EFFECTS OF SOCIO-ECONOMIC BACKGROUND OF PARENTS ON THE ACADEMIC ACHIEVEMENT OF THEIR CHILDREN IN SECONDARY SCHOOLS

 

EFFECTS OF SOCIO-ECONOMIC BACKGROUND OF PARENTS ON THE ACADEMIC ACHIEVEMENT OF THEIR CHILDREN IN SECONDARY SCHOOLS

 

 

 

 

 

 

 

 

INTRODUCTION

1.1     Background to the Study

          Man as a social being is endowed with different abilities to explore his environment and possibly to improve the lots of mankind.  That is why there are differences in educational attainment of students.

          However, these variances are not only found in students’ characteristics like hereditary, age, sex and intelligence quotients which are believed to relate more strongly to his/her achievement levels.  A considerable portion of variation in students could be accounted for, in other forms via socio-economic status of parents, family and environment, (family size), beliefs, value and prestige, reward of higher educational parental choice etc.

          The effects of socio-economic background of parents on the achievement of their children in school have been a great factor in the recent decade in academic system in the country.

          Socialization is the study of the society.  Various sociological schools of thought have asserted that in deciding whether a child performs well or not at school is of immense importance to identify the difference between the influence of the socio-economic background of parents and their children’s academic achievement and attainment.

          Coleman (1975) and Medill (1963) have argued that parental financial position and their level of education also reflects strongly on students’ performances.  This is so because it is generally accepted that the educated parents mostly value education.  However, the background of a child affects his success in schools.

          Levine and Harighurt (1975) discovered that all societies large or small, primitive or modern show social status group phenomenon of ranks.  The leader and people of high esteem occupying position at the top, others occupy intermediate position, yet others are at the foot of the ladder in social scale.

          Social environmental factors have been found to affect educational achievement of a child.  These factors include:

a.     Occupational status of his parents.

b.    The parent’s attitude towards their children’s school and expectation that they have for their children.

Boocock (1973) and Durbey (1972 & 1973) explain that parents of socio-economic upper class have more positive attitudes towards their children schooling and also have high expectations and standard for the children as they are given high motivation of success in school.

The status of parents determines the type of education that the child is bound to receive; wealthy parents often allow their children to attend private schools, while the less privilege or opportune parents send their children to public school where the school fees are affordable to them.  Students’ progress through school is reflected not only in grades list scores and accounts of personal behavior in the classroom but in the characteristics.

Parents not only train children towards the social norms of the society but improve their socio-economic background towards achieving a stated goal.  It’s therefore, imperative and immense benefit to look at the effect of socio-economic background of parents on the academic achievement of their children in schools.

1.2     Statement of Problem

          This project is designed to investigate the effect of socio-economic background on the academic achievement of their children in school at Igueben Local Government Area of Edo State.

          The research aimed at investigating the extent of the following sub-problems:

1.     To what extent does parents’ background usually affect their children’s academic performance?

2.     To what extent do children from the home of low income group attend school regularly because of their parents’ inability to provide for school requirements and equipment adequately?

3.     To what extent there exist good parents – child relationship, how such affects their children’s academic performance?

 

1.3     Research Questions

          To evaluate the socio-economic background as it affects the academic achievement of children in schools, the following research questions were raised:

1.     Is there any significant difference between children from wealthy parents and those from poor parents in terms of academic achievement?

2.     Is there any major difference between the academic ends, achievements of children from broken home and children from unbroken homes?

3.     Is there difference between the academic performance of children from polygamous families and the children from monogamous families?

4.     Is there significant difference between the academic achievement of children from educated home and those from uneducated homes?

5.     Is there any significant difference in academic performance between children from large family and those from small family?

1.4     Research Hypotheses

i.       There is no significant difference between children from wealthy parents and those from poor parents in terms of academic achievement.

ii.      There is no difference in the academic performance of children from polygamous families and the children from monogamous families.

iii.     There is no significant difference in academic performance between children from large family and those from small family.

iv.     There is no significant difference in the academic achievement of children from educated homes and those from uneducated homes.

v.      There is no major difference in the academic achievements of children from broken homes and children from unbroken homes.

1.5     Purpose of the Study

          The purpose of the study is to investigate and determine to what extent parents’ education, wealth, parents-child relationship, types of family, size of family etc influence academic performance or achievement of pupils in Igueben Local Government Area of Edo State and make suitable recommendations to ameliorate them.

1.6     Significance of the Study

          It is believed that this study will highlight the effects of the socio-economic background of parents on the academic achievements of their children in schools in Igueben Local Government Area.

          These findings will no doubt influence parents or government to be well informed in order not to be misled about the socio-economic variable that affect students’ educational achievements.

          The findings will help educate parents on how best to attain the best academic achievement of their children.  It also exposes teachers, counselors and educationist to the problem facing students’ academic performance like emotional instability, tension brought from poor homes.

          Conclusively, this work will give useful recommendations to government and parents on how to improve the academic achievement of their students in schools.

1.7     Scope and Delimitation

          This study is focused on how the socio-economic background of parents affects their children’s academic performance in school in the present day, in Igueben Local Government Area of Edo State.

Limitation

          The possibility of the respondents being hesitant to give the timely responses, even after being assured of confidentiality.  This may result in some inaccurate result; some biased responses from some of the respondents may also affect the accuracy of the findings.

 

 

1.8     Definition of Terms

          In order to avoid misinterpretation of terms, the following terms used in this study and their definitions are given in accordance in this study as follows:

Socio-economic Status:  The socio-economic status of an individual in a family within any given society is determined by the level of education, income, occupational background and other criteria of social class.

Academic Achievement/Performance:  This refers to how much an individual has achieved or attain after a course of instructional training in a school settings.

Polygamous Family:  This is a custom in which a man is married to more than one wife at a time.

Monogamous Family:  This is the practice of a man being married to a wife at a time.

Broken Home:  This is a situation whereby the parents of the homes are apart or divorced, that is the parents of a child are not living together (in most cases, the children lack care, security and training).

Unbroken Home:  Here the co-operation exists between the father, mother and children, because they are together and not divorced.  In this practice the children enjoy care, security, training, etc.  So the child is well catered for.

 

 

 

EDITOR SOURCE: Effects Of Socio-Economic Background Of Parents On The Academic Achievement Of Their Children In Secondary Schools In Nigeria

 

STUDENTS’ ATTITUDE TOWARDS THE STUDY OF ECONOMICS IN NIGERIAN SECONDARY SCHOOLS

 

STUDENTS’ ATTITUDE TOWARDS THE STUDY OF ECONOMICS IN NIGERIAN SECONDARY SCHOOLS

 

 

 

 

 

 

 

INTRODUCTION

1.1BACKGROUND TO THE STUDY

Economics is the social science that analyzes the production, distribution, and consumption of goods and services. The term economics comes from the Ancient Greekοἰκονομία (oikonomia, "management of a household, administration") from οἶκος (oikos, "house") + νόμος (nomos, "custom" or "law"), hence "rules of the house(hold)". Political economy was the earlier name for the subject, but economists in the late 19th century suggested "economics" as a shorter term for "economic science" that also avoided a narrow political-interest connotation and as similar in form to "mathematics", "ethics", and so forth.

A focus of the subject is how economic agents behave or interact and how economies work. Consistent with this, a primary textbook distinction is between microeconomics and macroeconomics. Microeconomics examines the behavior of basic elements in the economy, including individual agents (such as households and firms or as buyers and sellers) and markets, and their interactions. Macroeconomics analyzes the entire economy and issues affecting it, including unemployment, inflation, economic growth, and monetary and fiscal policy.

Other broad distinctions include those between positive economics (describing "what is") and normative economics (advocating "what ought to be"); between economic theory and applied economics; between rational and behavioral economics; and between mainstream economics (more "orthodox" and dealing with the "rationality-individualism-equilibrium nexus") and heterodox economics (more "radical" and dealing with the "institutions-history-social structure nexus").

Economic analysis may be applied throughout society, as in business, finance, health care, and government, but also to such diverse subjects as crime,[education, the family, law, politics, religion social institutions, war, and science. At the turn of the 21st century, the expanding domain of economics in the social sciences has been described as economic imperialism.

An attitude may be defined as a predisposition to respond in a favourable or unfavourable manner with respect to a given attitude object (Oskamp and Schultz 2005). The focus of this project is on school students’ attitudes towards Economics subjects taught in secondary classrooms. The term ‘subjects’ refers to both theory and laboratory classes in secondary school. Thus, the scope of the present study was limited to Economics as experienced by students in secondary school rather than out-of-school experiences obtained from external sources such as the media, museums, field trips and friends. Attitude towards Economics or science denotes interests or feelings towards studying Economics or science. It is the students’ disposition towards like or ‘dislike’ science while attitude in science means scientific approach assumed by an individual for solving problems, assessing ideas and making decisions. Student beliefs and attitudes have the potential to either facilitate or inhibit learning (Yara, 2009).Many factors could contribute to student’s attitude toward studying science (Economics). Several studies (including Wilson 1983; Soyibo, 1985;Berg 2005; Adesoji, 2008) report that students’ positive attitudes to science correlate highly with their that, in general, the attitude of Nigeria students towards the basic sciences tend to decrease in the order, Biology, Economics, Physics and Mathematics. Defiana (1995) found that using integrated science environment activities improved high school student attitude toward and awareness about the environment. Armstrong and Impara (1991) in their studies determined that fifth and seventh – grade students using nature score as a curriculum supplement developed more positive attitudes than those who did not. Abimbola (1983) reported that students exposed to a programmed instruction recorded higher and more favourable attitude towards mathematics. Ayelaagbe (1998) also reported a more positive attitude of studies after exposing them to self learning strategy. Similar results were obtained by Udousoro (2000) after using computer and text assisted programmed instruction and  Popoola (2002) after exposing students to a self learning device. Popoola(2008) also reported that students attitudes and interests to sciences, especially Agricultural science correlate highly with their science achievement. Halladyna and Shanghnessy (1982) and Adesoji (2008) have concluded that a number of factors have been identified as related to students’ attitude to science (Economics). Such factors include; teaching methods, teacher attitude, influence of parents, gender, age, cognitive styles of pupils, career interest, social view of science and Scientifics, social implicating of science (Economics)and achievement. The studies thus reviewed suggest that there is a relationship between attitude and methods of instruction and also between attitude and achievement; and that it is possible to predict achievement from attitude scores. What is needed to complement the results of such studies however is the nature of relationship between students’ attitude and factors related to teaching and learning of Economics? Results of these types of study are likely to broaden our knowledge as how we can influence students’ attitude positively towards Economics as a subject in Akure, Nigeria.

1.2PURPOSE OF THE STUDY

The purpose of the study is to investigate the attitudes of students in Akure South Local Government Area of Ondo State toward studying of Economics as a subject. The study is also designed to make various recommendations for teachers and other stakeholders on how to arouse or improve students attitudes in the subject.

 

1.3STATEMENT OF THE PROBLEMS

Despite the greater number of Economics graduates produced by our tertiary institutions; every year there are numbers of secondary schools where Economics teachers are not competent in the teaching of the subject. Also, the attitude of the students in secondary schools towards Economics as a profession is not encouraging. This makes the teaching of Economics ineffective and inefficient even where there are competent teachers to teach. It is on this premise, that this study is designed to investigate the attitude of students to teaching and learning of Economics in secondary schools.

 

1.4RESEARCH QUESTIONS

In order to investigate the attitude of students to Economics, the following questions were raised:

1.Do the students have positive attitudes towards Economics?

2.  Do their negative attitudes a result of the attitude of their teachers towards the subject?

3.  Do their attitudes towards problem solving result of unavailability of textbook and other instructional materials?

4.  Should Economics be made compulsory for all science students in secondary schools?

 

1.5SCOPE OF THE STUDY

The study was limited to secondary schools in Akure South Local Government of Ondo State only. Based on the time frame and financial constraints in covering all the secondary schools in the Local Government, thestudy was also limited to the students in Senior Secondary Schools (SS Class)

 

The names of the schools are:

·  St. Dominic Grammar School, Akure.

·  C.A.C. Grammar School, Akure.

·  Oyemekun High School, Akure.

·  St. Peter’s Unity High School, Akure.

·  Fiwasiaye Girls Grammar School, Akure.

 

1.6SIGNIFICANCE OF THE STUDY

The study is aimed at looking at the students’ attitudes towards Economics in some selected secondary schools in Akure South Local Government Area of Ondo State. The results of the study is hoped to assist Economics teachers to develop new learning experience for the students and reorganize these learning experience in some ways enough to arouse the interest of the students. It would be of good assistance to teachers to create a habit were they would improve on the obsolete teaching methods, use adequate, modern and relevant instructional materials and textbooks at their disposed to the fullest. This study may also assist the students to improve their attitude towards the study of the subject. Finally, the government and parents would benefit from the study of their roles as these would be highlighted at the recommendation column.1.7Assumption of the Study Based on the study, the following assumptions were made. Secondary school students constitute a valid source of data needed in the study. Also, that the respondents will give valid and unbiased responses to the questionnaire items and that the samples drawn will be representatives of the population

 

  1.8DEFINITION OF TERMS

Economics:- This is a science subject taught in the Senior Secondary Schools.

Learning:- This is the process of acquiring knowledge in Economics among Senior Secondary School Students.

Attitude:- This refers to students’ positive mind to the study of Economics.

Teaching:- Transmission of the knowledge of Economics to Senior Secondary School Students. Instruction

Materials:- These are aids used in teaching and learning of Economics in Senior Secondary School.

 

 

 

 

EDITOR SOURCE:  Students’ Attitude Towards The Study Of Economics In Nigerian Secondary Schools

 

FACTOR AFFECTING THE TEACHING AND LEARNING OF ENGLISH LANGUAGE IN PRIMARY SCHOOLS

 

FACTOR AFFECTING THE TEACHING AND LEARNING OF ENGLISH LANGUAGE IN PRIMARY SCHOOLS

 

 

 

 

 

 

INTRODUCTION

Background to the Study

Primary School as the first level of Nigerian education occupies the starting point and background for other levels of education. Besides, it is through it, that an individual pupil is introduced, acquainted and acquires the rudimentary knowledge, skills and attitude towards acquiring education up to the secondary school and even tertiary institutions. Primary education as referred to in the National Policy on Education (NPE), is the education given in institutions for children aged 6-1 1 plus (FRN, 2012). It is the first stage and compulsory education. Primary education is preceded by preschool or nursery education and followed by secondary education. The primary education is the first six years of the nine years of basic education using the Universal Basic Education (UBE) standard. This stage of education is often addressed as elementary education. In most countries of the world, primary education is compulsory for children to receive although it is permissible for parents to provide it.

The place of primary education is very paramount because it is the foundation of adults’ contribution to developmental processes. In other words, basic education makes a child a better adult. Primary education is to the educational system; and the nation at large, what the mind is to the body.

According to Quadri (2001) the Section 4, page 12 of the National Policy on Education (2004) described primary education as the “education given in an institution for children aged normally between 6 years to 11 years plus.” The primary education level is the key to the success or failure of the whole educational edifice because the rest of the educational system is built upon it. Primary education according to the National Policy on Education (NPE, 2004) is likened to the key which opens to success or failure of the whole educational system. Akande (2010) reiterated Njoku (2000) regarded primary education as very vitaland fundamental to all types of education any person can receive in life.

Primary education is the foundation of formal education. It is an essential component in the echelon of educational system of every nation. In order to qualify for other levels of education one must first pass through primary schools, as such it is an institution upon which all other levels of education and educational achievements are built. It prepares the mind and trains the child for higher and tougher academic pursuits. It provides young learners with the fundamentals of reading, writing, skill acquisition, information and attitudes necessary for proper adjustment into the society. Unfortunately, though not all recipients of primary education get to other levels.

In the teaching of pupils in Primary school, English language occupies the role of both language of instruction and as one the core and compulsory subjects that the students must undergo. The importance of language to man is great. Language is one of man’s most remarkable attributes. It is an absolute precondition for nearly all our social life, and it is the medium in which most organized thought and communication proceed.Highlighting the importance of language to man, Adetugbo (1980) states that “all human societies and institutions are made possible only by man’s possession of language”.

Odusina (1989) in his view observes that “without language, there would be mental isolation and thought stagnation in interaction either”. Closely related to this, Obanya (1981) said that language is seen as “man’s most important gift, the vehicle for communication and a good instrument for thought and creativity”. For Pickering and Hoeper (1990) language is, “the means  by which the writer controls and influences the reader”. Language is so important in teaching and learning process such that the Nigerian government appreciates it as a means for promoting social interaction and national cohesion (FRN, 2004).

English language is a language of communication in Nigerian society. It is a language of medium instructions, as a Lingual Franca, useful in all facets of lives in Nigeria. English as a second language is useful between the encoder and decoders. It is a language meant for a medium of communication by instructors (teachers) in the school. English is a compulsory subject to be taken to qualify students to enter the universities, and to pass WASSCE NECO, NABTEB and other public examinations. English carries our major instruments of communication in various ministries, parastatals, universities, business centre, cyber café, embassies, airports, seaports, and in our major highways. The original owners of English language were the natives of Britains or United Kingdom which comprises of Wales in Queen Elizabeth, domain, Scotland among the Scottish, North Ireland and among the English people of England. English language gradually became an international language through the act of colonization of British in an attempt to explore the whole worlds (Oribabor, 2014).

The English language is an essential pre-requisite for propelling educational wheel of Nigeria. Joseph and Joshua (2010) added that the government having recognized the importance of English language for enhancing educational attainment as well as for improving communicative competence and ability of citizens has made it a core and compulsory subject for all in Nigerian schools. The English language continues to be a medium of instruction for all subjects from primary level to tertiary level in so many countries including Nigeria. It is a medium of instruction, a compulsory and core subject that must be offered and passed at all levels of education in Nigeria’s educational system.

It is therefore obvious that without a thorough mastery of the language, it is not possible to have a sufficient firm grasp of what the learner has to learn. The knowledge of English language helps in understanding other school subjects since it is used to teach all other subjects except local languages. Good foundation of the language paves way to success in life. The knowledge of the content of school’s subject is transferred to the students at all levels of education via the English language medium. In spite of these, the English language achievement of the Nigerian school students has been on a steady decline over the years. An online article published on 6 January 2010 by News desk showed that the falling standard of education as exemplified by the falling performance of students at various examinations is alarming. This is leaving many stakeholders in the sector to wonder about the future of education in the country as well as the place of Nigeria in the 21st century when competitors among countries will not be defined based on endowment of natural resources alone but more importantly on the competitiveness of their human capital (David, 2012).

Formal education in Nigeria today is a product of English Language. Without English, there is the possibility that there may not be anything more than elementary formal education in Nigeria. English language is a major school subject in Nigerian Educational system. It is not only the medium of instructions at all levels of education in Nigeria but also a pre-requisite to entering into post-primary and secondary institutions; Muhammed (2005) Despite the importance of English Language, the primary school pupils uses and performance in English Language has not been encouraging.

Many scholars and specialists in the English language field have had to ask questions pertaining to the low level of proficiency and performance of primary school pupils in the various aspects of English Language and in English Language examinations sometimes, they blame it on the individual background, mother tongue interference, comprehension problem, social factor, individual differences, etc. For instance, Eze (2004) in his opinion stated that “the poor performance of students in English Language examinations can be attributed to their inability to interpret written language and also answer comprehension questions in their own words” Obayan (2003) also agreed with the above where he said that students can do well in English Language examination if only they can be able to answer the questions in their own words and avoid needless lifting which results to vague answers.

Various researchers especially in English Language have teaching an learning of English language is determined by a number of variables such as family, schools, society and motivation factors, (Aremu & Joken 2003; Aremu Oluwole 2001). Gillian and Gillian (2002) observed that social factors such as parents’ educational attainments have been found to be more important than economic factors in explaining children’s educational outcomes.

The teaching and learning of pupils in English Language has been found to be strongly associated with factors such as the home, literacy environment, teachers’ teaching styles and investments in resources that promote learning such as quality child care, educational materials and excursion to education resources (Shonkoff & Philips, 2000). Other factors include spa renting which in turn affect their children’s development and educational achievement. High level of illiteracy, poverty and low social status coupled with high rate of paternal and maternal deprivation, lack of money to purchase necessary textbooks, working materials and school fees for their children. These ugly situations have made some young school pupils to drop out of school and to engage in subsistence life by becoming house- helps or engaging in other menial jobs to support their academic pursuit.

The fact that primary school occupies the foundation of education in our educational sector and it carries out great roles in teaching . and knowledge acquisition of the pupils, therefore this study is intended to investigate the factors affecting the teaching and learning of English is Primary School in Ilorin West Local Government Area of Kwara State.

Statement of the Problem

As the primary school undoubtedly forms the crux of education in Nigeria SO the English language is the core and compulsory subject that must be learnt by all the primary school pupils. In the course of teaching the subject there tendencies are that the teacher confront some difficulties since the subject is neither the pupils’ nor the teachers’ first language. This problem could probably be part of the reasons why the researchers carried out various researches on variables related to English Language.

For instance, researchers such as Chapman and Pascarella (1983) studied the relationship between institutional types, class size, academic attainment and social integration in eleven institutions. They discovered that students who attend residential schools perform better academically than those who do not. Also, Ywnne and Sayibo (1998) emphasized that students level of performance in English Language depends largely on socio economic background and that high school student’s level of performance are linked to their gender and socioeconomic background among other factors.

Botts, Reuben and Dannenberg (2000) agreed that differences in students’ socio-economic background are responsible for much of the difference in students’ performance in English Language. Akande (2007) studied socio-economic factors influencing students’ performance in Nigeria using some explanations from local survey. Ipaye (1996) discovered that poverty imposed a lot of challenges on parents making them unable to cater for the academic needs of their children which eventually has terrible effects on the students’ performance in public examinations.

Though the low performance of the Primary school pupils in English Language may be as correlation of social factors such as home background, gender, age, parents’ social status, ethnicity, school ownership, religion among others but the extent to which these factors affect their performance in English language is not certain. This study therefore examines the factors affecting the teaching and learning of English Language in Primary School in Ilorin West Local Government, Kwara State.

Purpose of the Study

The main purpose of the study is to examine the factors affecting the teaching and learning of English Language in Primary School in Ilorin West Local Government, Kwara State. Specifically, the study will find out whether:

a.        Attitude of teacher affects teaching and learning of English Language in Primary   School.

b.        Government attitude affect teaching and learning of English Language in Primary School

c.        Availability of instructional materials affect teaching and learning of English Language in Primary School

d.        Methodology of teaching affect teaching and learning of English Language in Primary School

e.        Infrastructural facilities affects affect teaching and learning of English Language in     Primary School

Research Questions

Based on the problem and purpose highlighted above, the flowing research questions have been drawn to guide the conduct of this research:

a.        Is there any influence of Attitude of teacher affects teaching and learning of English Language in Primary School?

b.        Is there any influence of Government attitude affect teaching and learning of English Language in Primary School?

c.        Is there any influence of Availability of instructional materials affect teaching and learning of English Language in Primary School?

d.        Is there any influence of methodology of teaching affect teaching and learning of English Language in Primary School?

e.        Is there any influence of infrastructural facilities affects affect teaching and learning of English Language in Primary School?+

Research Hypotheses

The following null hypotheses will be tested in this study:

f.         There is no significant influence, attitude of teacher1 as factor affecting teaching and learning of English Language in Primary School

g.        There is no significant influence Government attitude as a factor affecting teaching and’ learning of English Language in Primary School.

h.       There is no significant influence of  availability of instructional materials as a factor affecting .teaching and learning of English Language in Primary School.

i.         There is no significant influence methodology of teaching as a factor affecting teaching and learning of English Language in Primary School.

Scope of the Study

This study intends to examine the factors affecting the teaching and learning of English Language in Primary School in Ilorin West Local Government, Kwara State. The respondents for the study would all primary school teachers from both the private and public schools under Ilorin West Local Government area of Kwara State.. Purposive sampling techniques would be employed to select primary school teachers from twenty private and ten public schools under Ilorin West Local Government areas. Researcher designed questionnaire would be prepared to elicit information for the study. The statistical tools of Chi square will the research hypotheses in the study.

Operational Definition of Terms

Parental ethnic groups: Hausa, lgbo and Yoruba

Parental education: NCE/OND, FIND/First Degree, Master Degree, Ph.D.

Parental literacy: Parent that can read with at least SSCE certificate are literate and Parent that cannot read with at least SSCE certificate are literate

Significance of the Study

The findings of this study would be of immense benefits to students, teachers, parents, guidance and counselors, school administrators and policy makers. This might be facilitated by making the study available in places where the public could gain access to it, (e.g. the library, internet, media houses) and so on.

The findings of the study might provide tangible information to the primary school teachers in order to forge the family—school linkages through communicating effectively with pupils’ parents about school strategy of enhancing the pupils’ knowledge of English language.

The finding of this study might help the school administrators to involve and encourage parents to provide resource person on learning of English Language at home that can teach students the more thereby improving the students’ academic performance.

Pointedly, school counselors (if available) in the school would be better informed on factors determining students academic performance in school and strategies to improve the students’ attitude towards learning English Language as a subject in the primary schools.

Finally, the outcome might also, assist the government at all levels to understand background factors that cannot be under estimated in pupils’ learning acquisition is English Language and prepare a plane grand for governmental intervention through equipping the school libraries, building more classrooms, attractive salaries for the teachers and others.

 

EDITOR SOURCE: Factor Affecting The Teaching And Learning Of English Language In Primary Schools (A Case Study Of Some Secondary Schools In Ilorin West Local Government Area Of Kwara State)