AN ASSESSMENT METHOD OF TEACHING ENGLISH COURSES TO ENGLISH STUDENT IN SOME SELECTED SECONDARY SCHOOL IN IKERE LOCAL GOVERNMENT AREA OF EKITI STATE
TABLE OF CONTENTS
TABLE OF CONTENT
CHAPTER ONE: INTRODUCTION
Background of the Study
Purpose of the Study
Statement of the Problem
Significant of the Study
Scopes of Limitation of the Study
Definition of Terms
CHAPTER TWO: LITERATURE REVIEW
CHAPTER THREE: METHODOLOGY
Population of the study
Sample and sampling techniques
Validity and reliability of research instrument
CHAPTER FOUR: ANALYSIS OF DATA & DISCUSSION OF FINDINGS
CHAPTER FIVE: SUMMARY, CONCLUSION AND
Suggestion for further studies
The research work examined an Assessment Method of teaching English courses to English student in some selected secondary school in Ikere local Government area of Ekiti State.
Questionnaires were administered to ten  schools selected from Ikere Local Government Area of Ekiti State. The statistical and analytical techniques used were simple percentage and tables which were used to calculate the total response of the teachers from selected secondary school.
The research work revealed that an assessment method of teaching student have positive impact on the academic performance of English student as a subject in the selected schools.
It was therefore, concluded that assessment method means the way the teacher evaluate the students to obtain feedback and that the assessment method is a vital tool for teachers to know the level of the students’ academic performance. Assessment method help in knowing the level of the students’ academic performance.
Background to the Study
The attainment of proficiency in English language has remained the crucial goal of many students, parents and the society at large. This is because students success in language is instrumental to success in English and by extension, all other subject as language directly affects students attainment in their entire academic pursuit. Assessment on the other hand has traditionally been linked with formal examinations particularly, high stakes, promotion, end of the term/ year and school leaving examinations. It follows therefore, that the approach teachers use in assessing their students would also have implications for realisation of all important goals of language competency. The assessment of students learning achievement has become the object of great attention and activities all over the world as Kellaghan, Thailan, in March (2009), states that “The focus of basic education should be on actual learning acquisition and outcome”. Dowrich (2008), in addition with Mc Millian (2007), emphasise the importance of having a clear definition of assessment and accurate assessment of learning outcome.
A plea for formative assessment in classrooms has become a common denominator in academic publications and most educational for across different countries and across different educational cultures (Ramsesal 2007). Consequently, educational reforms have led to the introduction of continuous strategies designed to confirm what students know, demonstrate whether or not they have met curriculum outcomes or the goals of their individualised programs or to certify proficiency and make decision about the students future programmes or placements.
It involves providing qualified information on students knowledge. Assessment of learning takes place at specific times in the instructional sequences, such as at the end of the term, a topic of the school year. Its purpose is to determine the degree of success students have attained in the course of learning.
The primary purpose of teaching at any level of education is to bring a fundamental change in the learner (Tebabal and Kahssay, 2011). To Facilitate the process of knowledge transmission, teachers should apply appropriate teaching methods that best suit specific objectives and level exit outcomes. In the traditional epoch, many teaching practitioners widely applied teacher centred methods to impart knowledge to learners comparative to student centred methods. Until today, questions about the effectiveness of teaching methods on student learning have consistently endeavour to examine the extent to which different teaching methods enhance growth in the student learning.
Quit remarkable, regular poor academic performance by the majority students is fundamentally linked to application if ineffective teaching methods by teachers to impact knowledge to learner (Adunola, 2011). Substantial research on the effectiveness of teaching methods indicates that the quality of teaching is often reflected by the achievements of learners. According to Ayeni (2011), teaching is a process that involves bringing about desirable changes in learners so as to achieve specific outcomes. In order for the method used for teaching to be effective, Adunla (2011), maintains that teachers need to be conversant with numerous teaching strategies that take recognition of the magnitude of complexity of the concepts to be covered.
It has been observed that General English has no doubt, integrated in the curriculum of tertiary institution in order to arrest the falling standard of student academic performance. But one question that readily comes to mind is whether the design curriculum for General English in the College of Education has been able to address and meet the present challenges of poor academic performance among students today in relation to modern concept of the curriculum.
Curriculum could be regarded as total experience with which the school deals with educating young people. This is all the experience both curricular and co-curricular activities which children pass through to become what is known as educated person, standard syllabus, apart environment also influences learning. As argue by the school environment the building, the environment, the colour, the drainage and so on make indelible impression on pupils and help to change their attitude to many things for good in life.
Curriculum is planned and sequence. It is a vehicle through which education is attained. It includes teachers, subjects, content, method of teaching and evaluation as well as the physical and psychological dimension of the experience. It could also be taken to mean the instrument by means of reality.
Modern curriculum thus embraces all the learning which is planned and guided by the school, whether it is operated in groups or individually, inside or outside the school. Contrary to the traditional concept to the curriculum which ends to restrict itself to the cognitive domain, the modern curriculum embraces a wider domain, concerning itself with the intellectual, social, moral, spiritual and physical perspective of the learner.
English plays a key role in Nigeria’s educational system, not only as an important subject but also as the medium of instruction (Barasa, 2005). It has been claimed that the model and the norm of the English used in Nigeria, apart from pidgin varieties, is the British standard variety and in particular, Received Pronunciation (RP) (Schmied, 1990, zuengler 2002)
Language in education in Nigeria has faced and is still facing many challenges. The issues often revolve around the place and development of the local indigenous languages (Kioko, 2000; Mbaabu, 2006, Ryanga 2000) the need and the means to strengthen English as it is the national language(Mazrui and Mazrui, 2005; Mbaabu 2006; Musau 2009,2000), and concerns about the usefulness of the English language, its effective teaching and its falling standards (Abdulaziz 2002, Angogo and Hancock 2000, Kembosure 2004, Nyamasyo 2002, 2004). Sometimes the problems have had to do with the competition that the languages have had in the nation and especially in the education system due to the fact that each language was and still is associated with certain, social meaning (Mbaabu 2006, Muthwill 2004; Whitely 2004). For example English introduced early in Nigeria colonial history, played a significant role in the growth of nationalism (Ramptom 2006; Whitely 2004) a role which it no longer enjoys. It also played and still plays a key role in the country’s legal economic and educational systems.
In the school system, English is not only one of the important subjects in the curriculum but is itself the medium of instruction. The roots of this significant function of English can be traced back to Nigerians colonial period when it was instrumental to an individual’s access to white collar jobs, European thought and other privileges (Mazrui 2002, Whiteley 2004). English was a language with a lot of prestige and power and the British model was unquestionably the one used in Nigeria. Kenyans learnt it from the native speaker and unlike Kiswahili, English in Kenya as in all non-native context was\ is largely a taught language, conveyed through formal education.
The issues of how English is taught and acquired is therefore very important but this must be looked at in the light of the fact that it is also now a Second Language in Nigeria. The main focus of this paper is the quality of teaching skills that teacher use in class. According to Orlich et al (2005), who says “next to lecturing, questioning, is the single most common teaching method employed in schools in the world.
There is no doubt that questioning is crucial in the performance of both teachers and learners because questioning can be facilitative of teaching and learning (Ondiek 2004). In life, peoples need to ask and respond to questions is imperative. The centrality of questioning in life and especially in classroom cannot, therefore be underscored.
The absence of adequate data on the aspect of teaching strategies has resulted in a knowledge gap and its aim of this paper to generate information to fill it. Findings of studies such as those by Ondiek (2004), Okere (2004), Dillon (2008), Ole Takona (2006), Dyanda (2007) and Ipara (2003) are not definitive as to number of classroom questions and whether they are an effective pedagogical device or not.
This paper, therefore evaluate an assessment of methods of teaching English courses to English student in selected secondary school which are the ideals and the actual teaching skills employed by teachers and how these affect performance of students in English Language.
Statement of the Study
A large number of students have serious difficulties comprehending, retaining and applying language structure in school and even after their secondary education. It must be noted that language and reading are two sides of the same coin as they depend on each other. Many studies have shown that students cannot succeed in their academic work without the ability to read with adequate comprehension and a good knowledge of the structure of the language (Enyi and Ereke 2011). The low performance or outright failure of most students in national English examination such as the ones conducted by West African Examinations council and National Examinations councils has become a source of serious concern to both the students, parents and other stakeholders. For example the WAEC Chief Examiners report for the past few years as cited in Ochogu (2012), lament the poor performance of Nigerian students in English and emphasize the need to inculcate reading culture among secondary school learners (2004, 2005, 2006, 2009).
The methods of assessment used by teachers may have contributed to the failure rate being witnessed today especially given the fact that continuous assessment is one of the determinants of the final grading of candidates in these examinations. It is therefore pertinent to examine the implications of the patterns teachers adopt in assessing students with a view to either modifying or changing them for the overall academic progress of the students in particular and the society in general.
Thus the problem under the study could be stated in question forms as:
- What could be the implications of using Assessment for learning and Assessment as learning as against the use of Assessment of learning (that is prevalent in our educational system) on the students achievement in English language?
- Would the use of these methods make any difference in male and female students achievement in English language respectively?
Purpose of the Study
The general purpose of this study was to investigate teachers assessment methods and their implications on students achievement and retention in English language. Specially, the study sought to:
- determine the extent to which teachers assessment methods affect students achievement in English language
- determine whether teachers assessment methods affect male and female achievement in English language
Significance of the Study
The result of this study will provide useful insight-son the differential effectiveness diverse teaching methods have on students academic performance.
Scope of the Study
The study will be based on an assessment of methods of teaching English courses to English student in some secondary schools. But the researcher will limit the study to selected secondary schools in Ikere –Ekiti Local Government Area in Ekiti state, Nigeria.
The scope of the study covers the assessment of methods of teaching English courses to English students in senior secondary schools in Ikere Local Government Area. Also, this will help the researcher in finding and completion of this research work.
- To what extent do teacher’s assessment methods affect students mean achievements scores in language?
- To what extent would teacher assessment methods affect the achievement scores of male and female students in languages?
- Are there any significant differences between the effectiveness of different teaching methods on students academic performance?
Definition of Terms
Assessment: – assessment is the systematic collection of information using the time, knowledge, expertise, and resources available in order to inform decision about how to improve learning. Assessment is a kind of action researched to inform local practice. In process of seeking the best available indictor to see if goals have being met. It means basing decisions about curriculum, staffing, advising, and students support upon the best possible data about student learning and factors that affect it. It the systematic collection, review and the use of information about educational programme undertaken for the purpose of improving students learning and development
Courses: – a set of classes or plans of study on particular subject leading to an exam or qualification. A course is a direction taken or channel along which anything moves. A course is series of lecture or lesson in a particular subject. It’s a short statement which informs students about the subject matter.
Teaching: This is a process of transferring ideas through methods by the teacher to the student’s in order to ensure learning.
» Bank Branch Deposits, ATM/online transfers (Amount: ₦3,000 NGN)
|Bank: FIRST BANK Account Name: OMOOGUN TAIYE Account Number: 3116913871 Account Type: SAVINGS Amount: ₦3,000 AFTER PAYMENT, TEXT YOUR TOPIC AND VALID EMAIL ADDRESS TO 07064961036 OR 08068355992 OR Click Here|
|Bank: ACCESS BANK Account Name: OMOOGUN TAIYE Account Number: 0766765735 Account Type: SAVINGS Amount: ₦3,000 AFTER PAYMENT, TEXT YOUR TOPIC AND VALID EMAIL ADDRESS TO 07064961036 OR 08068355992 Click Here|
|Bank: HERITAGE BANK Account Name: OMOOGUN TAIYE Account Number: 1909068248 Account Type: SAVINGS Amount: ₦3,000 AFTER PAYMENT, TEXT YOUR TOPIC AND VALID EMAIL ADDRESS TO 07064961036 OR 08068355992 Click Here|