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TEACHERS’ STRESS AS A FACTOR CONTRIBUTING TO MASS FAILURE OF STUDENTS IN ORAL ENGLISH LANGUAGE AT SENIOR SECONDARY SCHOOLS

CHAPTER ONE

INTRODUCTION

1.1            Background of the Study:

The exact time of the advent of Oral English language in Nigeria cannot be pinpointed. However, some historical records have it that Oral English language in Nigeria dates back from the 14th century when Europeans began to source for slaves in Africa, through the period of the activities of the 1ith century as schools, Hospitals and Churches were introduced with the need to interact with those missionaries. Oral English gradually obtained the status of the language of wider communication and this was pragmatic as a result of the multi-lingual context in Nigeria. Oral English language has gradually become a lingual Franca and a national language.

Today, the place of Oral English language in Nigeria cannot be overemphasized. It is the official language in schools for teaching and learning. In line with this, National policy on Education (2004) noted that Oral English language as a medium of instruction is compulsory at all levels and a pass at credit level is a prerequisite to move to the next level. In addition, Sansaki, (2003) describes it as the world’s language.

Despite all these important roles Oral English plays, it is very unfortunate that students still perform below the expectation. The issue of mass failure of students in Oral English language in senior secondary school examination in Nigeria is moving from bad-to-worse year-by-year and Ushongo local government area of Benue state which is my area of interest/research is a typical example. There is a public outcry as regards students’ mass failure in Oral English from parents, educational stake holders and educationists.

Now mass failure implies the enormous downfall in a particular phenomenon. For example, the Daily Trust of Wednesday, 25 August, 2010 reported that “seventy five percent of candidates who sat for May/June WAEC examination failed to meet the minimum requirement to gain admission into tertiary institutions. Again, the WAEC released its May/June 2014 WASSCE results recording mass failure in Oral English language. The Head of National office then-Charles Eguridu, while announcing the records said “A total of 529,425 candidates representing 31.28 percent obtained credits but recorded marginal decline in 2013 with 36.81 percent. According to him when compared with 2012 and 2013 May/June WASSCE, there was marginal decline in the percent of performance of candidates from 38.81 percent as well as in 2012 to 2013 with the reduction in the percentage to 36.67. Also, the WAEC released it 2019 result with a total of three thousand, one hundred and two (3,102) candidates recording abysmal failure in Oral English and Mathematics as only 26 percent pass. Speaking of the National office, Mr. Olu Aderipekum said 26.06 percent obtained credits and above in Oral English language.

Many scholars have tried to ascertain the issue of mass failure of students in Oral English language in senior secondary schools. To Oluwole, (2008) he is of the view that “having difficulty in grasping fully the contents and concepts of the various of the curriculum taught in the target language is seen to be one of the most serious problem that Oral English as a second language students face in their particular course of study. Fema, 9203) was of the view that “a person is functionally literate when he/she acquired the knowledge and skills in all those activities in which literacy is normally assumed in his culture of group”. Betterstill, all their efforts have appeared not to have yielded positive result on the issue of mass failure of students in SSCE.

Therefore, it is against the above background that the researcher has chosen to carry out investigation on this topic. To find out the causes of mass failure of students in Oral English in senor secondary schools examinations among the secondary schools in Ushongo local government area of Benue state. To make his contributions so as to possibly unleash the turmoil and problem of students’ mass failure in Oral English as well as set out the possible recommendations so as to remedy this problem.

Statement of the problem:

Mass failure of students in Oral English in SSCE in Nigeria especially in Ushongo Local government area of Benue state is on the increase. Oral English language as the official language of Nigeria co-exists with other Nigerian languages. As an accepted and adopted lingual Franca, it is compulsory for all students to obtain a credit pass in Oral English Language for them to gain admission into higher institution of learning. Unfortunately, most of these students have not been able to obtain a credit pass in Oral English Language in their Senior School Certificate examinations. It is on this note that the study seek to investigate the causes of mass failures in Oral English in senior school certificate examinations in Ushongo Local Government Area of Benue State.

Significance of the study:

By clarifying the factors that influence students’ mass failure in Oral English in (SSCE), this study attempts to suggest a way of how to improved achievement and proficiency as well as policy input. The results of this research work therefore can be use for a variety of purposes. Principally, it will help teacher-trainers in Nigeria to identify the factors likely to increase students’ mass failure in Oral English. The study will also be beneficial to the educationists, educational stake holders and administrators, policy makers, researches, parents and teachers in Nigeria; The causes of mass failure of students in Oral English and the possible measures to be taken so as to alleviate the problem.

Purpose of the study:

The main purpose of this study was to investigate the causes of mass failure in Oral English in Senior Secondary School Examinations in Ushongo Local Government Area of Benue State. Specifically, this research seeks to find out if:

Negative attitudes of students towards learning of Oral English cause mass failure of students in SSCE.

The dominance of mother tongue causes students’ mass failure in Oral English in SSCE

Lack of qualified Oral English teachers causes mass failure of students in Oral English in SSCE.

Lack of instructional/infrastructural facilities affects students’ mass failure in Oral English in SSCE

Improper use of methods of teaching causes students’ mass failure in Oral English in SSCE. 

1.5            Research Questions:

The following research questions were formed for the study:

Do the negative attitudes of students towards learning of Oral English cause mass failure of students in SSCE?

Does the dominance of mother tongue causes students’ mass failure in Oral English in SSCE?

Does lack of qualified Oral English teachers causes mass failure of students in Oral English in SSCE?

Does lack of instructional/infrastructural facilities affects students’ mass failure in Oral English in SSCE?

Does improper use of methods of teaching causes students’ mass failure in Oral English in SSCE?

Scope/Delimitation of the study:

The aim of this project was to find out the causes of mass failure of students in Oral English in SSCE in Ushongo LGA but, this research work was limited in a geographical scope to cover five different secondary schools found in five different council wards in Ushongo Local Government Area which are Ukan Community Grammar Secondary School, Kartyo, People’s Comprehensive Secondary School, Lessel, N.K.S.T Secondary School, Manor, Government Secondary school, Alu, and Mbagba High School respectively. However, the scope of the study was delimited to three secondary schools out the five (5) which are U.C.G.S.S Kartyo, P.C.S.S, Lessel and G.S.S Alu. This is due to time schedule and standard of living.

Limitation of the study:

The study was delayed due to late receipt of questionnaire and non-availability of respondents for interview. Also, Ushongo L.G.A is quite a big local Government with about 12 political council wards; as such, the researcher could not reach the stipulated important areas as a result of the economic inconveniences. Time factor as well could not allow the researcher to put his best in this research work and on time, hence he had many engagements e.g teaching practice, attending of lectures e.t.c. Therefore, he pleads to the readers to bear with him.

Definition of Terms:

i.                 Oral English language: it is a language originated from the three Germanic tribes-Angles, Jutes and Saxons, spoken in almost all the nations of the world as a medium of communication.

ii.               Examination: this is the periodic test issued to a particular group of people so as to elicit responses as regards previous experiences.

iii.             Ushongo L.G.A. it is one of the 23 Local Governments found in Benue State. Eastern part precisely. It headquarters is in Lessel and it is located between latitude 70, bounded in the south by Vandeikya, West by Konshisha, East by Kwande and in the north by Gboko and Buruku Local Governments respectively.

iv.             Mass failure: it is the enormous backdrop in a particular issue.

v.               Students: a group of individuals to learn and to be taught.

vi.  Causes: the stimulant or motivator of any existing phenomenon.

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