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STUDENTS' ATTITUDE AND PERFORMANCE IN THE TEACHING AND LEARNING OF ENGLISH LANGUAGE

CHAPTER ONE

INTRODUCTION

1.1 BACKGROUND OF THE STUDY

Grammar is the spinal cord of any language and the user’s mastery of it determines his performance in the language. Grammar is the study of words and the ways words work together; an invisible force that guides us as we put words together into sentences. Any person who communicates using a particular language, consciously or unconsciously becomes aware of the grammar of that language (Kumar, 2013).

Grammar is the structure and sound of a language. Native English speakers are able to recognize the grammar and are therefore able to speak grammatically acceptable sentences. It may, however, be a struggle for non-native speakers who have to learn the language from its core and whose mother tongue is another language. For such students, understanding the grammar may seem to be difficult. Good mastery of English grammar will go a long way in determining one’s competence both in written and spoken composition.

 English language is the medium of instruction in Nigerian schools right from the upper primary to tertiary level. 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 the way to success in life. Students whose performance in English language is high usually have no problems with other subjects except in rare cases. It is however a matter of great concern that the performance of the Nigerian school students in English language has been on a steady decline since 1960.

Studies have shown that there is a low performance of students in the English language (Abdullahi, 2000; Odejide, 2000). They observed the unpleasant performance at the school certificate level of the Nigerian secondary schools. At the tertiary level of education, students have so much difficulty with their communicative skills in the English language as a result cannot function effectively in the academic use of English (Okoro, 2000).

It is in search of a solution to this problem that researchers are now paying attention to some teacher characteristics. This is because teachers have an imperative role in influencing the academic performance of the students. They are bestowed with the authority to direct all the classroom activities and administer learning. According to Maina(2010), the main objective of the teachers should only be to enhance the academic performance of the students and lead to their effective development. It is vital for the teachers to possess the traits of professionalism and conscientiousness in order for them to perform their duties as expected. They need to possess an approachable nature, listen to the students and provide solutions to the problems experienced by the students.

 Indeed, the pivotal roles of teachers in providing quality education are well documented in the National Policy on Education (Federal Republic of Nigeria, 2013). The Teachers Registration Council of Nigeria (TRCN) also noted that “no education system can rise above the quality of its teachers” (TRCN, 2004). Teachers are highly essential for successful operation of the educational system and they are important tools for educational development (Obadara, 2008). Both teaching and learning depends on teachers, so an effective teacher has been conceptualized as one who produces desired results in the course of his duty by adopting the learning strategies that will enhance the successful delivery of his or her instruction in the classroom.

An attitude is a mindset that affects how a person thinks and acts. Attitude can influence a person’s performance positively or negatively. For instance, a negative attitude towards one’s job will result in negative performance. Similarly, attitude could also affect how well a teacher plans and prepares for his/her lessons. The attitude of a teacher, consciously or unconsciously, greatly affects students’ academic performance. If teachers’ knowledge and information regarding the subjects that they are teaching, usage of technology, modern and innovative methods in the teaching and learning processes, managing discipline and directing all of the classroom as well as school activities play a key role in enhancing students’ learning, equally as important then are teachers’ attitudes toward their profession. Playing the key role in regulating behaviors of individuals in society, teachers are regarded as the fundamental components of an educational system that influence and inspire students by their knowledge, personality, behaviors and excitement. In order to do so, they are expected to be equipped with world, field knowledge and professional knowledge. It is acknowledged in OECD (Organisation for Economic Cooperation and Development) Report on Education (2009) that teachers’ beliefs, practices and attitudes are important for understanding and improving educational processes as they are closely linked to their strategies for coping with challenges in their daily professional life and to their well-being, and they shape students’ learning environment and influence their motivation and achievement.

Education is a learning process of helping new generations to gain the necessary information and range, and to develop their personality while preparing themselves to be a part of community life (Oguzkan 1974).  Attitude is determined by the individual‘s beliefs about outcomes or attributes of performing the behavior (behavioral beliefs), weighted by evaluations of those outcomes or attributes. Thus, a person who holds strong beliefs that positively valued outcomes will the result from performing the behavior will have a positive attitude toward the behavior.

Conversely, a person who holds strong beliefs that negatively valued outcomes will result from the behavior will have a negative attitude. Learning a language means not only studying four skills of proficiency, but also understanding the system of rules underlying. English is the international scientific language and the world language today, as well as the language of mass media, such as on computers and televisions (Eskicumali and Turedi 2010; Graddal 2000). That is why students who are learning English language has the different attitudes on how they will learn the English language.

In regards to the research of Bloom et al in the 1950s, the learning capacity of an individual was collected under the three headings which are the cognitive, affective and psychomotor of individuals who are learning the English language. Cognitive entry skills include general cognitive entry skills that are essential in

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