their peculiarities.
- Principles of feedback: This implies that immediate feed back has to be given to the
learner after being assessed, to enable him know his areas of weakness and strength.
- Principle of utility: The principle of utility emphasizes the need to make learning content
relevant and meaningful to a learners to arouse his interest 51
- Principle of transfer of learner: This stresses the need to relate learning experiences with
the real life situation, to facilitate the use of the knowledge gained in school or outside
the school.
- Principle of repetition: This principle emphasizes that the more and individual practices
an act, the more he improves his performances. Constant learning facilitates mastery and
retention of what has been learnt.
- Principle of reinforcement: A behaviour that is reinforced has an increased likelihood of
occurring again.
- Principle of individual differences: This implies that no two individual are the same, and
learning is improved when these differences are recognized during teaching and learning
process among the pupils.
- Principle of sequence: It is recognized that learning is facilitated when learning
experiences are presented following certain order, depending on the learner and what is
being taught. This can be from simple to complex, known to unknown, chronological,
amongst others.
- Principle of learner involvement: learning is facilitated when the learner participated
actively in the learning experience than being a mere observes (Ani, 1999: 14).
In addition to this, instructional materials production is necessary because these materials are lacking in our primary schools. According to Onyejiemezi (2002) the basic facilities in the primary schools are far from adequacy. She observed that the situation in the primary schools is equally dismal. The national report of Federal Government of Nigeria/United Nations
International Children’s Fund (UNICEF) research on situation and policy analysis of Basic
Education in Nigeria (SAPA 1993) show that there is severe shortage of teaching and learning materials as indicated by teachers, parents, and community leaders surveyed. Observation data 52 indicates that 52% of the teachers use less than 25% of locally made instructional materials.
While 31% of teachers, observed use no instructional materials for their lesson.
There are often good reasons for engaging in the instructional material production. Such activities frequently resolved in the production of instructional materials (media) resources that would otherwise be unavailable to the teacher and her pupil. Also properly conducted instructional material production provides realistic problem –solving activities that simulates the learner and add meaning to studies. Another important reason for instructional material production is that these materials developed by teachers and pupils in their own classroom are often more suitable than commercial materials for meeting up individual needs. Again locally produced activities permit pupils to gain experiences in thinking and communicating through essentially non-verbal means and this surely improve their literacy. Instructional materials generally make teaching and learning process easier and effective, the effectiveness of models of instructional process in education.
The Importance of Instructional Materials in Teaching and Learning process
The role of instructional materials in teaching and learning process cannot be over emphasized. One of the principles teachers have to continually bear in mind is that man learns through his senses. Some learn better by one or more senses, to some seeing is believing, to others, the sense of hearing, touch, smell and taste dominate in acquiring knowledge. Hence for the intended learning to take place, the teacher must communicate effectively with the learner.
Instructional materials such as television, motion pictures, carefully prepare tape sequence, helps the teachers in extending his learners’ horizon of experience. They also help the teacher in providing meaningful information to the learner. When learners make use of resources in the school library, education technology center, laboratories and in their community environment, 53 they get meaningful information that will help them solve their problems. Their interaction with primary visual sources (regalia or real objects) will also provide them with useful information.
In order to achieve effectiveness and efficiency during instructional process between the teacher and the pupils, the classroom teacher must try as much as possible to illustrate the subject mater with appropriate instructional materials to the learner. This is done by using real things to represent real life situation. In view of this, Onwuka (1981) maintains that common sense taught us that in the present phase of development the child will be faced with insurmountable difficulties if left learn unaided. Besides there is much to learn in so little time that utmost economy should be practiced in effect the learning. Instructional material stimulates learners’ interest. It is to be noted that when the child’s interest is stimulated, the teacher has to sustain such interest. The teacher needs to seek better, more life long realistic functional and significant problem solving activities for learners to sustain their aroused zeal and interest. For instance, when a classroom teacher takes her pupil out for field work, their interest will likely be stimulated. Instructional materials are used as checks to the teacher’s knowledge and means of transmission.
Instructional materials help both the teacher and the learner to overcome physical limitation during the presentation of subject matter. For example the use of films, television, slide, tape and programs in presenting information help greatly in overcoming physical difficulties. Nwoji (2002) asserts that instructional materials assist a teacher to transmit to a learner the facts, skills, attitude and knowledge that aid the understanding and appreciation of concepts. Instructional material serves as diagnostic and remedial tools for the teacher. When instruction becomes individualized and practical, teachers are placed in a better position to observe, analyze learning process and learning outcome. Hence he discovers that every learner 54 needs one assistance or another, the teacher’s role will shift from presentation role to that of diagnostics, corrected and their strong points enhanced and sustained.
Globally, effort is being made in the field of academic towards making teaching – learning process more effective and permanent in the minds of learners though the use of instructional materials. This was affirmed by Barton (1982) who stated that the use of aids in teaching and learning are germane to good teaching. Individual difference exists amongst learners of varying categories. Every learner is disable in one way or the other. Some do not hear clearly, some do not see very well while some are too slow in understanding. Hence the use of instructional materials helps him in discovering some or all the above in his learners and equally knows how to manage the materials to make learning process to be more effective and interesting.
Instructional materials like audio-visual materials (television, video, slides films and film strips, multimedia) heighten motivation for learning through its concreteness and interest, provides freshness and variety in teaching learning process. This is because these appeal to the students or pupils at variety of abilities. A systematic use of audio-visual materials can make the subject matter clearer and appealing to the pupils of diversified background and different abilities. Thus, audio-visuals materials can foster effective learning not only for the child who reads and writes easily but also for the pupil who is not verbally gifted. Audio-visual materials encourage active participation, give needed reinforcement, widen the range of pupil’s experiences, ensure order and continuity of thought and also improve the effectiveness of other materials.
Visual materials like, diagram, charts, regalia, photographs, slides, amongst others present more realistic approach in education and equally provide opportunity for class participation in groups or individually and when used, many senses are appealed to which will 55 result to increase in the learner’s performance. Some of these instructional materials are very good for the preservation of records and other documents. They enrich learning and make it more pleasurable.
The use of instructional materials is an eye opener to the teacher and promotes their better planning and scheduling. It gives the teacher enough guidance, co-ordination, supervision and more time for correction. Oyeyemi (1991) discussed the inherent advantages of improvisation and use of instructional materials. Thus, it makes lessons real, useful for the ever teeming population of pupils/students in our schools. He stated that when materials used are easily available within the environment, the teacher plans, uses and evaluates the materials and such materials can easily be improved upon and can be used efficiently and effectively since they are designed to meet specific instructional objectives.
Instructional material brightens the classroom and brings variety in the class lesson. They aid the slow learn to brighten up and bright students/pupils learn faster. They are very effective in establishing sense or spirit to team work among learners. For example the use of computer during instructional process. Cook (1995) noted that with the computer relevant aspects of the target communicative situation can be modeled and the pupils can take in that which they are likely to meet latter. He equally recognized that adding a computer to arts, science, and language instruction introduces variety to the resources and learning styles used. Learning becomes fun and the learners can be divided into small groups or pairs to work on the projects either collaboratively or competitively. Instructional materials spur learners to learn and develop better and effective skills. The last but not the least, instructional materials help to promote the understanding of teaching and learning process, among others.
56
Methods of Teaching English Language
This section discusses the various methods that have evolved over the years for teaching and learning the English language and its four basic skills of listening, speaking, reading, and writing. The art of teaching lies in creating good learning environment and situations indeed responding creatively to situation as they develop. Pupils do not learn at the same rate due to individual differences. Therefore, you need to be critical and discriminatory in making choice of methods to achieve desired patterns of behavior from the pupils. There is no doubt that, whenever you adopt a good and well researched method of teaching, you will be able to stimulate and motivate students to learn.
A method is a way we adopt in doing something. It is an approach which a teacher adopts to explain a subject matter to a group of students. Methods set the guidelines for the pattern of behaviour which you expect from the pupils in a learning environment. For your method to be successful, it must relate effectively to the subject matter. In the light of this, you may take a method to mean a special form of procedure of imparting knowledge. Bello (2004) has this to say, you cannot take knowledge as something to be poured into an empty can or bucket. A good method, therefore, is the one that produces an effective result. Abdu (2006) stated that the decision to use a good method of teaching any lesson therefore depends on you. In deciding which method is suitable for the lesson, you need to take into consideration the experience, ability and interests of the pupils. It is your duty as a teacher to find out different methods of teaching suitable for use in any classroom situation which will facilitate effective learning. While
Adamu (2009) states that method of teaching is derived from the educational ideas of the great educator, John Dewey, an American. Dewey (1905) argues that education should not prepare a child for the future that is unknown, but rather that it should fit him rightly in his society. The followers of Dewey later developed his ideas into what is called ‘project method.’ Method, 57 according to ( Adewale, 2004 :28) refers to, “…when a teacher sets the guidelines for the pattern of behaviour which you expect from the pupils in a learning environment”. This means that for your methods to be successful, it must relate the teacher and learner effectively to the subject matter. In the light of this, you may take teaching methods to mean a special way or procedure for imparting knowledge.
Aghadinuno (2000), and Olarewaju (2002), in their study observed that student’s poor performance in English language is due to teachers shying away from activity- oriented teaching methods that are known to be more effective, and relying on teaching methods that are easy but most times inadequate and inappropriate. English language has a dynamic nature which keeps the discipline alive and sometimes makes it controversial. Because of this, the researcher feels that the nature of English language teaching requires a variety of methods and strategies that should be employed in teaching the subject within a given lesson or period.
Oyetunde and Mowudumogu (2007) identified some reasons for the poor standard of
English in Nigerian schools and colleges. According to them, poor methodology, inadequate preparation of teachers, lack of government commitment and faulty examination system are some of the reasons that result in the poor standard of English in schools. Method, for the purpose of this research, refers to a recognized and systematic way of performing the task of language teaching. It involves a sequence of steps with prescribed techniques and practices used in implementing a teaching method. A teaching method on the other hand is a teaching philosophy that can be interpreted and applied in a variety of different ways in the classroom
(Cook, 2006). With this distinction she when on to stress that cooperative learning is appropriate as she defined it as a method which concentrates on prescribed factors of classroom organization which are basically designed to lead to the development of skills. 58
Over the years, various teaching methods have evolved. The methods include:- Direct
Method, Grammar-Translation Method, Natural Method, Communicative Method, Total
Physical Response Method, the silence method Audio-lingual Method, , Reading Method,
(Rouseu and House 2004)
The Direct Method was introduced for teaching foreign languages (Azikiwe, 2007). The method sought to create environment similar in which the child learns his or her mother-tongue.
Language was therefore, taught directly without translation of English language to the mother- tongue as was done in the Grammar-Translation Method. The method focused more on oral language and required that all instructions be conducted in the target language with no recourse to translation. Reading and writing were taught from the beginning of school life. Listening and speaking skills were also emphasized. In the method, grammar was learnt through practicing with meaningful utterances. The method was seen to be balanced since emphasis was placed on the four language skills of listening, speaking, reading and writing. Robert (2004) also agrees with the balanced view of the method. As a result of the balanced nature of the method, and its emphasis on actual communication, it received overwhelming approval in language teaching.
This method was made use of at the primary and secondary school levels. At the tertiary level, it was used for teaching foreign languages.
In general, teaching focuses on the development of oral skills. Characteristic features of the direct method according to Jane . (2004 :73) are:
• teaching concepts and vocabulary through pantomiming, real- life objects and other visual materials • teaching grammar by using an inductive approach (i.e. having learners find out rules through the presentation of adequate linguistic forms in the target language) • centrality of spoken language (including a native-like pronunciation) • focus on question-answer patterns 59
1. Classroom instructions are conducted exclusively in the target language.
2. Only everyday vocabulary and sentences are taught during the initial phase; grammar,
reading and writing are introduced in intermediate phase.
3. Oral communication skills are built up in a carefully graded progression organized
around question-and-answer exchanges between teachers and students in small, intensive
classes.
4. Grammar is taught inductively.
5. New teaching points are introduced orally.
6. Concrete vocabulary is taught through demonstration, objects, and pictures; abstract
vocabulary is taught by association of ideas.
7. Both speech and listening comprehensions are taught.
8. Correct pronunciation and grammar are emphasized.
9. Student should be speaking approximately 80% of the time during the lesson.
10. Students are taught from inception to ask questions as well as answer them.
Discussion method are a variety of forums for open-ended, collaborative exchange of ideas among a teacher and students or among students for the purpose of furthering students thinking, learning, problem solving, understanding, or literary appreciation. Participants present multiple points of view, respond to the ideas of others, and reflect on their own ideas in an effort to build their knowledge, understanding, or interpretation of the matter at hand. Discussions may occur among members of a dyad, small group, or whole class and be teacher-led or student-led.
They frequently involve discussion of a written text, though discussion can also focus on a problem, issue, or topic that has its basis in a “text” in the larger sense of the term (e.g., a discipline, the media, a societal norm). Other terms for discussions used for pedagogical 60 purposes are instructional conversations (Tharp & Gallimore, 1988) and substantive conversations (Newmann, 1990).
Discussion methods vary on a number of dimensions. Roby (1988) classifies types of discussions primarily on a continuum that relates to whether the teacher or students, or both, have interpretive authority. A secondary dimension is the content of the discussion. Using these dimensions, he identifies three types of discussion. Problematical discussions focus on the solutions to either complex or simple problems in which the teacher is dominant in the discussions. Dialectical discussions focus on expressing, comparing, and refining students (and the teachers) points of view, and the students play a dominant role in the discussions.
Informational discussions focus on controversial issues within an accepting atmosphere, and students has considerable freedom to bring up issues they wish to discuss. At the extremes are two types of what Roby calls “quasi-discussions”: Quiz Shows and Bull Sessions. In the former, the teacher determines the questions to be asked and has almost all the interpretive authority; in the latter, the students have control over the topic and almost all the interpretive authority. In their 1949 study, Axelrod, Bloom, Ginsburg, O'Meara, and Williams, which was one of the first empirical investigations of discussion, also placed discussions on a continuum that related to whether the teacher or students had interpretive authority.
Gall and Gall (1976) classify discussions according to the instructional objectives: to achieve subject mastery, to bring about a change in attitude or opinion about an issue, or to solve a problem. An example of a subject-mastery discussion method is Manzo and Casales
(1985) Listen-Read-Discuss Strategy. In this method, the students listen to the teacher give a short lecture on the material to be learned, they read the pages of the text on which the lecture was based, and they then discuss questions raised by the text. An example of an issue-oriented 61 discussion method is found in Roby (1983): Devils Advocate Strategy. In this method, students articulate their positions on an issue and then take an opposing position and argue against themselves. An example of a problem-solving discussion method is Maiers (1963)
Developmental Discussion Strategy. In this method, the teacher and students identify a problem, break it into manageable parts, and work on the parts in small groups. The small groups then reconvene as a whole class to discuss their solutions with the teacher. Discussions about and around texts vary on a large number of dimensions. These approaches serve various purposes depending on the goals teachers set for their students, defined in terms of the stance towards the text: to acquire and retrieve information (an efferent stance), to make spontaneous, emotive connection to the text (an aesthetic or expressive stance), or to interrogate or query the text in search of the underlying arguments, assumptions, worldviews, or beliefs (a critical-analytic stance). Each approach comprises some type of instructional frame that describes the role of the teacher, the nature of the group, type of text, and so forth. Although the goals of these approaches are not identical, all have the potential to help students develop high-level thinking and comprehension of text.
Natural Approach method is similar to the Direct Method earlier discussed. It concentrated on active demonstrations to convey meaning by associating words and phrases with objects and actions. Associations were achieved via mime, paraphrase and the use of manipulations (Abdu 2006). The method also focused on the principles of meaningful communication, comprehension before production and direct error corrections. This approach is widely used in elementary schools. According to Otagbuarugu,Ogenyi &Ezema (2013:108) posit that, “The natural method also stresses teaching from the known to the unknown, as new lexical items are explained by the means of known ones.” 62
The communicative method was another language teaching method whose goal was to develop communicative ability in the learners and create a realistic context for language acquisition in the classroom. This method focused on functional language usage and the ability of the learners to express their own ideas, feelings, attitudes, desires and needs. Atagburuagu, etal (2013:109) communicative language method “…places paramount importance on the role of the learner than that of that teacher in communication practice”. The functional language usage is what is lacking among students today. In the method, open ended questioning and problem- solving activities and exchange of personal information between and among the students were made use of as the primary means of communication. Contrary to the other earlier methods discussed, the communicative method aimed at simultaneous development of all the four basic language skills of listening, speaking, reading and writing in the learners. Students work with authentic materials in small groups on communicative activities during which they receive practice in negotiating meaning. This also implies that the main focus of the method is searching for meaning. This is relevant to reading since reading is a meaning searching activity. This method is similar to how students learn in cooperative learning. However, in cooperative learning method, some social skills such as positive interdependence, individual accountability, equal participation and simultaneous interaction are made use of in order to enhance participative learning. The Communicative Method stresses the need to teach communicative competence as opposed to linguistic competence. Error analysis is one of the products of this method of language learning.
Total Physical Response Method is yet another method of language teaching. The method is based on the belief that listening comprehension should be fully developed before any active oral participation from students would be expected. This is similar to what should happen in first language learning in which oracy is given priority. The method was also called Comprehensive 63
Method as a result of the importance it gave to listening comprehension. In the method, students listened and responded to the teacher in the second language based on their understanding. The method stipulated that second language should not be presented word-by-word, but in sentences and actions. The method placed much emphasis on speaking skills than on writing skills. This was based on the belief that language is better learnt the way the children learn their mother- tongue. The method also gave a lot of consideration to the learners. Azikiwe (2007: 84), writes that, “It reduces anxiety in learners of foreign language”, because the lessons are made as enjoyable as possible.
Related to the Total physical Response method was what was referred to as Total
Physical Response-Storytelling method. This method was modeled after the Total Physical
Response Method, but this method provided an additional critical vehicle for language learning, storytelling, to expand acquired vocabulary by contextualizing it in high interest stories which students could hear, see, act out, revise and re-write. This activity corresponds to what obtains in a structured cooperative learning. The Audio-lingual Method was widely used in the 1950s and
1960s, and the emphasis was not on the understanding of words, but rather on the acquisition of structures and patterns in common everyday dialogue. These patterns are elicited, repeated and tested until the responses given by the student in the foreign language are automatic.
Some characteristics of this method according to Harmer, (2001:124 ) are:
• Drills are used to teach structural patterns
• Set phrases are memorized with a focus on intonation
• Grammatical explanations are kept to a minimum
• Vocabulary is taught in context
• Audio-visual aids are used
• Focus is on pronunciation 64
• Correct responses are positively reinforced immediately
The Audio-lingual Method is still in use today, though normally as a part of individual lessons rather than as the foundation of the course. These types of lessons can be popular as they are relatively simple, from the teacher’s point of view, and the learner always knows what to expect. This agrees with (Banjo 1989:3) view that “the major school boy has to learn how to behave appropriately in English and has to behave both in written and spoken English”. The methods required the learner to repeat patterns and phrases in a language laboratory until he/she was able to reproduce them spontaneously (Abdu 2006). Today, language laboratory is made use of in the learning of languages, especially in tertiary institutions.
While the Army Specialized Training Programme (ASTP) was an intensive specialized method used during the 1940’s, the Audio-Lingual Method was its civilian version and it featured memorization of dialogues and pattern drills. The emphasis was on correct pronunciation, and overt pattern of behaviour of the learners learn foreign language rapidly.
Tracing its history Azikiwe (2007) explains that the method was developed after the Second
World War for the training of soldiers. When it became successful in the Army, it also became popular to civilians and gradually accepted as a technique of teaching second language.
The method placed emphasis on spoken language and the teaching of a language as spoken by native speakers. It adopted a pattern of listening, speaking and reading. Reading materials were graduated from simple to complex. This is perhaps, because of its emphasis on practice. Using plenty of instructional materials the audio-lingual method made use of language laboratories. Since no two languages are the same, the audio-lingual method kept the mother- tongue and the second language apart so that students’ first language (mother-tongue) interfered very little with the second language. In the method the teacher served as a model to the students. 65
The implication of this is that the teacher should speak like the native speaker so that the students will learn perfect pronunciation, sounds, stress and intonation from him. The method placed much emphasis on drills and practice, recognizing that learning is a process of habit formation which is consolidated through repetition. Through this process, the students are likely to develop effective communication skills. This implies that the teacher should enable the students to use the target language (English language) communicatively.
In the Audio-Lingual method both the teacher and the students play active roles. The teacher directs, guides and controls the language behaviour of the students (Azikiwe, 2007) and the students react actively through drill practice, grammar and structural pattern practice.
Grammar rules are induced through drill practices and students are reinforced. This method adheres strictly to the natural order of acquiring language skills of listening, speaking, reading and writing. There are teacher-student and student-student interaction patterns in the method.
The method is applied in our schools even today.
The Audio-Lingual Approach achieved some objectives in terms of good pronunciation and formulaic speech. The method emphasized teaching the skills of listening and speaking in contrast to the grammar translation and the new method readers. Also, intensive pattern practice was made use of which enhanced learning through repetition and reinforcement. This is because response–repetition–reinforcement chain was made use of in the method. However, it did not result in communication competence. It only provided students with decontextualised structural drills devoid of meaning. Furthermore, the method seems to neglect reading and writing. Also, the pattern practice seems to be parrot-like learning which may not inculcate an in-depth knowledge of the target language. The method could, therefore, be best made use of at the lower levels of the primary schools and secondary schools 66
In the silent method, the teacher set the classroom situation while the students did most of the talking and interactions among themselves. All the four language skills of listening, speaking, reading and writing were taught from the beginning of school life. Students’ errors were considered as a normal part of teaching (Robert, 2004). The teacher’s silence helped to foster self-reliance and students’ initiatives in language learning. The method recognized individual differences and allowed the students to progress at their own rates of learning. The goal of the teacher was to enable the students to use the language for self-expression. The teacher was an observer in the learning process. However, grammar rules are not supplied. Students learn to read and write what they heard and produced same orally. In the silence way method, the rods and the colour- coded pronunciation charts called Fidel charts provide physical foci for student learning and also create memorable images to facilitate students recall (Bussmann, (1996),
Community language learning method. In this method attempts are made to build strong personal links between the teacher and student so that there are no blocks to learning.
There is much talk in the mother tongue which is translated by the teacher for repetition by the student. In this method, the teachers also recognized that learning could be threatening and by understanding and accepting students’ fears, teachers helped their students feel secured and overcome their fears of language learning. Students were then provided with energy that was directed at language learning. However, in this method, students chose what they wanted to learn and the curriculum/syllabus was learner-generated. It is difficult to make use of this method at the lower levels of the educational system since at such level, the students are not matured enough to decide what they want to learn and at the same time, generate the curriculum. Okerie
(2007) summarized the three methods in the humanistic approach as learner-centered, involving the whole person of the students, inductive in the initial encounter of the student with language learning, non-corrective and giving the students enough time. The method also tried to reduce the 67 anxiety and tension in the students and encouraged active use of language in communicative situations and created a community of feeling of “pulling together”. This is similar to what obtains in cooperative learning in which students perceive that they either “swim” or “sink” together However, according to the writer, the humanistic method did not seem to consider variations between and among learners. Also, little attention seems to be given to what the learners will do with language outside the classroom setting. In addition to this, little or no attention is paid to the performance process of speech production, which is a critical area in language learning.
The reading method was also prominent in the United States in the 1900s and following the modern foreign language study in 1928. The initial one was similar to the traditional
Grammar-Translation, and it emphasized the transference of Linguistic understanding to English.
Presently, the reading method focuses more on silent reading for comprehension purposes in secondary schools. Reading proficiency remains an important second language skill as contemporary approach to instructions and stresses the role of reading strategies in comprehension. The lecture method makes the students to have difficulties in both spoken and written expressions. Thus, Adewale (2004) also observed that the state of English language in
Nigerian secondary and tertiary institutions is so perplexing that it has become the concern of many educationists, policy makers and employers of labour.
This problem is not peculiar to where English is learnt as a second language alone. Even in Britain and America where English is the first language, teachers and school administrator have experienced the same problem (Olarewaju,2002). In earlier decried traditional classroom in which the teacher is seen as all knowing and the students as passive listeners. They suggested that in English language classrooms, students should be made to perform some common learning tasks in small study and discussion groups. Also, Lassa (2007) lamented that teachers devote 68 little classroom time to reading comprehension despite mounting evidence that teaching students to process texts leads to increased reading comprehension achievement. They decried the practice in which teachers spend more time rehearsing and testing reading comprehension skills than actually teaching the students using workable and more facilitative method of how to apply reading comprehension skills.
Since reading comprehension is the process of simultaneously extracting and constructing meaning through active interaction and involvement with written language, the method of its teaching deserves serious attention. Moreover, Adamu (2008) explained that students have capacities, abilities, knowledge and experiences which they bring to the class. Such experiences should be shown in the process of learning in the classroom, hence the significance and relevance of cooperative learning method. Also, some students are not aware that they have reading comprehension problems. Some of them do not even know how much they are missing by failing to detect logical and semantic inconsistencies in a given text, therefore, discussion in small heterogeneous cooperative learning groups could reveal their misunderstandings about a given passage, text or lack of adequate background knowledge required for success in reading comprehension. The need for the use of cooperative learning method in Nigerian schools and classrooms becomes even more necessary when viewed against the current upsurge in student population in language classes which makes it impossible for students to get sufficient individual attention, assistances, encouragement, and sharing of ideas in the learning process.
Furthermore, students compete inappropriately in the lecture method classes. Each student seeks the best for him/herself regardless of whether or not others achieve their learning goals. They are also rewarded and graded on the basis of individual class work performance since the goal structure in the class is competitive rather than cooperative. This makes students to perceive that they can achieve their goals if and only if the other students with whom they are 69 learning fail to achieve their goals. As a result of this, traits that are contrary to acceptable societal values such as selfishness, low positive social interaction, and low level of trust, acceptance, support and rivalry which are inimical to sharing of ideas, supporting and assisting one another and mutual concern for each other are generated and propagated among the students.
This is contrary to what obtains in cooperative learning classrooms where learning is considered as a social activity.
The Grammar-translation method of teaching started around the time of Erasmus (1466-
1536). The main focus of the Grammar-Translation method was on memorization of verb paradigms, grammatical rules, and vocabulary. This implies that the method placed much emphasis on prescriptive rules which had to be memorized and applied in usage. Memorization could be tedious, tasking and frustrating to students, especially the young ones. The knowledge of this memorization was directed on translating texts and focused on the development of the students’ appreciation of the literature of the target language. The method was first used in the teaching of classical languages. Latin and Greek, and later for the purpose of assisting students read and appreciate foreign language literature to the detriment of speech and writing. The method involved a highly structured classroom. The role of the teacher involved translating sentences, passages, words and sounds into the students’ mother-tongue in order to enable them understand (Azikiwe, 2007) again posited that students on their part were expected to memorize vocabulary, tenses, verb-patterns and grammar. The interaction in the classroom most often was directional, from the teacher to the students. Students’ initiative in such classroom set up was rare. The students were mere passive listeners and not active participants in the learning of
English language. The method failed to recognize the primary role of speech in the learning of a language. Deday (2007) criticized the Grammar-Translation method, pointing out that the method could be “boring and de-motivating”, and suggested that language is a practical subject 70 requiring small class sizes. In a language classroom, students are not supposed to be passive listeners. This is why cooperative learning is assumed to be suitable for language learning because enough opportunities are made available for the students to practice the language in small groups. The Grammar Translation method embraces a wide range of approaches but, broadly speaking, foreign language study is seen as a mental discipline, the goal of which may be to read literature in its original form or simply to be a form of intellectual development. The basic approach is to analyze and study the grammatical rules of the language, usually in an order roughly matching the traditional order of the grammar of Latin, and then to practice manipulating grammatical structures through the means of translation both into and from the mother tongue.
According to Atagburuagu etal, (2013:31-32) cited the word of Williams (1990) argues that typical language class activities under this method constitute, among others, the following:
- rote-memorization of vocabulary items coupled with their native language equivalents;
- Reading aloud in the second language with the use of selected literary selections in the
textbook;
- Explanations of terminology as it pertains to the grammars of the native language being
learned;
- Little or no practice of pronunciation;
- Communicative content is given little or no attention
The method is very much based on the written word and texts are widely in evidence. A typical approach would be to present the rules of a particular item of grammar, illustrate its use by including the item several times in a text, and practice using the item through writing sentences and translating it into the mother tongue. The text is often accompanied by a 71 vocabulary list consisting of new lexical items used in the text together with the mother tongue translation. Accurate use of language items is central to this approach.
The cognate method on the other hand was based on meaningful acquisition of grammatical structures followed by meaningful practice. Ansu (2008) explains further that the method was intended to equip the learner with the required grammatical competence in the target language to enable him/her to control its structures. To achieve this, learners were exposed to relevant passages and were involved in processing the information contained in the passages.
This made language learning a problem-solving task. However, the method seems to ignore listening and speaking and emphasized only reading and writing. Also, with its emphasis on information processing, the method may not be applicable at all levels of learning, more especially in the lower classes
The various methods discussed were used at one time or another in language instruction.
However, whatever method was chosen, such method was intended to promote the development in listening, speaking, reading and writing skills which lead to comprehension. The best method to be considered during the different stages of teaching and learning were made use of in the language classroom. In the various methods discussed, the interactions that took place among students in the process of learning in most of the methods were not considered. In the current research, the interactions that take place among small cooperative learning groups using cooperative learning method in learning reading comprehension was the main focus.
The various methods discussed were used at one time or another in language instruction.
However, whatever method was chosen, such method was intended to promote the development in listening, speaking, reading and writing skills which lead to comprehension. The best method to be considered during the different stages of teaching and learning were made use of in the language classroom. In the various methods discussed, the interactions that took place among 72 students in the process of learning in most of the methods were not considered. In the current research, the interactions that take place among small cooperative learning groups using cooperative learning method in learning reading comprehension was the main focus.
Assessment Tools Used by English Language Teachers
Assessment is a very important component of any school curriculum. The progress of the learners and his placement cannot be determined without adequate assessment. Traditionally, the
“one-shot” method or end- of-course examination was the popular mode of assessing students
(Lauton, 2006). However, in 1977 the Federal Government adopted, and has since maintained, as a policy, the inclusion of continuous assessment as an important component of the assessment instrument in all schools from primary to tertiary level (National Policy on Education, 2004).
Nwana (2008) defined Assessment as: Encompassing the regular formative test/examinations given on daily, weekly, monthly, termly/semester basis by teachers and lecturers, and the examination results (applying appropriate weighting), at the end of the course.
In the National Policy on Education, it is clearly stated that assessment and evaluation shall be liberalized by their being based in whole or in part on continuous assessment of the progress of the individuals. The advantage of assessment has been enumerated in several articles and texts
(Adisa, 2003, & Popoola, 2003) concluded that at the end of a study carried out on assessment that “periodic assessment … is the best predictor of student’s end- of – semester’s performance in the secondary schools in Nigeria
Fagbemi (2007:.45) quoted some of the advantages of assessment listed in the National
Policy on Education as including;
1. Making students to study conscientiously and continuously;
2. Helping teachers to assess the effectiveness of their teaching methods.
3. Improving performance, as teaching/ learning would be taking place at the same time; 73
4. Making teachers contribute professionally and effectively to the final assessment of their
pupils;
5. Ensuring that positive value are inculcated in the learners through non-academic
assessment ;
6. Helping to indentified, early enough, the special interest, needs and capabilities of the
learners and
7. Building confidence in students towards examination.
Assessment has been generally conceptualized as the process of judging various levels of human action in the determination of the appropriateness or otherwise, goodness, desirability of events, decisions, process, performance, objectives, situation and so on. Nworwu (2003) &
Wheeler (2006) defined Assessment as the process of determining what the educational outcomes are and of comparing them with expected outcomes. Yohoye (2001) states that assessment is the process of measuring behavior and using the result of the measurement to take decision. Ikegbunnam (2004) stated that evaluation is the component which completes the cycles of curriculum process. However, perception differs widely about its importance. Others regard evaluation as a useful mechanism for helping implementation of curriculum and to determine the status of the programme (Dibal 2007). It has been recognized that educational assessment is rather a recent field of scientific enquiry (Borg and Gall 2001) & (Chinapah and Miron, 2000).
It is only recently that people acknowledge the indispensable contribution of assessment to curriculum implementation. Assessment involves more than measurement and examination which provide a check in the extent of learning that has taken place. It involve analysis of the entire educational situation, the environment, facilities, subject matter, methods adopted: indeed, a real diagnosis of the entire curriculum, including the method of assessment for the sake of improvement as well as the staff engaged in the educational process (Komolafe, 2000). 74
Assessment is a vital component of any educational programme that wishes to remain competitive. It is the watch dog of efficiency in the planning and implementation phase and the guarantor of effectiveness of the end results.
In the study carried out by Smith (2007) on the assessment of teaching materials in primary schools, he was of the view that assessment of programme of instruction should be carried out at the end of the first cycle of implementation. This varies from the study carried out by Oguyemi
(2000) on evaluation of instructional materials. They proffered that assessment should occur after five years of implementation. In U.S. curriculum, assessment is carried out biennially at the basic education level and ideal curriculum process involves planning, implementation and assessment (Uga, 2001). Curriculum is a structured process which usually begins with an analysis of the situation in which people find themselves. This is followed by formulation of objectives, sanctification of policy and strategy, curriculum development implementation of whole curriculum (which attracts application of suitable method of teaching used to appropriate instructional materials) follow up and modification based on evaluation outcome. Having seen what assessment is and comparing studies carried out in evaluation field in Gombe State, it can be concluded that nothing serious is being done apart from the termly test and the end of year examinations which are conducted.
Evaluation of students is only done through examinations, assignments and asking students oral questions in the areas of study, Tate (2007: 47) on research experimentation and assessment in adult education showed that, “evaluation is used in our school system as a means of placing students either to proceed or repeat the programme”. From this study it is clearly seen that, evaluation is a seal by which teachers evaluate the effectiveness and efficiency of their methods.
Moreover, a successful evaluation depends more on the process of organization and measurement towards a specific objective. Assessment, as quoted by Fadeiye (2006:74) 75
“is…The process of gathering and interpreting evidence regarding the problems or progress of pupils in achieving desirable educational goals”.
In other words, Assessment seeks to secure some evidence of great significant changes in pupils’ behaviors. The teachers in turn redirects his teaching to encourage each student to appraise his own progress and he (teacher) also transmits the progress and problems of the students to his parents as a means of facilitating his growth. There are different types or devices for assessment of English language some of which are; Essay Type Test, Objective Test, Oral
Test among others. A lot of observations have been made on each of these three evaluation techniques. Essay Method of Assessment, according to Fadieye (2006:81),
Is the commonest method used in teaching and evaluating English language? The method gives Student’s opportunities to react to questions the way they like. It helps their imaginative and creative abilities, students read extensively, it also helps the teachers to measure the students’ ability to think and make value judgment.
Nevertheless, critics, like Shapiro (1995), are skeptical about the Essay Method of assessment, on the basis that marking and grading students’ test are subjective. It also does not cover all areas of the content taught because examiners have to pick some out of the various topics treated. The essay method of evaluation does not cover the three main domains which assessment needs to cover.
Next in the assessment devices is the Objective Type. Koroma (2002) notes that the general principal behind objective test is that marks are awarded only on relevant grounds and objectively, without being influenced by the personal preferences or prejudice of the teacher or examiner. This type of test is good because it requires minimum use of language. It is also eliminating subjective in both answering and marking. It discourages skipping certain portion of the syllabus. Objective Tests are of different types. For example true/false, multiple choice, completion type and matching. But, if for example, the completion type of Objective Test is 76 used, it demands more answers from students especially when the questions are ambiguous. Not only that, a considerable amount of time and skills is required for the construction of objectives
Test. Hardly does this type of test help students express their personal knowledge, and initiative, so it encourages lazy work by the students. This method of assessment is one of the best, for it helps in the measurement of the three domains which evaluation seeks. But it could still be dangerous because students can hide some of their behaviour in school and the teachers will have a complete different view about the students.
Another assessment device in English language is Oral Test. Koroma (2002:81-86) asserts that Oral Test “are used to assess individual student’s knowledge (of facts, places, dates, personalities, etc.) and to test their thinking ability”. These types of test can be used in classroom teaching, where questions, if well constructed and skillfully asked, can make individuals to show thinking capacities and imaginations. Oral texts are very good, because they help students to express the knowledge of vocabulary they have acquired and think independently. The test also promotes students/teacher relationship, and helps both fast and slow students. Also when a new teacher arrives or uses this assessment device it will help him to know what the students have learnt. But at times Oral Test does not motivate students who are shy and those who are weak in language proficiency and they are relatively difficult to grade properly.
But, on the other hand, shy students may not give answers to questions asked and this does not or may not allow the teacher to discover the student’s interest, skill and attitudes. Another evaluation device to be discussed is the continuous assessment which according to Koroma
(2002:86):
Is a method of ascertaining what a pupil gains from schooling in terms of
knowledge, skills, industry and character development, taking account of all 77
his/her performance in test, assignment, project and other school activities
during a given school period (term, year or entire period of education level.
These types of assessment/evaluation try to measure cognitive, affective and psychomotor outcomes, so it has helped English language teachers to use the various kinds of measuring instrument to evaluate their students. It also provides opportunity for effective guidance and counseling of the student since their learning is being monitored. And it will help to reduce failure rate among students. But on the other hand, it is too demanding of the student, too tedious and time consuming on the side of both teacher and students.
Fadeiye (2006) also looks at a practical work as another device used for evaluating the progress of English students. This is because the learner puts what has been leant into practice. It is possible through giving the students home work, oral test, and project work like writing reports about happening in their different communities. Students’ performance, in these activities will help the teachers determine the students’ performance. To sum up, a meaningful evaluation in English Language must involve a combination of the various evaluation techniques mentioned. Their teachers could benefit from English language lessons to ensure that learning has actually taken place.
Physical Environment and Facilities in the Teaching of English Language
The term “environment” embraces the physical and social environments. It connotes the conditions that prevail in our world and the forces emanating from this that influence human development. The environment tampers and alters our natural characteristics according to the conditions that prevail in such an environment.
(1) Physical Environment 78
This refers to the home, school and neighborhood which are the child’s immediate surrounding and their physical characteristics, which exert influence on a child’s development.
According to Brembrek (2001), children who speak English at home where the environment is simulative, go to school with ability to speak. This opportunity may not be there for a child of illiterate parents who stay in a village. Such a child would lack perceptual stimulation and this would constitute a problem in verbal communication skill in English language.
Surveys on school attainment in London, Netherlands, Scotland and Wales etc. have shown that school attainment are affected by the environment as estimated by the occupational status of their parents. According to Brembrek (2001), there is evidence however, that the effect of environment is greater than might be expected by reason of inherited capacity alone.
Data (2007) is of the opinion that in homes where children are asked to go hawking and reach the school late, this affects their learning. If on some days they are sent to go to farm or look after animals, their learning is equally affected. Such children would have difficulty in learning the language and hence a low performance in verbal communication skill in English language. Data continues by saying that this condition will be different from a student who is encouraged to go to school regularly with some incentives.
In another development, while studying about learning skills, Ominde (2006) reported thus: Outside the urban area, majority of schools are of mud and wattle type with thatched roofs, erected and maintained by the local community. Such buildings are of semi-permanent types that are in shocking condition. Such buildings inevitably hamper the teacher and depress the spirit of children and sap the enthusiasm of the teacher…In addition, the classrooms were found with no furniture… children squatted on the floor and wrote on longs or earth ridges. Such furniture as existed was often so crudely made and unsuitably designed as to offer great impediments in the way of modern teaching methods. 79
From the quotation, it can be understood that the physical environment in most rural area is not conducive for learning. This retards good teaching methods, dampens the enthusiasm of the teacher, and discourages the children from effective learning. This condition no doubt will constitute a problem in English language teaching and learning process and verbal communication skill in particular. In this light, the physical environment no doubt contributes to student verbal communication skill.
(2) The Social Environment:
This is where the individual is interacting with other human beings. According to
Brembrek (2001), the physical and social environment factors affect the child’s spoken English.
This can be traced in the social background of the child. For example, those children who speak
English at home go to school with the ability to speak English. Brembrek opined that intelligence is something we inherit but school achievement is also determined greatly by the environmental factor of the family. This can influence the learning of English Language and hence verbal communication skill.
According to Mallum, and Haggai (2009), man is made by nature and nurtured by the environment. They went further to state that no race or class which is born with innate superiority. It is the environment that causes the disparity in the brain. This would therefore constitute a problem in the learning of English Language and hence a deficiency in verbal communication skill in English.
Mother tongue is a social environmental factor that interferes in second language learning. According to Richard (2004), the problem of mother tongue interference in English
Language is the partial transfer of mother tongue features (Language which the child first comes in contact with from birth) to the second language which is English. Suffice it to say that a child learning English as second language (L2) comes across various difficulties. The child having 80 acquired his mother tongue, has become conversant with it such that the introduction of an alien language coupled with the fact that the child’s linguistic system has become acquainted with the mother tongue makes it imperative for influences of the linguistic system of the mother tongue to interfere into that of the target language.
According to Richard (2004), interference could be realized in areas such as phonology and semantics. Other interferences include direct translation, vocabulary influence and linguistic influence. For easy understanding of the mother tongue interference, Mallum and Haggai (2009), compares the structure of syntax, morphology, phonology and lexical items of the target language and the first language (L1) and comes out with the conclusion that mother tongue has an influence on second language learning and hence verbal communication skill.
Seigha (2003) stated that no two languages have exactly the same set of sounds, word or syntax. Thus the second language learner internalizes the speech habit of his mother tongue and therefore finds it difficult to pronounce certain sounds alien to his mother tongue. He finds the pronunciation of new words difficult and hence the question of effective communication and fluency becomes an uphill task. The conservative culture where vernacular is spoken very freely in the school environment is another constraint of high proficiency and effective communication in English.
Adetugbo (2001), in an essay on the English in the New Educational System: says it is sheer laziness or lack of imagination to formally teach English grammar to students whose competence in the language amounts to nothing. According to him, by the time a child learns a language he internalizes the grammar of the language. It is noticed that our uneducated grand- parents speak and use their languages appropriately. They have communicative competence in these languages. They have not only internalized the grammar and the verbal skill, but are also 81
able to make judgment as to the appropriateness and acceptability of sentences in these
languages
Evaluation of the Teaching of English Language Schema
Teaching of English Language in Secondary School
Sources of Data Post-Primary School Context English Language Teachers Management Board An Evaluation to (male and female) (PPSMB) minimum decipher the problem and academic standard look for the way forward
Evaluation Mechanism Questionnaire, Checklist, Input Methods, Availability and Observational and Utilization of Schedule Instructional Material Implementation mechanism Analyzed Data = Teaching –learning = Research Process Questionnaire, Checklist,
and Observational Feed Back Schedule
Product Producing students with good knowledge of English Language
Source: Researcher-Made Teaching of English Language Schema using 5th installation
of CIPP Model (Stufflebeam, 2002).
82
Theoretical Framework
The relevant models used for our analysis are: Context, Input, Process Product (CIPP) developed by Stuffledbeam(1971); and the Evaluation Model for Evaluating Vocational Education
Programme in Nigeria by Okoro(1985)
Stufflebeam (1971 :267) describes evaluation according to the CIPP model as a “process of delineating, obtaining and providing useful information for judging decision alternatives” In other words, CIPP is based on providing information for decisions (Stufflebeam, 1971).
Moreover, Boulmetis and Dutwin (2005) named the CIPP model as the best decision-making model.
According to Eseryl (2002) ctegorization CIPP is considered a system-based model, while in Hew (2004) categorization CIPP is considered a macro model. Each of the four different types of evaluation that comprise CIPP has an important role to play in a larger whole, with the functions of each described by Stufflebeam (1971:268) as follows: a. Context evaluation serves planning decisions by identifying unmet needs, unused opportunities and underlying problems that prevent the meeting of needs or the use of opportunities; b. Input evaluation serves structuring decisions by projecting and analyzing alternative procedural designs; c. Process evaluation serves implementing decisions by monitoring project operations; d. Product evaluation serves recycling decisions by determining the degree to which objectives have been achieved and by determining the cause of the obtained results.
83
Schematic illustration of CIPP model
Source: Researcher-Made Teaching of English Language Schema using 5th installation of CIPP Model (Stufflebeam, 2002).
The CIPP evaluation model being a comprehensive evaluation model covers all facets of the evaluation process. The Phi-kappa-Delta National Study Committee on evaluation chaired by
Daniel L Stufflebeam, developed the CIPP model of curriculum evaluation. The model’s first installment was published by Stufflebeam in 1966; it stressed the need for process and product evaluation.
The second installment published in 1967 included context, input, process and product evaluations. It emphasized that goal-setting should be guided by context. It also emphasized that 84 programme planning should be guided by input evaluation including assessment of alternative programme strategies.
The third installment (Stufflebeam, 1971) set the four types of evaluation within a system’s improvement –oriented framework.
The model’s fourth installment (Stufflebeam, 1972) showed how the model could and should be used for summative as well as formative evaluation.
The model’s fifth installment (Stufflebeam, 2002) illustrated by checklist breaks out product into impact, effectiveness, sustainability and transportability. This checklist’s function is to provide timely evaluation reports that assist groups to plan, carryout, institutionalize and/or disseminate effective services to targeted beneficiaries. The checklist’s other main function is to review and asses a programmes history and issue a summative evaluation report on its merit, worth and significance and the lessons learned.
To provide information needed by decision makers, Stufflebeam, (2002) model generated stages of programme operation which make up the ten components of the 5th installment.
1. Contractual agreement: to guide the evaluator to know what is to be evaluated and
for what purpose.
2. Context Evaluation: assesses needs, assets and problems within a defined
environment.
3. Input Evaluation: assesses compelling strategies and the work plans and budgets of
the selected approach.
4. Process Evaluation: monitor, document and assess programme activities.
5. Impact Evaluation: assesses a programme’s reach to the targeted audience.
6. Effectiveness Evaluation: assesses the quality and significance of outcomes. 85
7. Sustainability Evaluation: assess the extent to which a programme’s contributions
are successfully institutionalized and continued over time.
8. Transportability evaluation: assesses the extent to which the programme has or could
successfully adapt and applied elsewhere.
9. Meta Evaluation: is an assessment of an evaluation’s adherence to pertinent
standards of sound evaluation.
10. Synthesis Report: pull together evaluation findings to inform the full range of
audience about what were attempt, done and accomplished, what lessons were
learned and the bottom-line assessment of the programme.
The significant features of the 5th installment of the CIPP Stufflebeam (2002) are that the components:
• may be employed selectively and in different sequences; and
• may be used simultaneously depending on the needs of particular evaluation.
CIPP is an evaluation model based on decision-making. Since this study is aimed at to evaluate and make decisions on the teaching of English Language in senior secondary schools in Gombe
State, hence the researcher adopted the model for the present study.
Model for Evaluating Vocational Education Programme in Nigeria
This model developed by Okoro (1985) has features similar to those contained in the
CIPP model and the Kentucky Vocational Education Evaluation Model. In fact both the
Kentucky model and the Nigeria model are based on the CIPP concept that the primary purpose of evaluation is to provide information for the use of decision makers.
Kentucky Vocational Education Evaluation Model
Step 1 involves the specification of programme objectives. The establishment of objectives is important in the implementation of any educational programme and is equally 86 important in the evaluation of any educational programme. Objectives determine what the overall purpose of a programme is and therefore provide a basis for the evaluation of the programme. Without clearly stated objectives it would be difficult to say with certainty if the educational programme is successful or not.
The specification of programme objectives is followed by the establishment of evaluative criteria. Evaluative criteria provide specific information for assessing programme effectiveness.
They are usually derived from progamme objectives but they are more specific than objectives.
They indicate how programme components are to be assessed and what level of performance is to be considered satisfactory.
Both objectives and evaluative criteria lead to input evaluation, process evaluation and product evaluation. These are similar to the input evaluation, process evaluation and product evaluation of the CIPP evaluation model. Input evaluation may be thought of as evaluation of the components that are necessary for, or are utilized for the implementation of the programme.
These components are the curriculum, classrooms and laboratories, teachers, equipment, tools, teaching materials and libraries. Process evaluation may be viewed as the evaluation of the teaching process is the use of the input components for the achievement of the objectives of the programme. Product evaluation is an evaluation of the products of the educational process, the graduates of the programme themselves. Are graduates of the programme everything we hoped they would be? This is a question that has to be answered by product evaluation.
Each of the three types of evaluation (Input, Process and Product) should be conducted following five steps
1. Determine information needs
2. Collect data
3. Analyze data 87
4. Evaluate data
5. Prepare report.
Irrespective of the type of evaluation that is being carried out, it is necessary for the evaluator to determine before the actual collection of data is attempted what type of information is needed in order to carry out the evaluation properly. Having made that decision, data should be collected, analyzed by a suitable means and then evaluated. Evaluation involves making an assessment of the quality of the programme by examining and interpreting the data collected. Preparation of report is the final step and it is important because evaluation reports have to be communicated to decision makers who are responsible for effecting any necessary changes in the programme.
A Model for Evaluating Vocational Teacher Education Programmes in Nigeria
The findings of an evaluation study embodied in a report may be favourable or unfavourable. If favourable or satisfactory it means that the programme is satisfying the objectives for which it was established and its implementation and operation should continue without modification. If however the operation of an educational programme is found to be unsatisfactory as a result of an unfavourable evaluation report, decision must be taken on what should be done to the programme to improve it. This is the recycling decision. Recycling decision may lead to a re-examination of both the objectives of the programme and the evaluative criteria. It could be that either or both of them were faulty to begin with.
SECONDARY SCHOOL EVALUATION MODEL
The National Policy on Education (1977, revised in 1981) introduced for reaching changes in secondary school educational system. The primary purpose of these changes was to ensure that education served as an instrument for bringing about “quick development of
88 economic, political, sociological and human resources”. The broad aims and objectives of the new policy were:
1. The inculcation of national consciousness and national unity;
2. The inculcation of the right type of values and attitudes for the survival of the individual
and the Nigerian society;
3. The training of the mind in the understanding of the world around; and
4. The acquisition of appropriate skills, abilities and competencies both mental and physical
as equipment for the individual to live in and contribute to the development of his
society.
Each level of education (primary, secondary, technical and higher education) has its own goals and specific objectives. The broad aims of secondary education according to Okoro (1991) are:
1. Preparation fur useful living within the society and
2. Preparation for higher education (National Policy on Education, Revised, 1981:16).
Each subject in the secondary school curricula is supposed to contribute in one way or another in the achievement of the objectives of the policy. If objectives are not being achieved or are un- achievable it could be that a substantial proportion of the huge sums of money being spent on education are being wasted. To justify new changes in education and the hug sums of money being spent on the importation of equipment and the staffing of schools there should be a system for monitoring the extent to which the broad and specific objectives of the programme are being achieved. The objectives themselves may even need to be re-examined to ensure that they are still relevant and reasonable taking into consideration the changing needs and resources of the nation. 89
Even if the goals and objectives are still relevant and achievable evaluation might discover more economical methods of achieving them in these very lean times. The secondary school evaluation model is an attempt by the author to provide a general guide for evaluating individual subject areas at the school level. The programme offered by any secondary school in any subject area can be assessed using the model presented in Figure 4. The following are the major steps in the evaluation model.
1. Determine and assess the philosophy behind the new secondary school system. If you do
not know the philosophy or do not understand it there is no way are going to be effective
in evaluating the programme.
2. Determine how your subject relates to this philosophy. What role is your subject
supposed to play in the attainment of the high ideals embodied in the philosophy?
3. Determine the goals and objectives to be achieved by your subject. These may b
contained in the National Policy or derived from the philosophy.
4. Collect input data on enrolment, staff availability, facilities equipment and syllabus.
5. Evaluate data and determine whether staff, facilities and equipment are adequate to
achieve intended objectives taking into consideration student enrolment and the scope of
the syllabus.
6. If staff, facilities and equipment are adequate, continue to offer subject.
7. If staffs, facilities or equipment are inadequate, recruit or train more staff, purchase new
equipment or provide better facilities as necessary.
8. If resources are limited and deficiencies can not be remedied, reduce number of students
offering course or subject, or stop offering subject entirely. 90
9. Determine if objectives of the new national policy are still being met. If the number of
students taking a course has been reduced or the course is no longer being offered it could
be that the objectives of the new national policy are no longer being met.
10. Return to step 1 and determine if the philosophy itself is still reasonable, useful and
realistic taking into consideration economic, social and philosophical realities.
Related Empirical Studies
Some empirical studies that have been done on the evaluation of the teaching of English language are also reviewed as it shared relevance to the researchers’ work. Such works are presented below: Nancy (2012) conducted a study on Assessment of the teaching strategies employed by English language teachers in Eldoret municipality, Kenya. The purpose of the study was to assess the extent to which teaching techniques affect the performance of students in
English language as a subject. The study used a combination of methods in the research design.
The study involved all form three students in the junior secondary school and relied on a sample size of 180 students drawn from six secondary schools within Eldoret municipality, the form three English language teachers, heads of the selected schools, and the education officials in the
District. Sampling techniques the study used included purposive and stratified random sampling technique. The study used questionnaires, interviews, documentary data and non-participant observation for data collection. Both qualitative and quantitative data analyses were employed.
The study found that direct methods of teaching, discussion method reading method are the common methods employed by teachers in their teaching. Community was not fully utilized. The study recommends that students, teachers and the Ministry of Education should work together to enhance the attainment of English language teaching objectives in the classroom programme.
The present study is different from that of Nancy (2002) in both the design and focus. 91
The present study used the evaluative survey research design and unlike the study carried out by Nancy (2002),the study sample of the present work will comprise the entire population of teachers in the study area and will exclude the students. Sampling techniques, including purposive and stratified random sampling were utilized in the study, while a simple random sampling technique was used to draw one education zone out of the three education zones involved in the present study. The study used questionnaires, interviews, documentary data and non-participant observation for data collection, while the present study use questionnaires, checklist and observational schedule for data collection.
Ezue (2004) also evaluated the teaching of oral English and mother tongue interference in secondary schools in Orumba South LGA of Anambra State. The survey research design was used and the instrument consisted of oral perception and production tests. The mean and percentages were used as statistical toots for data analysis. One of the findings was that the constant recourse to the teaching of Igbo language as a medium of instruction was a major cause of students’ poor performance in oral English language. This factor, obviously, is a manifestation of the incidence of the mother tongue interference. The finding further attributed students’ poor performance in spoken English to other factors such as lack of proficiency on the part of language teachers, the negative impact of environment in modeling the speech behavior of the students, and absence of instructional materials
The differences in Ezue’s and the topic under investigation by the researcher were glaring. For instance, while Ezue’s work was grafted on a survey research design, the present work made use of evaluative design. There is also a difference in the scope defined by each of the works. Furthermore, Ezue’s work also left a crucial gap which this work was set out to fill. 92
And that is the pedagogical approaches that can be used to enhance student’s performance in oral
English language.
The researcher also wishes to observe that from available literature , no study known to the researcher has attempted to comprehensively investigate into the incidence of the mother tongue influence in the teaching and learning of English language segmental phonemes in
Otukpo LGA of Benue State Bala’s work which attempted an investigation into a similar subject matter in the same, geographical environment only stopped at a contrastive analysis of the consonant focusing on approaches which can help students to minimize their pronunciation problems.
Umar (2012) conducted a study on the evaluation and strategies used for effective teaching of oral English language in senior secondary school in Katagum Educational Zone of Bauchi
State. The purpose of the study was to identify the strategies used for effective teaching of oral
English language in senior secondary schools, specifically, the study set out to: Determine the strategies used by English language teachers in teaching of the oral English, Determine the strategies used by the experienced and less experienced teachers in the teaching of oral English, determine the strategies used by the qualified and non- qualified English language teachers in the teaching of oral English language. The instrument that was used to collect data was a questionnaire. The instrument was structured appropriately to elicit the desired response from the respondents. Section A dealt with the teacher’s bio data. While section B dealt with strategies used in teaching oral English. The number of items used was twenty two. The instrument was constructed on a -4-scale very great extent (VGE), great extent (GE), low extent (LE), and not applicable ( NA) to identify the extent of used of the strategies by the teachers. The researcher questions were analyzed using means scores and standard deviation. A mean rating of 2.50 and
93 above was set as the limit of acceptable level of performance, while those below were rejected as low extent and not applicable. The response options in the questionnaire were scaled as 4,3,2,1 for VGA, GE, LE and NA respectively. The finding of the study revealed that the qualify and non- qualified English language teachers seem to have strategies ineffectively in teaching oral
English. The less experienced English language teachers seems to use most of the strategies more than the experienced English language teachers in teaching oral English.
Umar’s study is relevant to the present study since both of them aimed at improving the teaching of English language. Both of them employed the use of questionnaire in data collection except that Umar made use of oral interview and tape recorder while this study did not. Umar study was in Bauchi State Katagum education zone while the present study is in Gombe State,
Umar’s study was on pre-primary school, while the present study is on senior secondary schools.
Okorji (2005), conducted a study on the teaching of aspects of communication efficiently in the spoken English language. The purpose of the study was to investigate some aspects of communication inefficiency in the spoken English of primary school teachers. With random sampling technique, a total number of 30 teachers were selected from 10 primary schools. She used questionnaire, oral interview to collect data and found out that unqualified and less experienced teacher teach primary school students spoken English.
Okorji’s study has some similarities and dissimilarities with the present study. One of the similarities is that both of them have the objectives of improving the teaching of English language; since English is, without doubt, the actual universal language and it plays a vital role in educational advancement. Both of them employed the use of questionnaire in data collection.
Okorji’s used tape recorder, oral interview and questionnaire. The present study used 94 questionnaire, check list, and observational method of data collection. Okorji’s study was on primary schools in Nsukka education zone of Enugu State, while the present study is on senior secondary schools in Gombe South education zone of Gombe State.
Okeke (1989), Conducted a study on the evaluation and identification of the speech error’s among the final year students’ in Anambra State. Okeke observed that students’ speech error’s will often crop up in his writing. These error’s identified by Okeke could be as a result of mother tongue interference which the researcher identified as a factor in her study. The researcher found that the greatest difficultly the English language students are having in writing English language composition is in mechanics. The second error is in expression. The design used was a survey which covers Nsukka Education zone of Enugu State. It aimed at identified and classifying the greatest difficulties students of English language have in speech writing. In one of the researchers’ purpose, the researcher mentioned style of teaching speech writing in composition.
The researcher found that omissions and wrong spelling were in students’ essay writing.
Mechanical error’s had the highest frequency represent 75.91%. Under mechanical there were spelling and punctuation errors. Spelling error’s had the frequency of 3,533 representing 55.81% while punctuation had the frequency of 1.273 representing 20.09% of the total linguistics errors discovered in the research. The researcher gave out powerful recommendation as follows. A.
English language teachers should adopt the technique of error analysis as a procedure of language teaching. B. Essay competitions, workshops, seminars, school debate, school drama should be organized in order to improve the learning and use of English language teaching.
The present study is carrying his study in senior secondary schools in Gombe State with all the English language teachers in Gombe South education zone as his targeted population while Okeke study was carried in Nsukka education zone of Enugu State with students as her 95 targeted population. Both the study used the same method of data collection which is questionnaire.
The research work of Baltelt (1998) was on the teaching of writing. The main purpose of this work was to find out the insistencies of the used of tenses and aspects in the teaching
English language. His instruments were 745 letters and composition by Navajo and Western
Apache speaker of Arizona written by 140 people with age range of 17-40 years. His instrument for data collection was topic chosen by the individual which he looked out for mode and respect transfer. The design for the study and the statistical technique he used in the research were sited.
In these findings he discovered that there is inconsistency in the teaching of writing and aspects of it. His group choice of tenses did not agree with that of English language rather the Navajo order of writing. According to Baltelt (1998) a particular aspects of writing generally serves as a constraint for the following tense or aspects within sentences as well as discourse. This always causes events to be placed in their order of time.
It was revealed in his work that the order was violated because Navajo mode. English language tense and aspects makes the sample to transfer their native language pattern into
English language. Most commonly observations were progressive, and portative.
Baltelt’s study is relevant to the present study because of his specific in the teaching of writing and aspects of error’s his orientation of the study is difference from that of the present research which focuses on the evaluation of the teaching of English language in Gomba State.
Both works revealed the important of English language being the medium of intellectual transformation, occupational, social mobility, and the crystallization of national consciousness.
Both also talk about the perfection of teaching students the right thing as expected of a qualify and experienced English language teacher. Also, both all used questionnaire for their data 96 collection, they all had the same recommendation, Baltelt study was on the teaching of writing while the present study is on the evaluation of the teaching of English language in senior secondary schools in Gombe State.
Liu (2007), Carried out a study on the evaluation of teaching of oral English in Chenese
University. The purpose of the was to identify the factors that contribute to students’ anxiety during oral English language lessons. He used questionnaire to elicit responses from 27 undergraduate’s students of Chinese University. His finding showed that low English language proficiency, lack of preparation, lack of practice, fear of making mistakes, and being laughed at and inability to express ideas cause students’ anxiety in oral English language lesson.
Liu’s study is related to the present study because both of them are aimed at improving the teaching of English language, both use questionnaire for data collection, they differ in several ways. While Liu’s study was carried in China, the present study was carried out Nigeria, Liu used undergraduate students, while the present study used English language teachers.
In his studies, “Evaluation of Nigeria Certificate in Education Programme in the Training of English Language Teachers” Rani (2002) used all academic staff of English language and all students offering English language as a major subject in 13 Colleges of Education in Nigeria and all NCE English language graduates from 1994 when the first NCCE minimum curriculum graduated. 84 lecturers, 201 students and 90 NCE English language graduates were used for the study. Three sets of structural questionnaires were used for collecting data from the respondents.
Descriptive statistics of frequency, simple percentages, the T-test and the analysis of variance
(ANOVA) test were used. Results revealed that interaction and evaluation and techniques used by lecturers are lecturing, class discussion, questioning and assignment more often while field
97 more often while field trips, debate and resources persons are never used. Evaluation techniques used by lecturers are easy testes and assignments, while objective tests, quiz and project are rarely used. Most of the teachers teaching English language course are qualified though one can still say that there is much to be desired. On facilities, materials and equipment available, all the
13 colleges’ samples for the study had a school library but the relevant textbooks available were said to be limited or not available. About 45.3% of the lecturers rate the textbooks as limited,
53.3% of the graduates rated it as limited, while 45.7% of the students rated it as limited. Most of the Colleges don’t have a English language sectional library. About 62.5% of the lecturers, 56% of the graduates and 60.8% of the students confirmed this, projectors, televisions, video recorders, photocopiers, computers, and journals that are essential for the study of English language were said not to be available in the Colleges. Other infrastructural facilities rated as fairly available were classrooms, furniture for lecturers and for students but methodology laboratory is said to be unavailable in most of the Colleges, lecturers also give only one and at most two continuous assessment tests in a semester of a minimum of 15 weeks. 45.7% of the respondents, show they are given assessment test once in a semester, 41.9% indicated they are assessed twice, while 3.9% showed they are assessed three times. The study further revealed that continuous increase in student’s enrollment has not been commensurate with staff increase. This has made the task of lecturers increasingly enormous such that lecturers teacher between 11 and
14 credits a week. While the present study adopted similar method of data collection and data analysis in the presentation of results.
Ugwu (2011) carried out a research study on Evaluation of the use of instructional materials for effective teaching and learning of English language in junior secondary school in
Enugu urban, Enugu State. The purpose of the research work was to evaluate the use of instructional materials for teaching and learning of English language in junior secondary schools 98 in Enugu urban, Enugu State. A survey design was adopted for the study. A sample of 50 teachers of English language and 210 students were drawn from the 14 secondary schools in the
Enugu urban public schools. Five research questions guided the study. A structured questionnaire was used to collect data and the data collected were analyzed using frequency count, percentage and means. The findings of the study showed that most of the needed instructional materials were not available, the available instructional materials were grossly inadequate, and the only instructional materials utilized by teachers are textbooks, charts and chalkboard. The factors that constrained the provision of instructional materials in the schools were insufficient fund in the schools and lack of requisite knowledge and skills for improvisation by teachers. The study recommended that the government should improve the utilization of instructional materials by employing more integrated science and English language teachers and prompt payment of teacher’s salaries and allowances.
A survey design was adopted for the study, while an evaluative survey research design was chosen in the present study. Teachers of English language and students formed the sample of the study, while only teachers of English language form the population of the present study which also used as the study sample due to its small size. Five research questions guided the study, while five research questions guide the present study as well. A structured questionnaire was used to collect data and the data collected were analyzed using frequency count, percentage and means in the study, while questionnaires, checklist and observational schedule was used for data collection and the data was analyzed using percentage scores, mean and standard deviation.
In another related study “an evaluation of the Nigerian Teachers College English
language Curriculum: A case study of Adamawa State” by Abubakar (1999), he used 563
TC II Students and 20 teachers of English language in 4 Teachers Colleges. Instruments used
for the study were questionnaires and multiple choice tests. Data was analyzed using 99 percentages, t-test and Pearson product moment correlation coefficient. Results revealed that
37.5% of teachers use inquiry, concept and debate techniques in teaching. In the same vein analysis shows that teachers most often do not use field work, observation, interview, resources persons and tutorials in their lessons. Teachers were found to most often use direct method and discussion in the teaching of this lesson. 62.5% of teachers use textbooks often while about 37% use charts, maps, and 0% uses radio and film in teaching. It was further reveal that 52% of teachers most frequently used easy and objectives tests in assessing students while about 25% use true/false and multiple choice tests. The study further revealed that most of the teacher teaching English language is under-qualified in handling the subject.
The study is related since the study revealed the evaluation methods use by English language teachers, the use of instructional materials and teachers job satisfaction.
Marami (2008) on the other hand in his study “an appraisal of the implementation of the junior and senior secondary school programme of the English language in Borno State from 1982 – 1988” used 25 secondary schools for his study. 100 teachers and 750 students formed the sample of the study. Instrument used for the study include questionnaires, interview, official document and observation. Percentages and chi-square were used for analyzing the data. Findings revealed that 56% of principals agreed there were enough teachers in the schools. The teacher-student ratio stood at 1:48. There were no enough trained technicians for the laboratories in the schools. 64% of principals agreed that the libraries were not well equipped with books. There were also inadequate classrooms and boarding facilities in the schools. There were no adequate boarding infrastructure, qualified teachers in the field of science and counseling. Continuous assessment programme was not well coordinated, no enough instructional materials and science equipment. The study is relevant to this study because the opinion of English language teachers has been ask on the use of 100
teaching materials, their quality and qualification and methods use in teaching English
language.
The NCCE (2002) minimum standard stipulates that there shall adequate number of teaching staff for the programme. The new minimum standard stipulates that the minimum number of teachers for single major is five (5), while that of double major is eight (8) and that professional qualification of such teachers shall be a minimum of NCE/PGDE certificates. Also teacher/student ratio should be 1:25. The result of the findings of Bukar (2004) revealed that due to increasing students’ enrollment and the academic staff turnover, the ratio of teacher/student vary from 1:336 to 1:400 and above in almost all the zones. The study further revealed that even in the double major subject who is supposed: to have a minimum of 5 teachers are now having 2 and at most 3 in some institution, particularly in the areas of physics, Chemistry and mathematics as well as technical subjects.
The study carried out by Bukar had to do with the teaching of English language it is relevance to this study because this study seeks to find the quality and adequacy of academic staff in the secondary schools, and methods use in teaching English language and the instructional materials use by teachers.
Aliyu (2006), evaluate the factors militating against the teaching of English language in
Borno state municipal. The work concentrated on such materials as schools, audio-visual aids, teachers’ qualification and teachers’ job satisfaction. The design of the study was survey. Simple random sampling was used to select one hundred and seventy-two (172) respondents who participated in the study. Two hundred structure questionnaires were to collect data for the study.
Percentages and t-test statistics were used to analyze the data. Some of the major findings includes that teaching materials used in schools were most ineffective and that there was no job satisfaction of teachers in carrying out their duties effectively. The study concentrated on what 101 could make the teaching of English language more effectively. While the present study concern its self with evaluating other components of the programme.
Ado (2009) carried out research on the problems and prospects of teaching English language in some selected secondary schools in Yobe state. Six research questions and three null hypotheses were formulated for the study. The study was essentially a survey research. The researcher used multi-stage random sampling technique to draw two hundred seventy one (271) third year students who participated. The only instrument for data collection was questionnaire.
Some of the major findings include: there is no relationship between the views of male and female participants regarding their seriousness in the programme. The problems of teachers in their various places of work include: lack of promotion, lack of in-service training, inadequate teaching staff. Problems of the student such as the irregular salaries, large family size, family responsibilities etc, and educational problems include inadequate teaching materials, lack of adequate time for lectures, examination time table not well planned. The work only focused on the problem faced by teachers only. No attempt was made to look at the problems from course tutors point of view. The present study intends to fill this gap by obtaining information from only teachers.
Manu (2007) Studied poor performance of students in English language a case study of
Adamawa state central educational zone. The work evaluated the methods used English teachers, qualification and quantity of English language teachers and teaching materials used in teaching
English language. To guide the study four research questions and eight null hypotheses were formulated. The design for study was survey. Instruments for data were two-structured questionnaire for staff and students. Mean, standard deviation and t-test were used to analyze the data. The findings among others revealed that most of the teachers use only lecture method in their cause of teaching in the classroom, and only 20% of the teachers use instructional materials 102 during teaching. From the review of related empirical it appears that Nigeria Certificate in
Education distance education programme of NTI has not been subjected to high level of comprehensive evaluation. This work therefore, intends to fill the gap.
Demola (2010) conducted a study on Assessment of English errors among secondary school students and the pedagogical implications. The purpose of the study was to examine some basic issues in error evaluation and its implications for studies in English language. A pragmatic test was administered on 100 SS HI students drawn from four Local Government Areas in Kwara
State. Twenty (20) erroneous sentences were collected from their responses and given to ten (10)
Native Speakers of English (NSE) and ten Non-Native Teachers of English (NNTE) for assessment, using the criteria of intelligibility and acceptability. At the end of the study, it was discovered that while there errors were intelligible, they were not acceptable. Using the t-test statistic, Native speakers of English were found to be more tolerant of the errors than the Non-
Native Teachers of English. The study ended with some pedagogical implications and suggestions for English Studies.
The study made use of a pragmatic test for data collection, while the present study makes use of questionnaires, checklist and observational schedule for data collection. The study used the t-test statistic for data analysis, while the present study will also make use of t-test statistics for testing the two null hypotheses posited in it at 0.05 level of significance.
Abdulrahman (2008) conducted a study on Evaluation of the six grade English language text book for Saudi Boy’s Schools. The purpose of the study was to evaluate the quality of the sixth grade English language textbook for Saudi boys' schools which was introduced at the elementary stage by the Ministry of Education in 2004. The research project evaluates a new textbook that is considered to be the foundation stone in the English language program in Saudi
Arabia. The design of the study was an evaluative survey research design. A survey 103 questionnaire was used in the study to elicit the perspectives of 93 English language teachers and
11 supervisors in Riyadh Educational Zone about the textbook in question. The questionnaire consisted of 64 grouped under 12 main categories: the general appearance, design and illustration, accompanying materials, objectives, topic appropriateness, learning components, socio-cultural contexts, skills development, teach ability, flexibility, teaching methods, and practice and testing. The data was subjected to analysis through descriptive statistics. Three different types of computations were done: a per-item analysis, a per-category analysis, and an independent samples t-test to clarify the equality and variance of the responses the two groups of the population (teachers and supervisors). The findings were generally in favour of the textbook except for the teaching methods and some other sub-items. Out of 64 items in the questionnaire, only 13 items had arithmetic means less than 2.50. The category that had the highest mean was the one on learning components, while the category that had the lowest mean was the one on teaching methods. The findings also revealed that there were no significant differences between the means of the two populations of the study (teachers and supervisors) except on the flexibility of the textbook and the different natures of their jobs might be the reason behind this difference.
The study concluded with recommendations and suggestions for the improvement of the textbook.
The design of the study was an evaluative survey research design, in the same vein; the present study will also make use of an evaluative survey research design. A survey questionnaire was used in the study to collect data, while questionnaire, checklist and observational schedule was used in collecting data in the present study. The data was subjected to analysis through descriptive statistics. Three different types of computations were done: a per-item analysis, a per- category analysis, and an independent samples t-test to clarify the equality and variance of the responses the two groups of the population (teachers and supervisors), while percentage scores, 104 mean and standard deviation was used for data analysis and the t-test statistics was used in testing the two null hypotheses at 0.05 level of significance in the present study.
Nworwu (2004) Investigated the effects of gender sensitization of English language teachers on gender gap in English language achievement and interest among students in Song
Local Government Area of Adamawa State. The population comprised all the J.S.S.2 students in all co-educational secondary schools in Song Local Government Area of Adamawa State. The sample comprised 245 J.S.S.2 students from co-educational secondary schools in the area. The study adopted a non- equivalent control group design and two instruments were used for data collection namely Integrated English Language Achievement Test (IELAT) and Integrated
English Language Interest Scale (IELIS). Mean, standard deviation, and ANOVA were used for data analysis. Finding revealed among other things, that gender sensitization enhanced the overall achievement of students in English language and reduced the gap that existed between male and female students in interest. It was then recommended that government should organize regular in-service training for English language teachers, which may be in form of conferences, workshops and seminars. This will enable teachers acquire innovative pedagogical competence with respect to management of gender related issues in English language classroom.
The study has a distinct population from which the sample was extracted, while the population of the present study was also used as its sample. The study adopted a non- equivalent control group design, while the present study used an evaluative survey research design. Two instruments were used in the study for data collection namely: Integrated English Language
Achievement Test (IELAT) and Integrated English Language Interest Scale (IELIS), while three instruments was used for data collection in the present study namely: questionnaire, checklist and observational schedule. Mean, standard deviation and ANOVA were used for data analysis in the study, while percentage scores, mean and standard deviation will be used for data analysis and 105 the t-test statistics was used in testing the three null hypotheses at 0.05 level of significance in the present study.
Finally, addressing the shortcoming pointed out in the various works reviewed is part of gap which the present study has attempted to fill.
Summary of Review of Related Literature
It was pointed out in the literature reviewed that a teacher is to be competent enough to handle human and materials resources at his disposal. The teacher should be able to initiate, coordinate and control his students and to have perfect knowledge of what he is teaching as well as to provide conducive atmosphere and democratic relationship, especially where the feelings of the students are concerned.
Programme evaluation provides the potentials for curriculum dynamism. Without data supplied by programme evaluation, it may be difficult to justify or even improve on the activities of the school. Thus programme evaluation leads to the continued maintenance of the programme or expansion of the programme or revision of programme or the abandonment of the programme; hence the present study was hinged on CIPP evaluation model.
Training was found to be significant among other variables of condition of services for employee. The more educated an officer is, the more effective he could perform and this would bring about positive achievement in the organization. Similarly, highly educated teachers performed more effectively than their low educated counterparts.
Review on the use of instructional materials indicates that instructional materials used in most of the schools are in deplorable situation and some are even not available. Most of the materials available for teaching are either not available or obsolete.. The supplies of deserved instructional materials are determinants of quality of academic output in schools. Teaching 106 facilities when adequately supplied to schools would enhance effectiveness and satisfaction of teachers and improve students’ academic achievements.
Finally, although literature reviewed above were related to the present study in one way or the other, no known study so far is on evaluation of the teaching of English language in senior secondary schools in Gombe State. This gap necessitated the present research study, hence the need for evaluation of the teaching of English language in senior secondary schools in Gombe
State.
107
CHAPTER THREE
RESEARCH METHOD
This chapter presented the procedure for conducting the research and was organized under the following subheadings: Design of the study, Area of the study, population for the study, sample and sampling technique, instrument for data collection, administration of the instrument, validation of instrument, reliability of the instrument, method of data collection, and method of data analysis.
Design of the Study
The design of this study was evaluative survey research design. Evaluative survey is a systematic survey which assesses certain performance criteria with the intention of making a value judgment on what is assessed (Ali, 1996). It is considered evaluative research design because it focuses on the collection, analysis and interpretation of information on the teaching of
English language with the view to making value judgment. According to Marks and Coleman
(1989:7),”An evaluative design study is the one which attempts to assess the worth of an event or situation with the sole purpose of making a judgment about it”. In the same way, the present study sought to assess the situation of the teaching of the English language in secondary schools in Gombe State with the sole purpose of making a judgment about it”. Hence, evaluative survey research design was suitable for the study.
17 107
108
Area of the Study
The research was carried out in Gombe State of Nigeria. Gombe State lies between 47oE and 52oE with a population of 2.82million (NPC 2006:4). Gombe State is classified as one of the educationally disadvantaged states in the North- East Geopolitical Zone. The majority of the people speak Hausa, Tangale, Waja, Tula, Bolawa, Tera, and Pero language. Gombe State has three educational zones: Gombe North, Gombe Central, and Gombe South. Gombe South
Education Zone. has four local government areas which include Billiri local government area,
Balanga local government area, Kaltungo local government area and Shongom local government area.
Gombe South Education Zone was chosen because education in Gombe South is not exactly at the same level with education in the North Gombe and Gombe Central due to a number of factors that are historical, religious, and occupational. The zone falls within the
Northern part of Nigeria. Economically, the zone is predominantly rural and agrarian with a substantial proportion of its working population engaged in farming. Every community in the state has at least one primary school and secondary, founded and run by government. The population of Christians is 97% while 3% are Muslims with low western educational status. The zone belongs to the same speech community which other things being equal, may predispose the students and their teachers to have a common first language background. Consequently, the
Gombe South has long been described as educationally disadvantaged. These factors necessitated the choice of location as the study area.
109
Population of the Study
The population of the study comprised all the Senior Secondary School English language teachers in Gombe South Education Zone of Gombe State. In the zone, there are 113 (one hundred and thirteen) English language teachers in the Senior Secondary Schools Twenty three
(23) senior secondary schools were used for the study. The schools were purposively selected in this order: Balanga local government 4 schools, Billiri, 7 schools, Kaltungo, 6 schools and
Shongom, 5 schools (Post Primary School Management Board, PPSMB, Gombe, 2012). The
English language teachers were considered the appropriate population for the study because are they are the implementers of the English language curriculum and can give adequate information on the evaluation of the teaching of English language in the senior secondary schools in Gombe
State.
Sample and Sampling Technique
The researcher used the entire population of 113 (one hundred and thirteen) English language teachers in the education zone. The rationale for using the entire population was because it was not too large a number to be managed by the researcher. Out of this number of
English teachers, 68 were females while 45 were males. In all, 113 English language teachers in
Gombe South Education zone of Gombe State were used as sample for the study. A simple random sampling technique was used to draw one education zone out of the three education zones in Gombe State.
Instrument for data Collection
Data for this study were collected using the following techniques:
1. Questionnaire: Teaching of English Language Evaluation Questionnaire (TELEQ).
2. Checklist: Teaching of English Language Evaluation Checklist (TELEC). 110
3. Observational Schedule (running record type): Teaching of English Language
Evaluation Observational Schedule (TELEOS).
Questionnaire
The researcher developed a questionnaire called Teaching of English language
Evaluation Questionnaire (TELEQ), which was used to collect data for sections A, D, and E of this study. Section A of the instrument elicited information on the demographic characteristics of the respondents such as gender, qualification, subject specialization and years of teaching experience. Sections D, and E elicited information on the utilization of instructional materials and the adequacy of classroom physical facilities for teaching in the study area.
Section D of the questionnaire was presented using a four point linkert rating scale of
VHE, HE, LE, and VLE response where VHE = very high extent, HE = High extent, LE = Low extent and VLE = very low extent. Weighted responses were produced as follows: (VHE) =
4points, (HE) = 3points, (LE) = 2points, and (VLE) = 1point. Section E of the questionnaire was presented using a four point linkert rating scale of VA, MA, LA, and NA responses where VA = very adequate (4pt), MA = moderately adequate(3pt), LA = less adequate (2pt), and NA = not adequate(1pt). Weighted responses were produced as follows: (VA) = 4points, (MA) = 3points,
(LA) = 2points, and (NA) = 1point.
Checklist
The researcher developed a checklist called Teaching of English language Evaluation
Checklist (TELEC), which was used to collect data in section C on the extent of the availability of instructional materials for teaching the English language in secondary schools in Gombe State.
Observational Schedule
Observational schedule is a form of checklist used for data collection in a research work.
Observational schedule of the “running record type” is a continuous observation of a behaviour 111 stream for a particular period of time. The researcher wrote down the methods used by the teacher in teaching for a length of time in a classroom or in any other setting where teaching process suitably took place. Observational schedule of the “running record type” was used to collect data for section B of this study. The researcher observed the teachers as they were actually teaching with the researcher developed observational schedule (checklist) of the
“running record type” and simultaneously ticked the methods used by teachers in teaching the
English language in the sample senior secondary schools in Gombe State.
Administration of the instrument
To have access to the respondents, the researcher presented each Principal of the schools visited an introductory letter that was collected from the Head of Department of Arts
Education, University of Nigeria, Nsukka. A written consent of the principals was conveyed. The researcher, with the research assistants administered the questionnaire and under- took the distribution of the questionnaire to all the English language teachers in the four local government areas. The respondents worked independently under the supervision of the researcher. This ensured maximum return of the questionnaire and also helped to avoid external influences on the respondents.
Validation of the instrument
The instrument was given to three experts for face validation. One of the experts was from the Department Science Education (Measurement and Evaluation), and two were from the
Department of Arts Education, all in the University of Nigeria, Nsukka. The researcher provided information on the title of the thesis, the purpose, the research questions and the hypotheses that guided the study. The experts were requested to use their expertise to scrutinize the instrument in terms of relevance, suitability, appropriateness of the content, clarity of language used in 112 developing the items, and satisfactory representation of the items for attaining the purposes of the study.
At the end of the validation exercise, the expert commented that the items on the teaching methods used by English language teachers were not methods but rather approaches. Therefore, they were replaced with real methods of teaching English language. On the extent of the availability of instructional materials for teaching English language, the researcher was asked to remove two items that were not relevant and to replace them with other ones. On the extent of utilization of available teaching materials, the researcher was asked to remove one item that was not relevant. Again, two items were removed from physical facilities. Some of the tenses used in constructing the items were wrongly used. The researcher therefore was told that the wrong tenses should be corrected. The corrections were effected. The experts also suggested that objectives 1-3 be collapsed into one demographic characteristic of teachers and objective 8 be deleted or expunged.
The valuators’ recommended that some items that appear two times be removed and some items be restructured to show the actual facilities that are available in schools. The comments and suggestions of the experts were utilized in modifying the instrument for authenticity.
Reliability of the Instrument
To ensure the reliability of the instruments, a trial test was carried out to assess the reliability of the instruments. 40 copies of the questionnaire were distributed on a sample of 40 teachers who teach the English language in the various secondary schools in Taraba Central
Geopolitical Zone. Taraba State was not part of the study area but was deemed to possess similar characteristics with Gombe State.
The researcher administered the instrument once and the data were collected and analyzed using Kuder-Richardson formula 20 for sections with dichotomous items while 113
Cronbach Alpha statistics for the sections with non-s dichotomous items. The internal consistency reliability coefficient of section B using observational schedule of the “running record type” with dichotomous items was 0.84, and that of section C using a checklist with dichotomous items was 0.84. These results showed that the instruments were reliable (see
Appendix F). Kuder-Richardson formula 20 was used because it is a statistical tool suitable for analyzing dichotomously scored items in a section in which only two possible answers are expected. The two possible answers were “used and not used” for section B, and “available and not available” for section C. The internal consistency reliability coefficient of section D and E of the questionnaires with non- dichotomous items were .85 and .75 respectively, with an overall coefficient of .80. These results showed that the instrument was reliable. Cronbach Alpha statistics was used because the instruments are in clusters and items were not dichotomously scored.
Method of data collection
The questionnaire and checklists numbering 113 each were administered by the researcher and three research assistants. The teachers were given the instruments in their various schools while in session. The research assistants were trained by the researcher. The researcher acquainted them with the purpose of the study, as well as the explanation of the items in the clusters on each research question. This training lasted for one day. The instrument was distributed and retrieved from the respondents soon after they had responded to the items.
Method of data analysis
Sections A, B, and C of the instrument were analyzed using percentages. Section D and E of the instrument were analyzed using means and standard deviation. Based on a four point rating scale, the total weighted frequencies were used to determine the mean for each item.
Acceptance level for the mean was 2.50 and above. Items which have scores of 2.50 and above 114 showed acceptance while mean scores below 2.50 showed non-acceptance. The t-test statistics was used in testing the two null hypotheses at 0.05 level of significance. If the calculated t-value was less than the table value, the null hypothesis was accepted, but if the calculated t-value was greater than the table value, the null hypothesis was rejected.
115
CHAPTER FOUR
RESULTS
This chapter presented the results of the analysis of data obtained for the study in relation to the research questions and hypotheses that guided the study. The research questions and hypotheses were restated and related tables of data were presented accordingly.
Research question 1
What are the demographic characteristics of the English language teachers in secondary schools in Gombe be state?
Table 1: Qualifications of the English language teachers
S/N Qualification Frequency Percentage (%)
1 NCE 18 16
2 B.ED 67 59
3 M.ED 28 25
4 PhD 0 0
Total 113 100
Table 1 shows the educational qualifications of the English language teachers in secondary schools in Gombe State. Those with B.ED are at the highest frequency of 67 (59%), followed by teachers who hold M.ED 28(25); NCE followed with a frequency of 18 (16%), while those with PhD have frequency of 0 (0%).
115 116
Table 2: English language teachers’ areas of specialization
S/N Area of Specialization Frequency Percentage (%)
1 English language 56 50
2 Literary Studies 34 30
3 Linguistics 23 20
Total 113 100
Table 2 shows the English language teachers’ areas of specialization. Those who specialize in English language have highest frequency of 56 (50%). Those who specialize in literary studies followed with frequency of 34 (30%), while those who specialize in linguistics have frequency of 23 (20%).
Table 3: Teaching experience of English language teachers in Gombe State
S/N Teaching experience Frequency Percentage (%)
1 1 – 5 years 29 26
2 6 – 10 years 66 58
3 11years and above 18 16
Total 113 100
Table 3 shows the teaching experience of English language teachers in Gombe State.
Those with 6 – 10 years teaching experience have highest frequency of 66 (58%). Those with 1 –
5 years teaching experience followed with frequency of 29 (26%), while those with 11years and above teaching experience have frequency of 18 (16%).
117
Research question 2
What methods are used by English teachers in Gombe state secondary schools to teach
English language?
Table 4: Methods used by English teachers in Gombe state secondary schools to teach English language
S/N Methods Used Not Used Total Percentage score 1 Direct method 95% 5% 100%
2 Communicative method 27% 73% 100%
3 Cognate method 0% 100% 100%
4 Silent way method 0% 100% 100% 5 Discussion method 77% 23% 100% 6 Grammar translation method 81% 19% 100% 7 Total physical response 66% 44% 100% 8 Community method 71 29% 100% 9 Reading method 88% 12% 100% 10 The eclectic method 91% 9% 100% 11 The mimicry- memorization 86% 14% 100% method 12 The natural method 0% 100% 100% 13 Audio-lingual method 0% 100% 100% 14 The phonetic method 0% 100% 100% 15 The psychological method 0% 100% 100%
Table 4 shows the outcome of the observational schedule of the “running record type” exercise conducted by the researcher in an endeavor to collect data on the methods used by teachers in teaching English language in senior secondary schools in Gombe State. The running
Record from the exercise shows that 95% of the teachers make use of Direct teaching method, 118 while 5% do not make use of the Direct teaching method. 27% of the teachers make use of
Communicative method in teaching English language; while 73% do not make use of
Communicative method in teaching English language. 77% of the teachers make use of
Cognitive method in teaching English language, while 23% of them do not make use of cognitive method in teaching English language. 81% of the teachers make use of Silent Method in teaching
English language, while 19% of them do not make use of Silent Method in teaching English language. 66% of the teachers make use of Discussion method in teaching English language, while 44% of them do not make use of Discussion method in teaching English language. 71% of the teachers make use of Grammar translation method in teaching, while 29% of them do not make use of Grammar translation method in teaching English language. 88% of the teachers make use of Total physical response method in teaching English language, while 12% of the teachers do not make use of Total physical response in teaching. 91% of the teachers make use of
Community method in teaching English language, while 9% of them do not make use of
Community in teaching English language. 86% of the teachers make use of Reading method in teaching English language, while 14% of them do not make use of Reading method in teaching
English language. 86% of the teachers make use the mimicry- memorization method of teaching language while 14% of them do not make use the Mimicry method of teaching English language
However, none of the teachers makes use of the Audio-lingual Approach, Eclectic method, the phonetic method and Psychological method in teaching English language in secondary schools in
Gombe State.
119
Research question 3
What are the instructional materials available for the teaching of English language in secondary schools in the state?
Table 5: the extent of available instructional materials for the teaching of English language
S/N Items Available Not Available Total
Percentage
score
1 Charts 56% 44% 100%
2 Flash cards 51% 49% 100%
3 Television 0% 100% 100%
4 Radio cassette 0% 100% 100%
5 Tape recorder 0% 100% 100%
6 Pictures 71% 29% 100%
7 Documentary films 0% 100% 100%
8 Tapes 0% 100% 100%
9 Film projectors 0% 100% 100%
10 Smart board 0% 100% 100%
11 Video recorder 0% 100% 100%
12 Computers 0% 100% 100%
13 Language laboratory 0% 100% 100%
14 Textbooks 95% 5% 100%
15 Blackboard 100% 0% 100%
120
Table five shows the responses of the respondents on the instructional materials available for the teaching of English language in secondary schools in the state with the aid of checklist. It can be deduced from the table that 56% of the teachers indicate that charts are available for teaching English language in their schools, while 44% of the teachers indicate that charts are not available for teaching English language in their schools. 51% of the teachers indicate that flash cards are available for teaching English language in their schools, while 49% indicate that flash cards are not available for teaching English language in their schools. 71% of the teachers indicate that pictures are available for teaching English language in their schools, while 29% of the teachers indicate that pictures are not used in teaching English language in their school. 95% of the teachers indicate that textbooks are available for teaching English language in their schools, while 5% of the teachers indicate that textbooks are not available for teaching English language in their schools. 100% of the teachers indicate that blackboard is available for teaching
English language in their schools. However, 100% of the teachers indicate that television, radio set, tape recorder, documentary films, tapes, film projectors, smart board, video recorder, computers, and language laboratory are not available for teaching English language in their schools.
Research question 4
What is the extent of utilization of available instructional materials for English language teaching in the state?
121
Table 6: Teachers mean ratings on the extent of utilization of available instructional materials for English language teaching in the state
S/N ITEMS TEACHERS
X REM SD REM
1 Charts 3.07 HE 3.57 HE
2 Flash cards 3.03 HE 3.35 HE
3 Television 2.29 LE 3.81 LE
4 Radio cassette 2.19 LE 3.93 LE
5 Tape recorder 2.37 LE 3.82 LE
6 Pictures 3.06 HE 3.59 HE
7 Documentary films 2.33 LE 3.24 LE
8 Tapes 2.32 LE 3.24 LE
9 Film projectors 2.13 LE 3.68 LE
10 Smart board 2.01 LE 3.65 LE
11 Video recorder 2.22 LE 3.55 LE
12 Computers 2.03 LE 3.76 LE
13 Language laboratory 2.22 LE 3.55 LE
14 Textbooks 3.43 HE 4.29 HE
15 Blackboard 3.51 HE 4.44 HE
Key: X = Mean, SD = Standard Deviation, REM = Remark.
Table 6 shows the responses of the respondents of male and female teachers on the extent of utilization of available instructional materials for English language teaching in the state. The 122
table 6 reveals that items 1, 2, 6, 14, and 15 have mean scores that is above the cut-off mark of 2.50 which was regarded as acceptable limit as indicated by the researcher. Therefore, these instructional materials were utilized to a high extent for the teaching of English language in secondary schools in the state. Table 6 also disclosed that items 3, 4, 5, 7, 8, 9, 10, 11, 12 and 13 have mean scores that is below the cut-off mark of 2.50 which was regarded as acceptable limit as indicated by the researcher. Therefore, these instructional materials were utilized to a less extent for the teaching of English language in secondary schools in the state.
Research question 5
How adequate are the classroom physical facilities for teaching English language in secondary schools in the state?
Table 7: Teachers mean ratings on the adequacy of the classroom physical facilities for teaching English language in secondary schools in the state
S/N ITEMS TEACHERS
X REM SD REM
1 Classroom space 3.11 MA 3.63 MA
2 Students’ seats 3.45 MA 3.50 MA
3 Students’ lockers 2.95 MA 3.41 MA
4 Language laboratory 2.16 LA 3.91 LA
5 Board 2.93 MA 3.41 MA
6 Lightening 3.03 MA 3.50 MA
7 Ventilation 2.90 MA 3.38 MA
8 Computer 2.29 LA 3.81 LA
9 Projector 2.29 LA 3.81 LA
10 Table 3.18 MA 3.72 MA 123
Key: X = Mean, SD = Standard Deviation, REM = Remark, MA = Moderately Adequate, LA =
Less Adequate.
Table 7 shows the responses of the respondents in the research question 5 on the adequacy of the classroom physical facilities for teaching English language in secondary schools in the state. The table 7 reveals that items 1, 2, 3, 5, 6, 7, and 10 have mean scores that is above the cut-off mark of 2.50 which was regarded as acceptable limit as indicated by the researcher. These classroom physical facilities are moderately adequate for teaching English language in secondary schools in the state. Table 7 also disclosed that items 4, 8, and 9 have mean scores that is below the cut-off mark of 2.50 which was regarded as acceptable limit as indicated by the researcher. Therefore, these classroom physical facilities are less adequate for teaching English language in secondary schools in the state.
Hypothesis one
There is no significant difference between the mean ratings of male and female teachers on the extent of utilization of the available instructional materials in teaching English language in
Gombe State.
124
Table 8: Summary of t-test on the difference between the mean rating of male and female
teachers on the extent of utilization of the available instructional materials in teaching
English language in Gombe State
S/N Respondent No. of Mean SD DF Calculated Table Decision
Group Resp. t. Value
1 Male 45 2.57 3.39 111 0.043 1.96 Not significant
Teachers
2 Female 68 2.52 4.02
Teachers
The table 8 shows the calculated t-value of 0.043 at 111 degree of freedom and 0.05 level
of significant. Since the calculated t-value of 0.043 is less than the table of 1.96, the null
hypothesis is accepted. Therefore, there is no significant difference between the mean ratings of
male and female teachers on the methods used by teachers in teaching English language in senior
secondary schools in Gombe state.
Hypothesis two
There is no significant difference between the mean ratings of male and female teachers
on the adequacy of classroom environment for the teaching of English language in senior
secondary schools in Gombe State.
125
Table 9: Summary of t-test on the difference between the mean rating of male and female
teachers on the adequacy of classroom environment for the teaching of English language in
senior secondary schools in Gombe State.
S/N Respondent No. of Mean SD DF Calculated t. Table Decision
Group Resp. Value
1 Male 45 2.83 3.31 111 0.056 1.96 Not
Teachers significant
2 Female 68 2.74 3.90
Teachers
The table 9 shows the calculated t-value of 0.056 at 111 degree of freedom and 0.05 level
of significant. Since the calculated t-value of 0.056 is less than the table of 1.96, the null
hypothesis is accepted. Therefore, there is no significant difference between the mean ratings of
male and female teachers on the extent of instructional materials available for the teaching of
English language in secondary schools in the state
Summary of Major Findings
The major findings of this work are as follows:
1. Teachers with B.ED were at the highest frequency,59% followed by those with M.ED,
25% those with NCE were at lower frequency,16% while none of them have PhD
qualification O% 126
2. Teachers who specialize in English language have highest frequency,50% followed by
those who specialize in Literary Studies, 30% while those who specialize in Linguistics
have a lowest frequency of 20%.
3. Teachers with 6 – 10 years teaching experience have highest frequency,58% followed by
those with 1 – 5 years teaching experience with 26%, while those with 11years and above
teaching experience have lowest frequency 16%.
4. There are many methods used by English teachers in Gombe state secondary schools to
teach English language, but there some methods of teaching English language they do not
utilize.
5. Some instructional materials used for the teaching of English language in secondary
schools in the state are available, while many of them are not available.
6. Some available instructional materials for English language teaching in the state are
utilized to a great extent, while many of them are utilized to a less extent.
7. Many classroom physical facilities for teaching English language in secondary schools in
the state are moderately adequate while few of them are less adequate.
127
CHAPTER FIVE
Discussions of Results, Educational Implications, Recommendations and Conclusion
This chapter dealt with the discussion of the findings of the results, educational implications of the findings, recommendations, limitations of the study and suggestions for further reading
Discussion of results
The discussion is presented under the following headings which represent the major themes that were investigated:
1. Qualifications of the English language teachers
2. English language teachers’ areas of specialization
3. Teaching experience of English language teachers
4. Methods used by English language teachers
5. The extent of available instructional materials
6. The extent of the utilization of available instructional materials for teaching English
language teachers
7. The adequacy of the classroom physical facilities for teaching English language
127
128
Qualifications of the English Language Teachers
Majority of the teachers have B.ED qualification followed by those who possess M.ED qualification. Lowest number of the teachers has NCE qualification, while none of them have
PhD qualification. The finding is in line with Ehimmidu (2007)s’ observation that the teaching of
English language in our secondary schools deserves to have highly qualified and motivated teachers who possess relevant knowledge and skills for effective handling of secondary education. Qualification of teachers determines how much they can deliver in the classroom in terms of teaching. Therefore, it is good to employ highly qualified teachers in secondary schools to ensure quality assurance in teaching and learning which would enhance better academic achievement of students. The educational qualification of teachers in any educational set up matters a lot. Beeby (1988) opined that the knowledge of teaching methodology is a function of the training teacher has undergone. Moreover, a teacher according to olaitan (1997) is expected to have received a minimum level of professional training and education before he is recognized as a trained teacher and allowed to teach with such recognition. Close attention therefore has to be given to the problem of teacher quality. In Fafunwa’s (1980) opinion, it is the teachers’ lot to use teaching methods that meet the needs of the learners. It then means that it will only take a qualify teacher to be familiar with and use the methods as they apply to the learners. Supporting this, Aguoru (2008) observes that most teachers of English language do not perceive their jobs to be profession in which they require skills to excel. This showed that both qualified and non- qualified English language teachers did not use the strategies effectively in teaching English language. As earlier commented, teacher are expected to expose the students to strategies effectively so that the objectives of students being proficient in English language will be actualized.
129
English Language Teachers’ Areas of Specialization
The findings showed that majority of the teachers specialize in English language, followed by those who specialized in Literary Studies, while those who specialize in Linguistics have are smallest in number. This showed that majority of teachers who teach English language in Gombe State were specialists in English language. However, some are non- specialists, yet they teach the subject. The findings agreed with Ajinoke (2005) suggestion that teachers should be appointed to teach in the area of their specializations in order to bring out the best in them.
Teaching Experience of English Language Teachers
The finding shows the teaching experience of English language teachers in Gombe state.
Teacher with 6 – 10 years teaching experience are highest in number, followed by those with 1 –
5 years teaching experience, while those with 11years and above teaching experience are smallest in number. The study showed that experience English language teachers were not adequate in Gombe State. This is in line with earlier finding by Ajinoke (2005) that majority of
English language teachers in some States in Northern geopolitical zones were not adequately experienced. In a research carried out by Thomas (2008), he posited that teaching experience has significant positive effect on students’ achievement. This is in line with the current study. As commented earlier, teaching experience is needed for better teaching. Looking at the results of this study, one quite agrees to that but it does not necessary justify one to be a better teacher, than any newcomer that is the less experienced teacher. Looking at critically in the real world setting, most of the experienced English language teachers have been following the same old ways of teaching. The new teachers, of course the less experienced English language teachers are starting their carrier with different and better ideas with the zeal in them, they are ready to deal with the difficult situations more than the experienced English language teacher has.
130
Methods used by English Language Teachers
The outcome of the observational schedule of “running record type” with respect to research question 2 on the methods used by English teachers in Gombe State secondary schools to teach English language. The finding reveals that the English language teachers used some methods in teaching English language in Gombe State secondary schools. Such methods included: grammar translation, total physical response, direct approach, reading approach, discussion, communicative method, community and psychological method. The researcher also observed that some methods were not used by English teachers in Gombe State secondary schools to teach English language. Such methods not used by teachers included: the natural method, audio- lingual method eclectic method, and psychological This finding is in consonance with the view of Abdu (2006) that teaching methods such as direct method, reading method, discussion, communicative method, were not usually incorporated in teaching language in some schools. The result may be due to teachers’ lack of knowledge in the use of such methods.
The Extent of Available Instructional Materials
With the aid of checklist on the of available instructional materials for the teaching of
English language in secondary schools in the state, the research reveals that some instructional materials were available for the teaching of English language in secondary schools in the state.
They were: charts, flash cards, pictures, textbooks, and blackboard. The finding also revealed that some instructional materials were not available for the teaching of English language in secondary schools in the state. These instructional materials were: television, radio cassette, tape recorder, documentary films, tapes, film projectors, video, video recorder, computers and language laboratory. This finding is akin to the statement credited to Adeyemo (2004) that though visual aids are the materials or objects which help the teacher to make lesson explicit to the children, yet they were not adequately used by the teachers in lesson delivery. The provision 131 of teaching materials and infrastructure according to Burns (2009) acts at a stimulant in making the people literate and also in creating the required learning environment. These teaching materials and infrastructure according to Burns include charts, pictures chalkboard etc.
Unfortunately the supply of these materials and facilities that are supposed to stimulate the learners to want to read are not there. The importance of using teaching materials have not being emphasized but, surprisingly, the use teaching materials have not been maximized as a results of teachers not bordering themselves using it in the course of their teaching.
The Extent of the Utilization of Available Instructional Materials for Teaching English
Language Teachers
The finding that some instructional materials are utilized to a high extent for the teaching of English language in secondary schools in the state. Such instructional materials were: charts, flash cards, pictures, textbooks, and blackboard. The finding also reveals that some instructional materials were utilized to a less extent for the teaching of English language in secondary schools in the state. These instructional materials were: television, radio cassette, tape recorder, documentary films, tapes, film projectors, video, video recorder, computers and language laboratory. The findings are in agreement with Ndubisi (2003) that modern teaching materials were not utilized by English language teachers in lesson delivery. Again, the cause of non utilization may be due to teachers lack of knowledge on the utilization of such materials.
The results reveal that some classroom physical facilities were moderately adequate for teaching English language in secondary schools in the state. These classroom physical facilities were classroom space, students’ seats, students’ lockers, board, lightening, ventilation, and table.
The findings also showed that some classroom physical facilities were less adequate for teaching
English language in secondary schools in the state. These classroom physical facilities are: 132 language laboratory, computer and projector. The finding is contrary to earlier report of Obi
(2004) that classroom facilities were grossly inadequate in schools in Northern states. Though, classroom facilities were inadequate but some were moderately available in schools.
The Adequacy of the Classroom Physical Facilities for Teaching English Language
The t-test analysis showed that there is no significant difference between the mean ratings of male and female teachers on the extent of utilization of the available instructional materials in teaching English language in Gombe State
The t-test analysis showed that there is no significant difference between the mean ratings of male and female teachers on the adequacy of classroom environment for the teaching of
English language in senior secondary schools in Gombe State. This finding is expected since both the male and female teachers were within the same school environment.
Educational Implications of the Study
Based on the results of the study and discussions, it was found out that none of the teachers had PhD qualification. Teachers with NCE are lowest in number, followed by those with M.ED, while those with B.ED qualification were highest in number. This was not a bad trend but it would have been better if the secondary school authorities should stop employing teachers with NCE qualifications and employed more of those with B.ED, M.ED, and even PhD.
This will ensure qualitative teaching and learning of English language as a subject in Gombe state secondary schools. Qualification is also paramount in teaching English language. One who has not studied English language in the institution of higher learning need not to handle the teaching of English language. In most cases, in rural areas where qualified English language 133 teachers are lacking the tendency is that some teachers in other fields of study may be asked to handled English language lessons the fates of such students in English language is at stake
Although teachers who specialized in English language dominated the teaching staff in
English language, those who specialized in Literary Studies and Linguistics were among them. It would have been better if the secondary school authorities employ only those who specialized in
English language considering the fact that they would deliver better than their counterparts in other specialization. Teachers with different range of years of experience were employed to teach the subject in all the existing secondary schools in the state will be a welcome development if teachers with many more years of teaching experience were assigned with the job because they will handle it better than those with few years experience. More so, experience is needed for better teaching. Having experience makes one to be an effective teacher. Experience has a significant positive effect on students’ achievement and it develops expertise. In other words, teachers who have been in field with many years of experience are familiar with difference methods of teaching. Teaching experience is therefore needed for better teaching.
Some instructional materials used for the teaching of English language in Gombe State secondary schools were available to a great extent, while many of them were available to a less extent and if not checked, it will slow down the pace of teaching the subject and even affect the academic achievement of students in the subject. Some available instructional materials for
English language teaching in Gombe State secondary schools were utilized to a great extent, while many of them were utilized to a less extent. This trend calls for the need to find a way to maximally utilize all the available instructional materials for teaching the subject in the interest of students. It is true that the findings of the study showed that many classroom physical facilities for teaching English language in secondary schools in Gombe state secondary schools 134 were moderately adequate while few of them were less adequate, there is need to improve on the adequate to ensure a conducive learning environment.
The implication of these findings to curriculum planers, textbook authors and school administrators was that they should consider the future and existence of our schools by funding the schools especially in the areas of facilities. Government should make sure that every school has English language laboratory and also ICT facilities. This will enhance the teaching and learning of English language. Extrinsive and intrusive motivation should be given to students by making them to know that if they pass their exams, they get job and the more they learn, the more they pass. The students should be made to love English language by using models
Finally, the government and Educational planners should make sure the curriculum measure what it suppose to measure, that iss, making sure the content is relevant to the needs of the society. Modern equipment should equally be provided so that the students and the society will benefit maximally from the materials provided for the schools.
Recommendations
Based on the findings and implications of this study, the following recommendations were made:
1 More of M.ED English language qualified teachers should be employed in various
secondary schools across the state.
2 Teachers whose area of specialization is English language should only be the ones to be
employed to teach the subject in secondary schools in Gombe State.
3 English language teachers who have 6 – 10 years of teaching experience should not be
employed to teach the subject in Gombe State. 135
4 Variety of methods should be adopted in teaching English language in secondary schools
in Gombe State by constantly organizing seminars, conferences and workshops for
teachers.
5 Variety of instructional materials should be made available in the teaching and learning
of English language in secondary schools in Gombe State by the government.
6 There should be maximum utilization of instructional materials in teaching of English
language in secondary schools in Gombe State though in –service education and training
of teachers.
7 Adequate classroom physical facilities should be provided for teaching English language
in secondary schools in Gombe state secondary schools by the government.
Finally, the researcher is recommending that government policy on education should be followed to the core. For instance, the Federal Ministry of Education (2009) introduced the community participation in running of schools that is never done especially in the area of provision of infrastructures. Some school principals would not involve the PTA in the administration of the school. If this happens, the PTA and the community leaders would not move fine. Every school both public and private secondary schools should be made to do the right thing at the right time otherwise such school should be sanctioned.
Conclusion
This study which evaluated the teaching of English language in senior secondary schools in Gombe State the study adopted the evaluative survey research design, covering Gombe South
Education Zone comprising Balanga, Billiri, Kaltungo and Shongom local government Areas of
Gombe State as its study area. Five research questions and two null hypotheses were formulated to guide the study. The study population of the study comprised 113 English language teachers in 136 all the study area in the state. Using Random sampling technique, the study drew one education zone (Gombe South Education Zone) out of the three education zones in Gombe State. The findings of the study indicated that 59% of the teachers possessed B.ED degree, while 50% of teachers specialized in English language; 58% of teachers had 6-10 years of teaching experience; while Radio cassettes is the instructional materials mostly used by the teachers.
Judging by the qualification of the teachers of English language, the schools have qualified teachers to an extent. What are lacking are the facilities for teaching English language. Despite the number of teachers in the state there should be adequate supply of English teachers in various secondary schools in Gombe State, teaching facilities should be properly upgraded in various secondary schools in Gombe State, the government should ensure adequate funding of all the secondary schools in Gombe State, and English language teachers should be motivated to enable them teach efficiently.
Based on the findings of the study, the following conclusions were reached:
Teachers with B.ED were highest in number, seconded by those with M.ED, while those with
NCE were lowest in number. None of them had PhD qualification. This is a welcome development, but it would have been better if more of M.ED qualified teachers were employed.
Hence, it would improve the teaching and learning of English language in various secondary schools across the state. Highest number of teachers specialized in English language, followed by those who specialized in Literary Studies, while those who specialized in Linguistics were lowest in number. Though, that was the situation at hand, but it would have been preferable if teacher who specialized in English language are the only ones employed because it would yield a better result.
Teachers with 6 – 10 years teaching experience are highest in number, followed by those with 1 – 5 years teaching experience, while those with 11years and above teaching experience 137 were lowest in number. There are many methods used in teaching English language by English teachers in Gombe State secondary schools, while there were some methods which were not utilized in teaching English language in the state. Some instructional materials used for the teaching of English language in Gombe State secondary schools are available, while many of them are not available in teaching the subject. Some available instructional materials for English language teaching in Gombe State secondary schools were utilized to a great extent, while many of them are utilized to a less extent. Many classroom physical facilities for teaching English language in senior secondary schools in Gombe State schools were moderately adequate while few of them are less adequate. Teachers of English language in Gombe State have not assumed the role of resource brokers. The implication of this is that English teachers in the State have not become familiar with a variety of instructional delivery methods. Rather they rely on one best ways. The finding in this study shows that English language teacher in senior secondary schools in Gombe State still depend mainly on traditional method in teaching of English language. They do not make use of writing technique such as essay writing technique, and other reading materials such as journals.
Limitations of the study
It was impossible however, to visit all the secondary schools in the study area in Gombe
State because many of them were situated at the interior area. Therefore, not all the secondary schools were visited by the researcher. There was also lack of good road network and township buses for transportation. Some of the villagers in the interior where some secondary schools were located were hostile to the researcher due to ignorance and illiteracy as they were skeptical about the fact that the researcher was on an academic research mission, but rather thought that he came to explore their lands or possibly a Bokoharam member who has come to survey their villages for a possible attack. 138
Summary of the Study
This study evaluated the teaching of English language in senior secondary schools in
Gombe state. In order to achieve the objectives of this study five research questions were developed and two hypotheses formulated to direct the study. The research questions were administered to all teachers because there were no samplings of respondents. The respondents consisted of 113 English teachers. The researcher used the entire 113 population English language teachers in educational zone as sample of this study. The research questions were analyzed using mean scores and standard deviation while the hypotheses were tested by means of t-test statistics.
Literature showed that there were many methods used in teaching of English language.
There were available instructional materials used for the teaching of English language. Some available instructional materials for English language teaching were utilized to a great extent, while many of them were utilized to a less extent. Many classroom physical facilities for teaching English language were moderately adequate while few of them were less adequate.
There are many problems that hindered the teaching of English language.
The findings of the study were extensively discussed; their educational implications and recommendations were highlighted: suggestion for further research and limitations of the study were also given.
Suggestions for Further Research
Based on the findings of the study, there is need for further research in the following areas:-
1. This study could be replicated in other part of Gombe states. 139
2. For the results of the study to be more generalized, a larger sample should be used in
replicating the study in the North west zone of Nigeria
3. Similar study should be conducted for those at the primary school level.
140
REFERENCES
Aarons, A. (2003). Nigeria Universal Basic Education: Issues of Teaching and Learning. Unpublished Report, World Bank, Abuja. Abdu, H.L. (2006). Some Aspects of School Management. Ibadan: Education Industries Nigeria Limited. Abdulraman, F.B. (2008). Evaluation of the six grade English language textbook for Saudi Boy’s Schools in Bauchi State. International Journal of Education Research 2 (3) ,255-378. Abebe, B. (2004). The Problem with Teacher Training in Nigeria. Lagos: Falomi Publishers. Abubakar, S. (1999) Evaluation of the Nigerian Teachers College English Language curriculum. A Case Study of Gongola State. Unpublished NCE Final Project,Yola College of Education Aburime, G. D.(2005). Adequacy of Infrastructure in the Three Educational Zones of Gombe State Between 1997-2002.Journal of Education. 2 (8), 4-6. Adamu, D. P. (2009).The Functional Teacher. Journal of Education. 4(5), 13-14. Adamu, M. (2008). The Status and Roles of English as a 2nd Language. Nigerian Journal of Educational Forum, 12(1),1-4. Adelabi, S. (2000). Curriculum Reform in Language Teaching in Teacher Training Colleges. The Nigerian Language Teacher I 9 (1). 45-58. Adelman,U, H. (2002). Individual Learning. Journal of Educational.4 (3), 3-4. Adesina, S. (2000). Planning and Educational Development in Nigeria. Lagos: Academy Press. Adetugbo, M. A. (2001). Production of Better Teachers for Colleges of Education. Journal of Nigeria English Language Association. 8 (4), 209-211. Adewale, S.I. (2004). Teacher Production, Utilization and Turnover Patterns in Nigeria. Kaduna: A.A. Lawan Printing Press. Adisa, S. (2003). Some aspects of school management. Ibadan: Education Industries Nigeria Limited. Ado, S.F. (2009). “Method used in teaching English Language in some Selected Secondary Schools in Yobe State”. Unpublished NCE. Project Azare College of Education, Bauchi State. Afe, J.O. (2003). Teacher effectiveness: Implementing Universal Basic Education (UBE) in Nigeria. Journal of the Nigeria Academy of Education 1(1), 1-9. 141
Aghadimuno, C. (2000).Teaching Techniques in English by Language Teacher in Nigeria. London: Macmillan. Agheiyisi, R. N. (2004). Miror Languages in the Nigerian Context: Prospects and Problems: Word English, Vol. 35 pp235-253. Aguokogbu, T.O.(2004).Curriculum Development for Responsive Education in third World Countries (Theoretical Foundations). Owerri: Cape Publishers International Ltd. pp.185-186. Aguoru, D.(2008). Evolving a New Taxonomy for English language Teaching in Nigeria. Lagos: Paper in English studies 3,(1), 1-3 Ajayi, Y.D.(2005). The Implementation Strategies for the Teaching of English Language in Biu Educational Zone of Borno State. Unpublished NCE Project, Waka-Biu college of Education Borno state. Akpa,D.A.(2000). Assessment of Final Year Student on the Adequacy of the NCCE Social Studies Programme for Citizenship Transmission. Unpublished PhD Thesis, Ahmadu Bello University, Zaria. Alhaji, L.B. (2003). The Relationship Between Infrastructure and Goal Attainment in Gombe State Primary Schools. Unpublished PhD. thesis, University of Maiduguri. Ali, A. (1996). An Eevaluation of the in-service Sandwich Programme of the Institute of Education. Onitsha: Inosco Press. Ali, H.B.(2003). A study of the Professional Preparation of Secondary School Teachers in Nigerian Universities. Unpublished Ph.D. Thesis, University of Maiduguri. Ali, S. V. (2005). Programme Evaluation in Eeducation. Nigeria: Obosi Pacific Publishers. Ali, U. G. (2004). Modern Teaching in the Secondary Schools. An unpublished M.ed Thesis, University of Maiduguri. Aliyu, T.Y.(2006). Evaluation of the Factors Militating Against the Teaching of English Language in Borno State Municipal. Unpublished PhD. Thesis, University of Maiduguri. Ani, P.J. (1999). The Psychology of Language Acquisition theory. London: Longman. Anikwozi,C.M. (2007). Teacher Education in Nigeria: Well Built Engine that Lacks Petrol. Gusau Journal of Education (GUNJE) 19(3), 10-15. Ansu, K. (2008). Teaching English as a second Language: A Book of Reading. USA: McGraw Hill Inc. 142
Asiegbu, E. (1985). Evaluative Criteria for Language Texts in Nigerian Schools in the Teaching of English Language. Ibadan: University Press. Azikwe, F.K.(2007). Two Decades of a Comprehensive Picture of the Situation of Facilities and Materials in Colleges of Education in Nigeria. Unpublished Master’s Thesis, University of Nigeria, Nsukka. Azikwe, U.(1994).Language Teaching and Learning. Onitsha: Africa F.E.P Publishers. Balagun, V.O.(1982). The Americanization of Nigerian English: World English vol.13.1 page.75-82. Baltelt, H. G.(1998). Mode and aspects transfer in Navajo and Western Apache English Narrative Technique. Inal. 21(2) 102-208. Bamgbose, A .(2007). The English Language in Nigeria. In J.Spencer (Ed). The English Language in West Africa. London: Longman. Banjo, F.(1989). A Note on the English Language in Ghana. In Bamgbose etal(Ed) New Banjo, G. B. ( 2003). Problems in Picturing Text; A study of Visual/ Verbal Problem Solving. Technical Communication Quarterly Journal, 6(2),114-160. Barton, A.(1982). English in the Nigerian Environment. In Bamgbose etal(Ed): New Beeby, C.E. (1988). The Meaning of Evaluation: Current Issues in Education. Journal of Education, 2, (4) , 68-78 Bello, D.D.(2004). An Introduction to Rresearch Method and Statistics in Education and Social Science. Calabar: Rapid Education Publisher. Bomide, A .(1985). Standard Nigerian English. Issues of Identification. In Kachru (Ed). The other Tongues. English across Cultures. Nigeria: Pergamon Press. Borg, W.R. & Gall, M.D. (2001). Educational Rresearch. New York: Longman. Boulmetis, O. M & Dutwin V.H. (2005). Programme Evaluation in Education . International Journal of Education, 4, (2), 4-7. Brembrek, S. (2001). Phonological Interference in Learning English as a Language: A Study of Chamba. Unpublished B.A Ed.University of Maiduguri. Bukar, Y. (2004). Academic Staff turnover and Achievement of Institutional Standards in Bauchi State Educational Zone. Journal of Educational. 7 (4), 8-9. Bussmann, H. S. (1996), Routledge Dictionary of Language and Linguistics, London/New York, s.v. 143
Chacko, C.H. (2001). Research Methods in Librarianship Techniques and Interpretation. New York: Academic Press. Chinapah, H. & Miron, G. (2000).Who is a Teacher? Tell Magazine. 18, May, 2000, P.14. Chomsky, C. S. (1969). The Acquisition of Syntax in Children from 5-10, Cambridge, Mass: MIT Press.S Ciwar, A.M. (2005). The Teacher Yesterday, Today and Tomorrow. The Paper Presented at Convocation Lecture University of Maiduguri, Borno State .On the 4th, April 2005. Combe, N. (2001). Aspect of Theory of Language. Cambridge: M.I.T. Press. Cook, C.J. (2009). The communicative Approach to Language teaching. London: Oxford University Press. Cook, D. (2006) Teacher in the Real World those who can Teach. USA: Houghton, Miffin Co. Data,T.(2007). Mother Tongue Interference. A Study of Kilba. Unpublished B.A. Ed University of Maiduguri, Borno State. Debay, Z. (2007). Quality Education. New York: Longman. Demola, F.V. (2010). Assessment of English Language Errors Among Secondary School Students and the Pedagogical Implication. . Nigerian Journal of Curriculum Studies. 7(9 ), 11-14). Dewey, D.G. (1905). Literacy and Learning. New York: Teacher’s College, Columbia University. Diala, M. (2001). Teacher’s Education Curriculum for the Twenty first Century. In A.O. Enoh (Ed.) Teacher Education and UBE. Jos: Saniez Publications. Dibal, Y.Y. (2007). An Evaluation of the Opinions on Mass Literacy Policies and Implementation. Dumac, Nairobi: Samath Publishers. Edger, M. (1998). Views of Students on the English Language Programme in Nigeria. Lagos: Federal Ministry of Education. Ehimmidu, T.K. (2007). The Effectiveness of Using Local Materials and Situations in Teaching a 2nd Language. Nigerian: Longman.A.H. Press Ehummidut, F.G. (2001). The Plight of Education and the Status of Teachers in Nigeria: Issues and Challenges. Abuja: World Bank Project. Ene, K.M. (2004).Teaching Foreign language Skills. London: Chicago Press. English : A West African Perspective: Ibadan: Mosuro. Englishes: A West African perspective. Ibadan: Monsuro. 144
Eseryl, C.C. (2002). Evaluation and Distance Learning. United Kingdom: Longman Group Limited. Eya, I.B. (2005). Academic Staff Turnover and Achievement of Institutional Standards in Borno State Tertiary Institutions. Unpublished Ph.D. Thesis, University of Maiduguri. Eya, O.V. (1999). Evaluation of the Implementation of Junior Secondary Schools English Language in Kaduna State. Ahmadu Bello University Zaria. Unpublished Dissertation. Ezue, M.(2004). Error Analysis of the Teaching of English Language and Mother Tongue Interference in Secondary School in Urban South LGA of Anambra State. Unpublished Masters thesis University of Nigeria, Nsukka. Fadeiye, S. (2006). The Educational Teacher. Kaduna: Y.Y. Press. Fafunwa, A.B.(1980). New Perfective in African Education. Ibadan: University Press. Fagbemi, B. (2007). Teacher Education in a Philosophy for Nigeria Education. Lagos: Report of the National Curriculum Conference, 8-12th September. Falaye,S. (2004). Education in Africa: A Comparative Survey. London: George Allen and Unwin. Fanaz, C. (2007). Current Issues in Linguistics Theory. London: Indiana University Press. Federal Ministry of Education , (2009). Ministry of Education Report on National Policy on Education. Nigeria. NERDC Press. Federal Republic of Nigeria (1988). Visitation Panel to Federal College of Education (Technical), Omoku, Rivers State. Main Report Vol. 1 pp.32-33. Federal Republic of Nigeria (2004). National Policy on Education. 3rd edition. Lagos: NERDC Press. Federal Republic of Nigeria (2008). Investment in Education: the Report of the Commission on Post School Certificate and Higher Education in Nigeria. Lagos: Federal Ministry of Education.
Gall, M. D., & Gall, J. P. (1976). The Discussion Method. In N. L. Gage (Ed.), Psychology of Teaching Methods. National Society for the Study of Education. Seventy-Fifth Year Book, Part 1 (pp. 166–216). Chicago: University of Chicago Press.
Green, R, F. (2006). Fourth Generation Evaluation. London: Sage Publication. 145
Hagan, S. (2006). Changes in Evaluation Methods’, in Glaser, Robert (Ed.), Research and development and school change. New York: Lawrence publishers.
Harmer,R. F. (2001). The Practice of English Language Teaching (3rd Ed). Essex: Pearson Education.
Hunger, K. (2007). The Motivation to work. New York: Wiley. Ikegbunnam, Y. (2004). The Effectiveness of a Teacher. Bauchi : A.A. Agala Press. Jane R. (2004 :). Task-Based Instruction In Foreign Language Education: Practices and Programs. Georgetown University Press. ISBN 978-1-58901-028-4 Kachru, B.B.(1986 ) The spread of functions and models of non-native English. Oxford Universty: Pergamon Press Kalusi, K. (2003). Revamping Colleges of Education in Nigeria. Journal of Contemporary Educational Issues 1(1), 45-64. Karatu, K. (2001). The Training of NCE Teachers in Nigeria: How far, how well. In the Nigerian Journal of Professional Teachers 1(1), 5-12. Kimble, G. A. and Garmezy, (1964). Principles of General Psycholog. New York: The Ronald Press Coy. Kindle, P.N. (1982). Teacher Production, Focus on Nigeria. In R. Akpofune (Ed)The State of Education in Nigeria, Abuja: UNESCO pp. 70-83. Koffar, A. (1999). Address on the Occasion of the first Graduation Ceremony of Borno State Advanced Teachers College, Maiduguri, 5 January 2008. Komolafe, N.A. (2000).Universal Basic Education in Nigeria: Issues, prospects and Problems. Benin City: Ethiope Publishing Company. Koroma, O.A. (2002). Eradicating Illiteracy. Lagos: Federal Ministry of Information.
Korporowicz, M. (2011). Definition of Evaluation and its Types. Atlanta Georgia: Holy Rock Paper House.
Lassa, P.N. (2000). Teacher Production: A Focus on Nigeria, the State of Education in Nigeria. Lagos: UNESCO Publications. Lauton, V.E. D. (2006). Gender Difference in Middle Grade Science Achievements. Subject Domain Ability Level and Course Emphasis. Journal of Science Education.12.(4), 3-7. 146
Lawal, A. (2004). A Comparative Analysis of the Problem Facing Student of Tertiary Institution in Borno and Kano State. Unpublished M. Ed. Dissertation, University of Maiduguri. Linfors, A. (2009). The English in Nigeria. In Spencer, J. (Ed) the English in West Africa. London: Longman Press. Liu, M. (2007). Anxiety in the Teaching of Oral English Language: A case study in China. Indonesia journal of English language teaching. 3 (1), 119- 132.
Maier, N. R. F. (1963). Problem Solving Discussions and Conferences: Leadership Methods and Skills. New York: McGraw-Hill.
Majasan, Y. (2008). The Communicational Testing of Reading. Journal of English Language Teacher. 3(5), 45. Mallum, D. & Haggai, S. (2009). Education and the Challenges of Quality in Nigeria. In A.O. Enoh (Ed.) Teacher Education and UBE. Jos: Saniez Publication. Mambula, M.A. (2005). The Nigeria Certificate in Education Teacher Preparation and Effectiveness: A study of the Colleges of Education Affiliated to the University of Maiduguri and Ahmadu Bello University, Zaria (1977-1992). Unpublished Ph.D. Thesis, School of Postgraduate Studies, University of Maiduguri. Manu, K.G. (2007). Poor Performance of Students in English Language. A Case Study of Adamawa State. University of Maiduguri, Unpblished PhD. Thesis. Manu, V. C, (2001). The Language of the Classroom. Journal of Education Research 9,(3),42- 48.
Manzo, A. V., & Casale, U. P. (1985). Listen-read-discuss: A Content heuristic. Journal of Reading, 28, 732–734.
Marami, J. R. (2008). An Appraisal of the Implementation of the Junior and Senior Secondary Schools Programme of the English Language in Borno State from 2002-2007. Issues and Challenges. The Financing of Education in Nigeria. Abuja :World Bank Project. Marks,D. & Coleman,P.(1989). Research in Education. London: Beckbeck Broke Inc. National Teachers Institution. Martin, D. K.(2008). Student’s Evaluation of University Teaching: Research Findings, Methodological Issues and Directions for Future Research. International Journal of Education Research 2 (5),255-378. 147
Maurine, J.A (2008). Teaching English as a Second Language. London: Longman. Ministry of Education (2004). WAEC, Chief Internal Examination Report in English Language June/ July Senior Secondary School Certificate Examinations. Gombe: Government Press. Ministry of Education (2010). WAEC, Chief Internal Examination Report in English language June/ July Senior Secondary School Certificate Examinations. Gombe: Government Press Ministry of Education , (2007). Federal Government of Nigeria. Government Press. Mohammed, A.B. (2001). Teaching Staff Quality and Discipline. Abuja: Education Tax Fund. Nancy, B.U. (2012). Assessment of the Teaching Strategies Employed by English Language Teachers in Eldoret Municipality Kenya. International Journal of Curriculum Studies. 6(2 ),16-23). Nathan, G. (1964). Handbook of Research on Teaching (ed). Chicago: Rand McNatty and Coy. National Commission for Colleges of Education (2000). Minimum Standard 3rd edition. Garki Abuja NCCE. National Commission for Colleges of Education Hand Book. (2002). Nigeria: Macmillan Press. National Policy on Education (2004). Federal Ministry of Education. Nigeria: Macmillan Press. National Population Commission ( 2006). Federal Government of Nigeria. Government Press. Ndubuisi, A.F. (2003). Curriculum Objectives for Effective Teaching. Singapore: Manhattan. Nigeria. In Adepoju, T. et al (Eds.), Papers in Honour of Professor S.T. Bajah: Science education and evaluation in Africa. Ibadan, Nigeria: Gift Communications.
Newmann, F. (1990). Higher Order Thinking in Teaching Social Studies: A Rationale for the Assessment of Classroom Thoughtfulness. Journal of Curriculum Studies, 22, 41–56.
Nwoji, B.O. (2002). The Education of teacher for new social order. In the Nigerian teacher today. Journal of Education 9 (1) 6-12. Nworwu, N.A (2003). Attitude of Nigerian Secondary’s School Student Toward Elementary Teaching as a Career. Unpublished M Ed. Dissertation, Columbia University U.S.A. Nworwu,N.I.(2004). Investigation to the Effective Genders Sensitizations of English Language Teachers on Gender gap in English Language Achievement and Interest Among Students in Song Local Government Area .of Adamawa State. Unpublished Masters Thesis, University of Maiduguri. 148
Obi, O ,A. F. (1996). Language/literature for social Change: The case of English Language in Nigeria. In A.F. Obi – Okoye (ed). A Book of Reading in Language and Literature for Colleges and Universities. Onitsha: West and Somon Publishing Company Ltd. Obijo,D.(2007). The Effectiveness use of English Language in our colleges of Education. ATBU Bauchi :Bauchi:Bauchi State, S.K.Press. Obioma, G.O. (2005). Sex and Environment as a Factor in Secondary School Mathematic Achievement, A Seminar Paper Presented at the 24th Annual Conference of Science Association of Nigeria. 11-16, June, 2005. Odejide, G.O.(2009). Ineffectiveness in the Presentation of English in Nigeria: Sources and Remedies. Ibadan: The British Council. Offoemafuna, M.A. (1999). Appropriateness and Adequate Facilities of College Education as Requires by NCE minimum Standard. Journal of Education, 6 (3), 3-5. Offorma B, O.(1999). Second Language Learning and Teaching. London: Adwand Arnoted. Oguyemi, R.(2000). The Quality of a Good Teacher. Punch of, 15, Feb. 2000, P.24. Okebukola, P. (2001). Trends in Teacher Education in Nigeria: the State of Education in Nigeria. Lagos : UNESCO Publications. Okeke, L.E. (1989). Evaluation of the Teaching of Speech Writing in English Language Among Final Year Students in Nsukka LGA of Enugu State. Unpublished M.Ed thesis University of Nigeria, Nsukka. Okorie, H.G. (1986). The Teaching of English as Communicative Language Teaching. London: Oxfords University Press. Okorie, T.(2007). The Problems of Teachers in Nigeria. Journal of Education, 4(5) 34-41. Okorji, R.I. (2005). Aspects of Community Inefficiency in the Spoken English of Pre-Primary School in Nsukka Urban. Nigerin Journal of Contemporary Language and Ccommunication Studies 2(1), 242-254. Okoro O.M .(1999). Programme Evaluation in Education: Uruowulu-Obosi:Pacific: Publishers. Okwor, D. (1995). Survey of Findings and Quality of Education Facilities in Anambra State Colleges of Education. Unpublished M.Ed.Dissertation, Department of Education, University of Maiduguri. Olaitan. S.O. (1997). Principals of Practice Teaching. Ibadan: Spectrum Books Ltd. Olarewaju, F. (2002). Relation of Tteachers.’ (Paper Presented at the Nigeria Conference of Principals of Secondary Schools 19-24 April, Kano, Nigeria (P, 7.) 149
Olarewaju. M.A. (1984). An Evaluation of the Implementation of Junior Secondary School Social Study Curriculum in Borno State. Unpublished Ph.D.thesis, University of Maiduguri. Oluikpe, B. (1975). The Inconsistencies in English Morphemic Analysis in Perspective of Second Language. Journal of Nigerian English Students Association. 1(1 and 2 ),75-79 Omeiza ,O.(2003) What to Evaluate in the Classroom. Nigeria Journal of Education Foundations, 7(6) 41-46. Ominde, S.A. (2006). Assessing Students’ Interest in Teaching and Learning English in Nigeria”. F.C.E. Zaria. Journal of Education Studies. 5. (6), 13-19. Omotola, I.A. (2009). English and Communication skills for Academic Purposes. Zaria: Nigeria Tamaza Publishing CO. Omotunde, H. W. (1996). Students Evaluation and University Teaching: Research Findings , Methodological Issues and Directions for Future Research. International Journal of Education Research 2,(3), 255-378 Onwuka, K. (1981). Teacher Education in the 21st Century: Vision and Action. Nigeria: An NCCE Publication. Onyejiemezi, O.C. (1981). Abbreviation in the Nigerian Education System: the State of Education in Nigeria. Lagos: UNESCO Publications. Onyejiemezi, O.O.(2002). Teacher Education and the Practice of Teaching as a Profession in Nigeria: Need for use of Competency Tests. The Nigeria Teacher today. Journal of Education. 1(2),22-23. Otagburuagu, E.J. (1996). Teaching and Learning the Writing Skills in English Language: Theories Issues and Practice. Onitsha Cape Publishers International Ltd. Otagburuagu, E.J., Ogenyi, L. C. & Ezema, P. A (2013). Language Teaching and Learning: A Functional Approach for the ESL Practitioner. Nigeria: Enugu, Snaap Press limited Oyedeji, U. D. (2009). Use of Micro-technique to Develop Discussion Strategies. In EAP Class, Ubahakwe (ed). Issues in Teaching and Use of English in Nigeria.Ibadan: COMPSKIP Publication Series. Oyetunde, Y. & Mowudumogu, A. (2007). “Language in Education in Nigeria” Vol. I and II Proceedings of the Kaduna Language Symposium. October 31 to November, 4, 1977, Lagos: National Language Centre. 150
Oyeyemi, H.A. (1991). The Business Education teacher; his Work, Qualification, Opportunities and Professional Activities by the Year 2000. Business Educational Journal. 4(2), 44- 49. Popoola, C.E.(2003). Education Evaluation and Decision- making. Itasea, Illinois: P.E. Peacock. Post Primary School Management Board Gombe,(2012). Ministry of Education Gombe, Gombe State. Alhaji Ahmed Press. Rani, T.I. (2002). Evaluation of the Nigerian Certificate in Education Programme in the Training of English Language Teachers. Nigeria journal of education, 7( 2), 10-14 Richard, W.A. (2004). Evaluation of Nigeria Certificate in Education Programme in the Training of Christian Religious Teachers. Unpublished Ph.D. Thesis, Ahmadu Bello University, Zaria.
Roby, T. (1983). The other Side of the Question: Controversial Turns, the Devil's Advocate, and Reflective Responses. Paper Presented at the Annual Meeting of the American Educational Research Association, Montreal, Canada.
Roby, T. (1988). Models of Discussion. In J. T. Dillon (Ed.), Questioning and Discussion: A Multidisciplinary Study (pp. 163–191). Norwood, NJ: Ablex.
Rouseau, T. & House. R. (2004). Secondary School English Language teaching. London: Macmillan. Rumelhart, D.and McClelland,T (1986). On Learning the Past Tenses of English Language verbs, In D. Rumeihart & McClelland, The PD.P Research Group vol. 2. Sarah, F.U. (2009). An Evaluation of Continuous Assessment Practices in Secondary Schools in Oweri Education Zone in Imo State. UNN: Unpublished M.ed. Thesis. Seigha, G. (2003). An Evaluation of the Component of Applied Arts of the NCCE Minimum Standard Requirements for Colleges of Education. Unpublished Ph.D. Thesis, Ahmadu Bello University, Zaria. Shapiro, D.K. (1995). Memorandum on Pragramme Evaluation. Networking and Distance Education. Journals of Education 3(8),13-16. Shonekan, E. (2007). Vision 2010: The vision for Nigeria’s long-term Development. Being the Convocation Lecture Delivered at the 16th Convocation of the University of Maiduguri on Friday 12th, December, 2007. 151
Simon, T. (2012). Factors that Militate Against the Effective Teaching of Oral English Language in Secondary Schools in Borno State. Final Year Project Presented to the Department of Education University of Maiduguri. Borno State. Sinaz, G. (2004) Educational Research and Evaluation: for Policy and Practice. London: Falmer Press. Smith, B.O. (2007). Teacher in the Real World: Those who can Teach., USA: Mifflin Co. Smith, G. T.(2004).Programme Evaluation in Education. Nigeria: S.O.Press. Staff, H. (2012) .What is Teaching? American Journal of Education, 17(6) 81–87. Stifflebeam, D.L.(2002). Theory into Practice. NewYork: Harcourt, Brace and World, Inc. Studies Association. 10.2.pp. 13-20. Stufflebeam, A. (1977). An Analysis of Alternative Approaches to Educational Evaluation and Policy Analysis. Educational Journal 2(3), 5-20. Stufflebeam, A. (2009). An Analysis of Alternative Approaches to Educational Evaluation and Policy Analysis. Cairo: Mountainside Press House, Stufflebeam, D.A.(1971). Evaluation in Education. Itabla and IIIinis: Longman Group Stufflebeam,D.L.(1991). Evaluation and Decision- making; In Worthern, B, and Saders.J. (ed) Educational Evaluation : Theory and Practice. California: Wallsworth Publishersing Company Tate, H. (2007). Curriculum Development, theory and Practice New York: Harcourt Brace and World Incorporated.
Tharp, R. G., & Gallimore, R. (1988). Rousing Minds to life: Teaching, Learning, and Schooling in Social Context. Cambridge, England: Cambridge University Press.
Thomas, K.K. (2008). Phote Finish Education Next Winter. Retrieved April 4, 2012, From www. Educationnext.org. Tiffen, Y.O.(2009). Eradicating Illiteracy. Lagos: Federal Ministry of Information. Tondo, H. O. (nd) Some Theoretical Issues Relating to Educational Evaluation’, in Tyler, Ralph W. (ed.), Educational Evaluation: New Roles, New Means, National Society for the Study of Education. Chicago: Holt, Rinehart and Winston Ufomata, T. (1990a). Acceptable Models for TEFL with Special Reference to Nigeria. In S. Ramsaran Pronunciation of English :Commorative Volume in honour of A. C. Gimson. London & New York: Routledge. 152
Ufomata, T. (1990b). Thoughts on poken Nigeria English. Journal of the Nigerian English Studies Association 10.(2). 13-20. Ufomata, T.(2014c). Setting Priorities in Teaching English Language Pronunciation in ESL Context. Retrieved on 10 Nov. 2014. Uga, C.A. (2001). Assurance of Quality in the Preparation of Secondary School Teachers for Educational Assessment. In A.O.Enock (Ed), Teacher Education and UBE.Jos: Saniez Publications. Ughamadu, H.D.(1987). Principles of Language Learning and Teaching. (2nd ed) New Jersey: Prantice Hall Regeents. Ugwu, N. D. (2011). Evaluation of the use of Instructional Materials for Effective Teaching and Learning of English Language in Junior Secondary School in Enugu urban Area, Enugu State . An unpublished M.ed project University of Nigeria, Nsukka. Ukeje, J. (1991). Improving the Qualification of Primary School Teacher in Nigeria: Official Goals and Practical Possibilities. International Jorunal of Education 17 (9), 137-155. Ukoha, D.A. (1996). Linguistics in Language Teaching. London: Edward Arnold Press. Umar, Y.A. (2012). Strategies Used for Effective Teaching of Oral English Language in Senior Secondary Schools in Katagum Education Zone of Bauchi State. Unpublished thesis University of Maiduguri, Borno State. Umo, Y. B. (2005). Handbook for Measurement and Education in Early Childhood Education. Issues and Methods. California: Jossy Bass. Uzoegwu, P.N. (2002). Language Testing and Evaluation. In Otagburuagu, E.J and Anyanwu, P.A (Concepts and Issues in Language Studies.Owerri: Springfield Publishers. Wales, J.F. (2001). Language and Linguistics. An Introduction to the Study of Language. London: Heinemann Educational Book CO. Wardhau, K.J (1988) Reflections on the Teaching of Spoken English in Nigeria. Journal of Nigeria English Studies Association 3.2pp.227-235. West African Examination Council, (2006). Chief Examiner’s Report on English language. Lagos: West African Examination Council. West African Examination Council, (2009). WAEC, Chief External Examination Report in English Language, June/July Senior Secondary School Certificate Examinations, WEAC, Lagos. 153
Wheeler, D. (2006). English Language Teaching. An Integrated Approach. Ibadan: Spectrum United. Williams, R. (2001). English Grammar in use. London: Cambridge University Wilson, A. y (1972). Thoughts on Spoken Nigeria English. Journal of Nigeria English World Bank Report, Guardian February 19, 2001 cited in L.C. Ogenyi 2009. Unpublished PhD Thesis. Yohoye, D.O. (2001). Teaching Listening and Speaking Skills in English. The Nigeria Language Teacher Journal of Education. 12 (90), 5-18.
154
APPENDIX A
Table 1; Enrolment and Performance of Students in SSCE English Language WAEC in Gombe State (2006-2011) Number and Percentage Obtained Grade Source: Gombe State Ministry of Education (2011)
Total Total %Credit Total Total %Failure Mean% Students No of Pass(AI- No of NO of (F9) Failure Enrolment Pass C6) Pass Failure (AI- (P7- (F9) C6) P8) 2006 1378 190 13.79% 259 18.80% 929 67.42
2007 1420 217 12.28% 337 23.72% 866 60.99
2008 1159 295 16.77% 520 29.56% 944 53.67%
2009 1285 378 29.42% 375 29.18% 532 41.40%
2010 1325 239 18.04% 380 28.68% 706 53.28%
20011 1515 305 20.13% 507 33.47% 705 46.40%
155
APPENDIX B Table 2; Enrolment and Performance of Students in SSCE English Language WAEC in Nigeria Between (2006-2011) Number and Percentage Obtained Grade
Year Total Total Credit and above Total Pass Fail No. of of entry that sat credit Abs. exam % 2006 311606 97.99 0.98 1.41 9.90 6.5 8.06 16.92 43.48 14.33 16.48 30.18 25.35 2.50 30174 1697 3511 24057 13397 20454 46081 109397 39397 41834 81634 110664 9866
2007 271372 96.83 0.56 1.16 4.50 6.77 15.27 36.25 7.97 13.20 13.86 27.06 36.67 3.18 26284 451 1829 10942 17433 43095 98488 16738 38132 39348 77480 94856 8548
2008 320332 90.85 0.17 0.69 6.36 4.16 6.63 16.39 34.42 14.50 14.97 29.47 35.67 3.14 313332 1631 5132 39033 21704 29756 57658 154914 39027 34358 73385 94856 7000 2009 334491 97.81 0.52 1.62 12.45 6.92 9.49 18.40 49.44 12.45 23.42 36.69 10.96 2.18 327503 1264 25628 25628 22592 21474 49211 124009 40154 83571 67412 40154 0988 2010 357658 97.91 0.38 1.18 7.82 6.89.2 6.54 15.02 37.86 13.25 25.51 12.26 21.51 2.08 349936 6132 10767 51931 1927 23426 64100 178274 30293 65499 35206 107318 7722 2011 365752 97.72 1.74 3.07 14.84 6.69 18.31 8.65 10.06 18.71 50.94 27.28 6.26 2.15 355452 6732 11785 49935 25485 64642 35480 35480 67973 179574 107905 20995 8300
Source: Test Development Division. West African Examination Council; PMB1076, Yaba, Lagos.
156
APPENDIX C
Department of Arts Education’ University of Nigeria, Nsukka. 17th , Aug., 2014.
Sir, REQUEST TO CARRY OUT VALIDATION OF ENGLISH LANGUAGE TEACHING (ELT)
I am a post graduate student carrying out research on Evaluation of the Teaching of English Language in Senior Secondary Schools in Gombe state. Attached are formulated questions from English Language Teaching on teachers qualification, the English language teachers’ areas of specialization, English Language teachers teaching experience, Teaching Methods, Availability of Instructional Materials for teaching English, Utilization of Available teaching Materials, Adequacy of Classroom physical Facilities and Problem encountered in teaching English Language. Kindly critique and validate the instrument with particular respect to: i. Review items with focus on the research questions ii. Review in terms of their clarity iii. Determine the appropriateness of language iv. Determine the appropriateness of the items options v. Any other comment. Further suggestion on how to improve this instrument will be appreciated. Thanks for your anticipated co-operation. Yours truly, Samuel Alfayo Boh. Reg. No. PG/PhD/09/52081 157
PROJECT TOPIC
EVALUATION OF THE TEACHING OF ENGLISH LANGUAGE IN SENIOR SECONDARY SCHOOLS IN GOMBE STATE
Purpose of the study
The general purpose of the study is to evaluate the teaching of English language in senior secondary schools in Gombe State. Specifically, the study sought to:
1. Find out the demographic characteristics of English teachers in senior secondary schools in Gombe State.
2. Determine the methods used by teachers in teaching English language in senior secondary schools in Gombe State.
3. Ascertain the instructional materials available for teaching English language in
secondary schools in Gombe State.
4. Ascertain the extent of utilization of the available instructional materials in teaching
English language in Gombe State.
5. Find out the adequacy of classroom environment for the teaching of English language in senior secondary schools in Gombe State. 6 Ascertain the significant difference between the mean ratings of male and female teachers on the extent of utilization of the available instructional materials in teaching
English language in Gombe State.
7. Know the significant difference between the mean ratings of male and female teachers on the adequacy of classroom environment for the teaching of English language in Senior
Secondary Schools in Gombe State.
158
Research Questions
The study is guided by the following research questions:
1. What are the demographic characteristics of the English language teachers in secondary schools in Gombe state?
2. What methods are used by English teachers in Gombe state secondary schools to teach English language?
3. What are the instructional materials available for the teaching of English language in secondary schools in the state?
4. What is the extent of utilization of available instructional materials for English language teaching in the state?
5. What is the adequacy of classroom physical facilities for teaching English language in secondary schools in the state?
INSTRUMENT FOR DATA COLLECTION Teachers’ Questionnaire Please, respond to these items by ticking (√) as appropriate to you Section A: Personal Data 1. English Language Teachers’ Educational Qualification
NCE B.ED BA M.ED MA PhD
2. English Teachers’ Subject Specialization Specify…………………………………. 3. English Language Teachers’ Years of Teaching Experiences
1 – 5 years 6 – 10 years 11years and above
159
Section B. Methods of Teaching used by English Language Teachers. Tick (√) as it applies to you
S/N Items Used Not Used
1 Direct method
2 Communicative method
3 Cognate method
4 Silent way method 5 Discussion method 6 Grammar translation method 7 Total physical response 8 Community method 9 Reading method 10 The eclectic method 11 The mimicry- memorization method 12 The natural method 13 Audio-lingual method 14 The phonetic method 15 The psychological method
Section C: Extent of Availability of Instructional Materials for Teaching English S/N Items Available Not Available
1 Charts
2 Flash cards
3 Television
4 Radio cassette 160
5 Tape recorder 6 Pictures 7 Documentary films 8 Tapes 9 Film projectors 10 Smart board 11 Video recorder 12 Computers 13 Language laboratory 14 Textbooks 15 Blackboard
Section D: Extent of Utilization of Available Teaching Materials S/N Materials Very High High Low Very Extent Extent Extent Low Extent 1. Charts 2 Flash cards 3 Television 4 Radio cassette 5 Tape recorder 6 Pictures 7 Documentary films 8 Tapes 9 Film projectors 10 Smart board 11 Video recorder 12 Computers 13 Language laboratory 14 Textbooks 15 Black Board
161
Section E: Adequacy of Classroom Physical Facilities for Teaching English Language S/N Facilities Very Moderately Less Not adequate Adequate adequate Adequate 1. Classroom space 2 Students’ seats 3 Students’ lockers 4 Language laboratory 5 Board 6 Lightening 7 Ventilation 8 Computer 9 Projector 10 Table
162
163
164
165