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ABSTRACT
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This study examined the factors affecting the teaching and learning of English in Primary School in Ilorin West Local Government Area of Kwara State.
The research adopted a descriptive survey of correlation type. Stratified random sampling technique was used to select primary schools in the Local Government. One hundred respondents were selected using simple random sampling technique comprising of primary school teachers within the sampled schools.
Questionnaire on the Factors Affecting the Teaching and Learning of English Language was used to gather information from the respondents. Four research questions were raised for the study and answered with descriptive statistics of mean scores and standard deviation. Four research hypotheses were formulated and statistically tested using inferential statistics of person product moment correlation statistic at 0.05 level of significance.
The result of the findings revealed that there was significant relationship between teachersā attitude towards teaching and learning of English Language in Primary School in Ilorin West Local government area Kwara State. There was significant relationship between government attitude towards teaching and learning of English Language in Primary School. There was significant relationship between availability of instructional materials towards teaching and learning of English Language in Primary School. There was significant relationship between methodology of teaching towards teaching and learning of English Language in Primary School.
Based on the findings, it was recommended that teachers should improve their attitude towards teaching English Language so that pupilsā participation improved. Government should endeavour to provide necessary needs for teachers as well as pupils in order to improve the teaching and learning of English Language in Primary School. Instructional materials for teaching and learning of English Language should be provided adequately by the school management in order to improve pupilsā performance in English.
TABLE OF CONTENT
Title Page
Certification
Dedication
Acknowledgement
Abstract
Table of Contents
CHAPTER ONE
INTRODUCTION
Background to the Study
Statement of the Problem
Purpose of the Study
Research Questions
Research Hypotheses
Scope of the Study
Operational Definition of Terms
Significance of the Study
CHAPTER TWO
REVIEW OF THE RELATED LITERATURE
Primary School Education in Nigeria
The Roles of English Language in the Nigerian Primary School Education
Importance of Teaching and Learning of the Four Language skills of
English Language
Listening
Speaking
Reading Skills
Writing Skill
Factors Affecting the Teaching and Learning of English Language in
Nigerian Primary Schools
Lack of Qualified Teacher
Methodology of Teaching
Availability of Instructional Materials
Attitude of Teacher and Students
Appraisal of the Literature Reviewed
CHAPTER THREE
RESEARCH METHODOLOGY
Research Type
Population, Sample and Sampling Techniques
Researcher instrument
Procedure for Data Collection
Data Analysis Technique
CHAPTER FOUR
PRESENTATION AND DATA ANALYSIS
Demographic Data of the Respondents
Research Questions
Hypothesis Testing
Discussion of Findings
CHAPTER FIVE
SUMMARY, CONCLUSION AND RECOMMENDATIONS
Summary
Conclusion
References
Questionnaire
CHAPTER ONE
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 adultsā 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 āeducation given in an institution for children aged normally between 6 years to 11 years plus.ā
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 manās 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 āall human societies and institutions are made possible only by manās possession of languageā.
Odusina (1989) in his view observes that āwithout language, there would be mental isolation and thought stagnation in interaction eitherā. Closely related to this, Obanya (1981) said that language is seen as āmanās most important gift, the vehicle for communication and a good instrument for thought and creativityā.
For Pickering and Hoeper (1990) language is, āthe means Ā by which the writer controls and influences the readerā. 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 cafƩ, 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 Nigeriaās educational system.
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 pupilsā nor the teachersā first language.
This problem could probably be part of the reasons why the researchers carried out various researches on variables related to English Language.
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