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STUDENTS’ PERCEPTIONS OF THE EFFECT OF TEACHER’S COMPETENCE AND METHODS ON THEIR USE OF ENGLISH LANGUAGE

CHAPTER ONE

INTRODUCTION

1.1 BACKGROUND OF THE STUDY

In Nigeria, since English is learnt as a second language after acquiring their indigenous languages, the learners encounter difficulties in learning the structures and rudiments of the English Language. The learners are faced with challenges emotionally, morally and psychologically in the process of trying to adapt to the new language. Most students are anxious and afraid of learning the English language at school, especially grammar and oral English. They are afraid of making errors in speaking, reading and writing the language, because the structures of the English language are different from the structures of their first language or mother tongue. As such, in learning the English language, the knowledge of their first language interferes with the learning of the second language which in turn affects their academic performance.

There have been complaints from educationists and parents on the general academic poor performance of students which is evident in the results of their external examination, especially in English language and Mathematics. In affirmation, Barasa (2005) observes that lecturers in higher institutions have expressed their concern about admitting students with poor performance in reading, writing, speaking and listening. This fallen standard in the academic performance of students has raised concern to teachers and curriculum developers, because of the crucial role English language plays in the education sector as a compulsory subject and a medium of instruction in the classroom. Hence, lack of proficiency in English hinders students from acquiring basic knowledge of other subjects, not only the English language. This lack of proficiency in students can be traced to various factors, such as unserious attitude of students, non-availability of instructional materials, lack of qualified teachers and inappropriate teaching methods of teachers. Iran-Nejad, Keachie & Berliner (1990) observe that teachers’ teaching method is crucial to the successful teaching and learning process, since it influences students’ learning. There are different types of teaching methods available to teachers, for effective teaching and learning in class. The appropriate teaching methods should put into consideration the class size, subject matter and students’ level. Teachers are therefore expected to consider and employ the appropriate methods for the total delivery of their lessons in class, for the optimum benefit of the students and achievement of the teaching objectives.

However, it is worrisome to note that in the face of new innovative approaches in teaching, there still exist teachers who prefer old methods to modern methods that can improve the quality of their teaching. This pitfall, in the teaching profession, is evident in the quality of knowledge acquired by the students. Armstrong (2012:4) affirms that traditional approaches ignores students’ responsibility in the classroom, thus, students assume a receptive role in their education. To enhance the teaching and learning process for better student performance, traditional educational approach should be adequately integrated with available teaching resources. Teachers should supplement their teaching by means of illustrations, charts, flash cards, picture talks, demonstration and student response – system (Stephenson & Cortinhes, 2013). In line with this assertion, Henard and Roseveare (2012:2) employ teachers to empower their students through active participation, rather than making them receptive in class.

1.2 STATEMENT OF THE PROBLEM

It has become an issue of concern to note that even with new innovative approaches in teaching, there are still teachers who stick to old methods of teaching instead of adopting modern methods that can improve the quality of their teaching. This challenge poses a pitfall in the effectiveness of the teaching and learning process. Apart from the role of teachers in the teaching and learning process, students are expected to assume some levels of responsibility in their academic achievement. The fear students have in learning English language, which is as a result of the difference in the structure of English language and their native language is one of the major problems to their educational performance.Also, the negative attitude of students towards learning adversely affects their academic performance. Therefore, this research set out to find how students perceive their learning competence in learning English language, the strength and weakness of teachers’ teaching methods, and availability of infrastructures for the effective teaching and learning of English language.

1.3 OBJECTIVES OF THE STUDY

The main objective of this study is to determine students’ perceptions of the effect of teacher’s competence and methods on their use of english language

Specific objectives include;

1. To assess students' perception of their competence in the four language skills in English.

2. To evaluate students' perception of the teaching methods employed by their English teachers.

3. To examine students' perception of the adequacy of infrastructure availability in their schools.

1.4 RESEARCH QUESTIONS

1. How do students perceive their competence in the four language skills in English?

2. What are students' perceptions regarding the teaching methods employed by their English teachers?

3. How do students perceive the adequacy of infrastructure availability in their schools?

1.5 RESEARCH HYPOTHESES

1. There is a significant difference in students' perception of their competence in the four language skills in English.

2. Students' perception of the teaching methods employed by their English teachers varies significantly.

3. There is a significant difference in students' perception of the adequacy of infrastructure availability in their schools.

1.6 SIGNIFICANCE OF THE STUDY

Understanding students' perceptions of the effect of teacher competence and methods on their use of the English language holds paramount importance in the realm of education. Firstly, it sheds light on the efficacy of teaching strategies employed by educators in fostering language acquisition. By comprehending how students perceive the competence of their teachers and the methods utilized, educators can tailor their approaches to better cater to students' needs, thereby enhancing the learning experience. Moreover, such insights contribute to the continuous professional development of teachers, enabling them to refine their skills and adapt their methods to optimize language learning outcomes. Additionally, the study serves as a valuable tool for educational policymakers and curriculum developers, guiding decisions related to teacher training programs and instructional methodologies. Ultimately, by delving into students' perspectives, this research facilitates a deeper understanding of the complex dynamics between teachers, students, and language acquisition processes, ultimately fostering a more conducive learning environment for English language learners.

1.7 SCOPE OF THE STUDY

The scope of this study focuses on secondary schools in the southern region, examining students' perceptions of the impact of teacher competence and methods on their English language usage. It encompasses various aspects such as teacher qualifications, teaching methodologies, classroom environments, and student-teacher interactions. The study will involve collecting data from a representative sample of secondary schools across the southern region, employing qualitative and quantitative research methods. It aims to provide insights into the specific challenges and opportunities faced by students in this context, offering valuable implications for improving English language education in southern secondary schools.

1.8 LIMITATIONS OF THE STUDY

Limitations of this study include potential biases in self-reported data from students regarding their perceptions of teacher competence and methods. The study's focus solely on secondary schools in the southern region may limit the generalizability of findings to other geographic areas or educational levels. Additionally, external factors such as socio-economic background or school resources could influence students' perceptions, which may not be fully accounted for. Time and resource constraints may also limit the depth of data analysis.

1.9 DEFINITION OF TERMS

1. Students' perceptions: The subjective understanding or interpretation that students have regarding the competence and methods of their teachers in facilitating English language learning.

2. Teacher's competence: The level of proficiency, skills, knowledge, and effectiveness demonstrated by the teacher in teaching English language to students.

3. Teaching methods: The strategies, techniques, and approaches employed by teachers to impart English language skills and knowledge to students, encompassing various instructional practices such as lectures, discussions, and interactive activities.

4. English language usage: The practical application and utilization of English language skills, including speaking, listening, reading, and writing, in various contexts and situations.

5. Secondary schools: Educational institutions that provide schooling for students typically between the ages of 11 to 18 years, following primary education and preceding higher education, where English language learning takes place.

6. Perceptions of effect: Students' interpretations or beliefs regarding the influence, impact, or outcomes of their teachers' competence and methods on their English language proficiency and usage. 

7. Effectiveness: The degree to which teachers' competence and methods contribute to students' learning outcomes and language acquisition in English.

8. Educational context: The broader setting and environment in which teaching and learning take place, including factors such as school culture, resources, curriculum, and student demographics, which may influence students' perceptions and experiences with English language education.

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