FACTORS MILITATING AGAINST PUPILS’ PERFORMANCE IN ENGLISH LANGUAGE

  • J S UZOH Nnamdi Azikiwe University, Awka
  • O B IKWUAGWU Nnamdi Azikiwe University, Awka
Keywords: Failing English language, pupils’ performances in English Language

Abstract

Failing English language at any level was always seen as a negative omen in a child’s academic voyage because it was the means to success. And over the years, concerted efforts had been made to find out the variables responsible for the ‘abysmal’ failure late of children in this key language at primary, secondary and tertiary level in different localities because it was believed that the foundation determined the structure to put on It. This study was therefore carried out to extend the frontiers of the search for those factors militating against primary school pupils’ performances in English Language. To achieve this three research questions were formulated to guide the study. A sample size of 50 was mapped out from the 28 schools represented by five schools with ten teachers each through the simple random sampling techniques. Observations, interviews and questionnaire of 17 item were used to generate answers for the research questions asked, the findings revealed that most of the teachers are NCE holders who do not major in English, therefore found it difficult to use the right methodology for each topic coupled with inadequate provision of sound instructional material. Other factors discovered include low socio-economic and educational status of parents/guardians. Based on those findings, conclusion, and recommendations were made to attain expected result.

Author Biographies

J S UZOH, Nnamdi Azikiwe University, Awka

Department of English

O B IKWUAGWU, Nnamdi Azikiwe University, Awka

Department of English
Nnamdi Azikiwe University

Published
2019-04-25
How to Cite
UZOH, J., & IKWUAGWU, O. (2019). FACTORS MILITATING AGAINST PUPILS’ PERFORMANCE IN ENGLISH LANGUAGE. Nnadiebube Journal of Education in Africa, 2(1). Retrieved from https://journals.aphriapub.com/index.php/NJEA/article/view/771
Section
Articles