THE EFFECT OF USING TECHNOLOGY TASK BASED APPROACH...

THE EFFECT OF USING TECHNOLOGY TASK BASED APPROACH ON

ENGLISH LANGUAGE ACHIEVEMENT AMONG PRIMARY FOUR SCHOOL

STUDENTS IN NIGERIA

ILIYASU HUSSAINI

UNIVERSITI TUN HUSSEIN ONN MALAYSIA

THE EFFECT OF USING TECHNOLOGY TASK BASED APPROACH ON

ENGLISH LANGUAGE ACHIEVEMENT AMONG PRIMARY FOUR SCHOOL

STUDENTS IN NIGERIA

ILIYASU HUSSAINI

A thesis submitted in

fulfillment of the requirement for the award of the

Degree of Doctor of Philosophy

Faculty of Technical and Vocational Education

Universiti Tun Hussein Onn Malaysia

MARCH, 2017

iii

To my father Alhaji Hussaini Shehu, who has been supporting and encouraging

me all my life, To my loving and kind hearted mother Aisha Hussaini, who has been

inspiring me throughout this journey, To my caring and loving wife Fatima Maigari,

To my lovely son Muhammad Muhsin, To all the primary school students’ and my late

brother Shehu Malami, I dedicate this Doctoral thesis.

iv

ACKNOWLEDGMENT

In the name of Allah, Most Gracious, Most Merciful, praise be to Allah, the Cherisherand Sustainer of the worlds, for sparing my life and giving me the patience and goodhealth all my life. Oh Allah, send grace and honour on Prophet Muhammad (S.A.W)and on the family and true followers of Prophet Muhammad (S.A.W). The last andfinal messenger.

This Doctoral Thesis will not have been written without the encouragementand ideas of my supervisor, Dr Lee Ming Foong. I would like to sincerely thank her,for the guidance and supervising this research work. I would also like to extend myappreciations to all the panel members of this research work. Their comments andsuggestions were helpful and constructive. I am also grateful to other faculty lecturers,for their encouragement and support.

I would like to acknowledge and extend my greetings and gratitude to myparents Alhaji Hussaini Shehu & Hajiya Aisha Hussaini, My step mothers, My wifeHajiya Fatima Maigari, my lovely son Muhammad Muhsin, my brothers, sisters, myuncles, cousins, nephews, nieces, the families of Abubakar Belko, Usman Daneri,Alhaji Abdullahi Maigari (my in law), late Abubakar Kigo, late Salihu Anka and lateAliyu Yelwa Yauri for motivating and supporting me and providing financial support.Words can not express how grateful I am.

Thanks to all my friends, postgraduate colleagues, course mates, NigerianUTHM community and FPTV international students. Your support andencouragement makes this research journey a wonderful experience. It is not possibleto list all the names here, but you are always in my thoughts.

Special appreciation goes to the staff and management of UBEC for approvingmy study and providing financial support in the conduct of this research work. I thankyou for all the financial supports. I would also like to acknowledge all the expertvalidators, suru LGEA staffs, teachers and students from Lamido and Abubakar KigoAnnex primary schools. Thank you all.

Finally, I would like to leave the remaining space in memory of my brotherShehu Malami (1982-2016).

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ABSTRACT

Learning English is essential in Nigeria because English is used as the medium ofinstruction and also taught as a subject in all Nigerian schools. Most of the schoolcurriculum’s are planned and communicated in English, but the poor performance ofstudents in English at primary level has raised a lot of concern. This failure isattributed to teachers method of language teaching. Therefore, an English teachingapproach was developed based on three (3) different methods (CALL, TBLT &P-GENRE) named as Technology Task Based Approach (TTBA). This study aimed toinvestigate the effect of TTBA on English proficiency skills in Nigerian primaryschools. A quasi-experimental was employed as the research design in this study. Therespondents of the study consisted of 62 primary school students in Nigerian primaryschools that form into two (2) groups which were experimental group and controlgroup. The experimental group was instructed using TTBA while the control groupwas taught using the traditional method. The period of the treatment lasted for eight(8) weeks. The collected data through pre-test and post-test was analyzed by usingindependent t-test and paired sample test at .05 level of significance. The findings ofthe study indicated that there is a significant effect of TTBA on the students’ reading,speaking and writing skills. The results of the study revealed statistically significantdifferences in scores between the experimental group and control group. The resultalso showed that teachers and students have positive attitudes towards the applicationof TTBA. This teaching approach also proved that it is able to enhance students’interest in studying English. Thus, it is recommended that primary school studentsshould reflect on the tasks, strategies, and activities of learning in TTBA and applythem in learning English. Primary school teachers should integrate tasks withtechnology in language teaching to improve students’ language proficiency skills.Teachers should encourage students to join in the tasks and group activities withinterest and attentiveness. Meanwhile the Nigerian Ministry of Education shouldorganize teacher training on how to apply TTBA in language teaching.

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ABSTRAK

Mempelajari Bahasa Inggeris adalah satu keperluan kerana ianya digunakan sebagaimedium pengajaran dan juga diguna pakai untuk mengajar di semua sekolah diNigeria. Kebanyakan kurikulum sekolah dirancang dan disampaikan dalam BahasaInggeris, namun pencapaian murid yang lemah dalam Bahasa Inggeris di peringkatsekolah rendah amat membimbangkan. Kegagalan ini mungkin disebabkan olehkaedah guru dalam pengajaran bahasa. Oleh itu, satu pendekatan pengajaran BahasaInggeris telah dibangunkan berdasar tiga (3) kaedah berlainan (CALL, TBLT &P-GENRE) dan dinamakan sebagai Technology Task Based Approach (TTBA).Kajian ini dijalankan bertujuan untuk mengenal pasti kesan TTBA terhadap tahapkemahiran berbahasa Inggeris dalam kalangan murid sekolah rendah di Nigeria. Satukuasi-eksperimen telah digunakan sebagai reka bentuk kajian dalam kajian ini.Responden kajian terdiri daripada 62 orang murid sekolah rendah di Nigeria dengandibahagikan kepada dua (2) kumpulan iaitu kumpulan kawalan dan kumpulanrawatan. Kumpulan rawatan telah diajar menggunakan TTBA manakala kumpulankawalan diajar menggunakan kaedah tradisional. Tempoh proses kajian bagikumpulan rawatan adalah selama lapan (8) minggu. Data kajian dikumpul melaluiujian pra dan ujian pos telah dianalisis menggunakan independent t-test dan pairedsample test pada tahap signifikan .05. Dapatan kajian menunjukkan terdapat kesansignifikan TTBA terhadap kemahiran murid untuk membaca, bertutur dan menulis.Hasil kajian menunjukkan terdapat perbezaan yang signifikan dalam skor antarakumpulan kawalan dan kumpulan rawatan. Hasil dapatan juga menunjukkan bahawaguru dan murid mempunyai sikap positif terhadap pelaksanaan TTBA. Pendekatanpengajaran ini juga terbukti dapat meningkatkan minat murid dalam pembelajaranBahasa Inggeris. Oleh itu, adalah dicadangkan agar murid sekolah rendah semaksemula terhadap tugasan, strategi dan aktiviti pembelajaran TTBA danmenggunakannya dalam pembelajaran Bahasa Inggeris. Guru di sekolah rendah harusmengintegrasikan tugasan dan teknologi dalam pengajaran Bahasa Inggeris untukmempertingkatkan tahap kemahiran berbahasa murid. Guru juga harus menggalakkanmurid untuk mengikuti tugasan dan aktiviti berkumpulan dengan penuh minat danpenghayatan. Sementara itu, Kementerian Pendidikan Nigeria juga bolehmenganjurkan latihan terhadap guru tentang penggunaan kaedah TTBA dalampengajaran bahasa.

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CONTENTS

TITLE i

DECLARATION ii

DEDICATION iii

ACKNOWLEDGMENT iv

ABSTRACT v

ABSTRAK vi

LIST OF TABLES xii

LIST OF FIGURES xiv

LIST OF APPENDICES xvi

LIST OF SYMBOLS AND ABBREVIATIONS xvii

CHAPTER 1 INTRODUCTION 1

1.1 Introduction 1

1.2 Background of the Study 5

1.3 Statement of the Problem 11

1.4 Objectives of the Study 12

1.5 Research Questions of the Study 13

1.6 Significance of the Study 13

1.7 Scope of the Study 15

viii

1.8 Limitation of the Study 15

1.9 Conceptual Framework for the Study 16

1.10 Definition of Terms 18

1.11 Summary 20

CHAPTER 2 LITERATURE REVIEW 21

21

21

2.1 Introduction

2.2 English Development Process in Nigeria

2.3 Different methods and approaches of teaching

25

25

26

28

29

31

33

34

37

English as a second language

2.3.1 Grammar translation method

2.3.2 Direct Method

2.3.3 Audio Lingual Method

2.3.4 Total Physical Response

2.3.5 Communicative language teaching

2.3.6 Content-Based Instruction

2.3.7 Computer Assisted Language Learning

2.3.8 Task-Based Language Teaching

2.3.9 Process Genre Approach 38

2.4 Comparison of Methods and Approaches

in Second Language Teaching 40

2.4.1 Comparison between Past Studies

45on Language Teaching Methods

2.5 Challenges Associated With the Teaching of

54English as a Second Language

2.6 Perception of Teachers and students’ towards

58Language Teaching Methods

2.7 Students’ Topical Interest towards Language

Teaching Methods 61

2.8 Summary 64

CHAPTER 3 METHODOLOGY 66

3.1 Introduction 66

ix

3.2 Research Design 66

3.2.1 Threats to Internal Validity and ways to

Control the Factors 68

3.2.2 Threats to External Validity and ways to

69

70

Control the Factors

3.3 Population and Sample

3.4 Instrumentation 71

3.4.1 English achievement test 71

3.4.2 Student’s Interest Questionnaire 72

3.4.3 Perception Questionnaires 73

3.5 Pilot Study 74

3.5.1 Content Validity 74

3.5.2 Reliability of the Instrument 75

3.6 Quasi Experimental Procedure 76

3.7 Method of data Analysis 82

3.8 Summary 83

CHAPTER 4 THE DEVELOPMENT OF TECHNOLOGY

84

84

84

APPROACH

4.1 Introduction

4.2 Technology Task Based Approach Development

4.3 Technology Task Based Approach Application 90

94

96

98

100

4.3.1 Example of TTBA Speaking lesson plan

4.3.2 Example of TTBA Reading lesson plan

4.3.3 Example of TTBA Role-play lesson plan

4.3.4 Example of TTBA Writing lesson plan

4.3.5 Example of Grammar translation

method (GTM) Speaking lesson plan 102


method (GTM) Reading lesson plan 103


104method (GTM) Writing lesson plan

4.4 Teacher Training with Technology Task

105

TASK BASED

Based Approach

x

4.5 Summary 105

CHAPTER 5 DATA ANALYSIS AND RESULTS 106

5.1 Introduction 106

5.2 Preliminary Analysis 106

5.2.1 Assumptions for Independent T-test 107

5.2.1.1 Outliers 108

5.2.1.2 Normal Distribution 108

5.2.1.3 Homogeneity of Variances 109

5.2.2 Paired Sample T-test 109

5.2.2.1 Outliers 110

5.2.2.2 Normal Distribution 111

5.3 Analysis of Data 112

5.3.1 The students’ English post-test

5.3.3 The Student’s English post-test

5.3.4 The perception of teachers towards TTBA 117

5.3.5 The students’ perception towards TTBA 121

5.3.6 Students’ interest level in English using TTBA 124

5.4 Summary 126

CHAPTER 6 DISCUSSION, CONCLUSION, IMPLICATIONS

128

128

FUTURE STUDY

6.1 Introduction

6.2 Discussions of Findings 129

5.3.2 The students’ English post-test

achievement in reading between the

control and experimental group 112

achievement in speaking between the


achievement in writing between the


AND

xi

6.2.3 Students’ English post-test scores in

experimental group 132

133

134

6.2.4 Teachers’ Perception towards TTBA

6.2.5 Students’ perception towards TTBA

6.2.6 Students’ interest level in English

1356.3 Implications of the Study 136

6.4 Contributions of the Study 138

6.5 Future Study 139

6.6 Summary 140

REFERENCES 142

Vitae 216

6.2.1 Student’s English post-test scores in

129 experimental group

6.2.2 Students’ English post-test scores in

experimental group 130

reading between the control and

speaking between the control and

writing between the control and

using TTBA

xii

LIST OF TABLES

1.1 Educational Systems in Nigeria 2

1.2 Percentage of students Passes in WAEC from 2007-2010 4

1.3 Statistics of students’ failure in Core Subjects 6

2.1 Educational level and Teachers Qualification 24

2.2 Comparisons between Methods and Approaches

in Second Language Teaching 42

2.3

2.4

2.5

Teaching Methods 46

Weaknesses of TBLT, CALL and P-GENRE and

Summary of the factors causing poor performance

in English among developing countries 57

3.1 67

3.2 72

3.3

73

3.4

73

3.5 75

3.6 76

3.7 79

3.8 82

3.9

83

3.10 83

3.11

Research Design

English Achievement Tests

Breakdown for the number of items in each construct

in students’ interest questionnaire

Breakdown for the number of items in each construct

in teachers and students’ perception questionnaires

Instrument Validation

Instrument Reliability

Weekly activities of TTBA Implementation

Method of Data Analysis

Grades for English Achievement in Speaking,

Reading and Writing Test

Grades for Teachers and students’ Perception Scores

Grades for students’ Interest Scores 83

Comparison between Past Studies on Language

possible solutions 53

xiii

4.1 85

4.2

91

4.393

4.4 95

4.5 97

4.6 99

4.7

Design of Technology Task Based Approach

Teachers and students’ roles in the implementation

of Technology Task Based Approach

Comparison between TTBA and GTM

in Teaching English

TTBA Speaking lesson plan procedure

TTBA Reading lesson plan procedure

TTBA Role-play lesson plan procedure

TTBA Writing lesson plan procedure 101

5.1 Analysis of Outliers for Independent T-Test 108

5.2 Summary of Independent t-test Normality Test 109

5.3 Showing Homogeneity of Variances 109

5.4 Analysis of Outliers for Paired Sample Test 110

5.5 Summary of Paired Sample Normality Test 112

5.6 Independent t-test for Reading 113

5.7 Paired Sample test for Reading 113

5.8 Independent t-test for Speaking 114

5.9 Paired Sample test for Speaking 114

5.10 Independent t-test for Writing 116

5.11 Paired Sample test for Writing 116

5.12 Teachers Perception towards TTBA 117

5.13 Mean and standard deviation on the teacher’s perception

towards applying TTBA in language teaching 119

5.14 Teachers Perception Highest/lowest Score items

5.15 Students’ Perception towards TTBA 121

5.16 Mean and standard deviation on the students’ perception

towards applying TTBA in language teaching 123

5.17

5.18

Students’ Perception Highest/lowest Score items

Mean and standard deviation on the students’ interest towards studying English 125

5.19 Paired Sample test for students’ interest level 126

5.20 Students’ Highest/lowest Score items in each Construct 126

in each Construct 120

in each Construct 124

xiv

LIST OF FIGURES

1.1 Conceptual Framework of the Study 18

3.1 Flow Chart of Study 81

4.1 Technology Task Based Approach Model 89

P.1 Starting new Story 207

P.2 Importing and arranging pictures 208

P.3 Adding titles to Pictures 209

P.4 Narration and Customization of Pictures 210

P.5 Adding Background Music 211

P.6 Saving Story 212

xv

LIST OF APPENDICES

Appendix Title Page

A Reading Test 161

B Speaking Test 164

C Writing Test 166

D Teachers Perception Questionnaire 169

E students’ Perception Questionnaire 172

F students’ Interest Questionnaire 175

G Expert views on Instrument Validation

H Expert views on Instrument Validation

180

I Expert views on Instrument Validation

J

K Expert views on Instrument Validation

(Dr A. Elizabeth) 176

(Dr C. P. Fong)

(Prof M. Aminu) 183

Expert views on Instrument Validation

(Dr Shehu Sidi) 186

(Mr M. Abdullahi) 189

xvi

O Technology Task-Based Approach Strategies 204

P Teacher Training Manual 205

Q List of Publications 215

L Permission for Data Collection (CGS) 193

M Lesson Observation Check List 197

N Expert Views on Lesson Plan Design 202

LIST OF SYMBOLS AND ABBREVIATIONS

AKAPS: Abubakar Kigo Annex Primary School

CALL: Computer Assisted Language Learning

CBI: Content Based Instruction

ECCDE Early childhood care and development education

EFL: English as a foreign language

FGN: Federal Government of Nigeria

GTM: Grammar Translation Method

LGEA: Local Government Education Authority

LPS: Lamido Primary School

MOE: Ministry of Education

NCE: Nigerian Certificate of Education

NERDC: National Educational Research and Development Council

NPE: National Policy on Education

NTI: National Teachers Institute

P-GENRE: Process Genre Approach

SOI Skill Oriented Instruction

SUBEB: State Universal Basic Education Board

TBLT: Task Based Language Teaching

TPR: Total Physical Response

TTBASLT: Technology Task-Based Approach

UBEC: Universal Basic Education Commission

xvii

CHAPTER 1

INTRODUCTION

1.1 Introduction

Nigeria is a multilingual country with different ethnic tribal groups. Each of these

groups speaks a different language, making it hard to communicate with fellow

countrymen. Moreover, it is equally difficult to learn how to speak all the languages.

Nigeria consists of several indigenous languages, according to Ayilara & Oyedeji

(2000), Nigeria has a total of 500 different languages. The National policy on

Education, also recognizes Hausa, Igbo, and Yoruba as the three languages of the

larger ethnic groups in Nigeria. As a country, therefore, it becomes necessary to unify

the language for the purpose of political, social and academic activities. To achieve

this, a policy was established that English is the national language in Nigeria. This

policy played a vital role in unifying the country (Danladi, 2013).

The National policy on Education (2004), states that from pre-primary to

primary three (3) level, the language of the mother tongue or the language of the

immediate environment should be used as the medium of instruction whereas English

is taught as a school subject. From primary 4 to the tertiary level, English should be

the medium of instruction while the language of the immediate environment should

be taught as a school subject. Since English is the national language in Nigeria, it is

necessary for all indigenes to learn English for them to be able to contribute actively

to the nation’s development. Thus, method of teaching plays a vital role in helping

students’ to acquire basic literacy skills. The first unified Nigerian educational system

2

after independence was carried out in 1976. This was to unify the educational systems

of all the three zones (Northern, Southern and Eastern). The first system of education

includes the seven years of primary, five years of secondary, two years of higher

school certificate levels and three years of university education (7-5-2-3). Later on, in

the early 80s, the educational system was reviewed to 6 years of primary, 3 years of

Junior Secondary School (JSS), 3 years of Senior Secondary School and 4 years of

tertiary institution (6-3-3-4). The educational system was last reviewed in 2008 that

comprises of 9 years of basic education i.e. primary 1-6 to JSS 1-3, 3 years of Senior

Secondary School and 4 years of tertiary institution (9-3-4) (Imam, 2012). In this

educational system, English language is one of the core subjects in primary school.

Table 1.1 summarizes the transitions of educational systems in Nigeria according to

years.

Table 1.1: Educational Systems in Nigeria

S/NoEducational System

YearPrimary Junior

SecondarySenior

SecondaryTertiary

1 7 5 2 3 19762 6 3 3 4 19803 9 3 4 2008

However, English is a compulsory subject at all basic levels of Nigerian educational

system. At the final stage of secondary level, each student must write the West

African Examination Council (WAEC). But poor performance in this examination

have significantly affected students entry requirement in the tertiary institutions. For

any student to be admitted into a Nigerian University, he/she must have a minimum of

five (5) passes out of the nine (9) subjects registered by any candidate. A pass in

English language is mandatory while four (4) passes in the remaining eight (8)

subjects can be accepted to fulfill the entry requirements. Successful candidates are

awarded the Senior Secondary Certificate (SSC). Failure to meet this requirement has

made it difficult for some students’ to gain admission to the university. Those students

who achieve credit level or better grade in English and four other subjects relevant to

the course of their choice are qualified to participate in the University Tertiary

Matriculation Examination (UTME). This is a centralized university admissions test

managed by the Joint Admissions and Matriculation Board (JAMB). The cut-off mark

3

for most universities ranges from 180 to 200 out of 400. For the UTME, students

must take exams in English and three subjects related to their program of study. Each

student can choose up to six institutions: two universities, two polytechnics and two

colleges of education. With first and second choice programs for each institution,

when registering with JAMB for the UTME. The JAMB administers all admissions to

bachelor degree programs at all Nigerian universities. Over the years, students’

achievement was poor in English Language, and this has affected their transition to

the tertiary level. An average of only 30% of candidates enrolled yearly for English

Language passed it at the credit level.(Atanda & Jaiyeoba, 2011).

A study conducted by Atanda & Jaiyeoba (2011), they stated that the report of

the West African Examination council shows poor students’ achievement in English

in the surveys from 1996 to 2007. They also mentioned that the current statistics

revealed by the federal ministry of education on the statistics of students’

performance in their WAEC in English examination shows no improvement because

in 2007, out of 1,275,466 candidates, 325,754 (25.5%) passed English Language with

other four subjects while, in 2008, 188,442 (13.76%) passed English with additional

Four subjects (out of 1,369,42. This was even worse than 2007. In 2009, out of

1,373,009 candidates, 356,981 (25.9%) passed. The improvement in that year (2009)

was appreciable. However, in 2010 the percentage of students who passed the English

Language with four other subjects dropped to 24.9%, because only 337,071 passed

out of 1,351,557 candidates. This revelation is very disturbing because on the

average, only 23% of students are qualified to enter the university. There is no

replacement for English language in Nigeria because almost all the school subjects

are taught in English, and most of the school curriculum and textbooks are written

and taught in English (Atanda & Jaiyeoba, 2011). So for any learner to be able to

comprehend the lesson very well, then he/she needs to be proficient in the English

language. Table 1.2 shows the students’ final year examination performance

summary.

4

Table 1.2: Percentage of students Passes in WAEC from 2007-2010

S/No Year Number ofstudents pass

Percentage ofstudent pass

1 2007 1,275,466 26%2 2008 1,369,42 14%3 2009 1,373,009 26%4 2010 1,351,557 25%

Even though English is regarded as the medium of instruction, however the students

perform better in other subjects as compared to English. In a comparative study

conducted by Adeyemi & Adeyemi (2013), the performances of students studying

English and social studies using achievement tests are analyzed. At the end of the

study, more students were found with higher achievement in social studies as

compared to English. They attributed this to the method of teaching, teaching

materials and content of the curriculum. They further stated that the contents of the

topics in social studies are associated with student’s immediate environment hence,

students find it easy to comprehend this subject than English.

Studies have revealed disappointing performances of learner’s poor English

proficiency skills in Nigeria. Egwuogu (2012) and Jude & Ajayi (2012), mentioned

that Nigerian students’ have little competence in reading and pronunciation due to

poor teaching method.Agbatogun (2014) also reports similarly that participants that

were taught with traditional teaching methods found with the lack of communicative

competence. He attributed the challenge of poor English language skills to method of

teaching.

English is the national language that unifies all the Nigerians therefore, poor

performance of students in English is a significant problem towards academic future

of them. The use of traditional method in teaching, lack of adequate teaching aids

and lack of qualified teachers are identified factors militating against the success of

teaching and learning English in Nigeria (Ajibola, 2010; Asokhia, 2009; UBEC, 2011;

Udosen, 2011). It is globally recognized that education is a contributing factor in the

development of any society. Particularly the success of education at primary level helps

in developing a good base for educational system of any country otherwise it effects

significantly the other levels of education. Primary four is the level that English must

be used as the medium of instruction in Nigeria. As a result, this research will focus

5

on primary four students.

Moreover, in Nigeria, the national policy on education mentions that the

objectives of primary education is to have basic literacy and numeracy skills. This is

to ensure all students have the ability to communicate effectively (UBEC, 2011).

Similarly, primary four is the level where English must be used as the medium of

instruction in Nigeria. Therefore, there is a need to develop a new approach towards

teaching English at primary level. Accordingly, to achieve the objectives stated in

national policy on education and for a better and useful basic educational system, this

research will focus on primary four students. It will also be helpful in solving the

problems causing failure and poor academic achievement in Nigerian schools.

1.2 Background of the Study

English is considered as a second language in a country that have a different language

as the mother tongue. However, English can be used as the medium of instruction in

education and it is also a subject. It is the most spoken language on the globe, hence,

it is a medium for many nationals to interact with one another. Though, English is a

second or a foreign language in most of developing countries, however, weak

learner’s proficiency in English is a common problem in many developing countries.

Many studies reveal that students in these developing countries like Malaysia,

Pakistan, Zanzibar, Saudi Arabia have little proficiency and lack of communication

skills (Mosha, 2014; Musa et al., 2012; Rahman & Alhaisoni, 2013; Tariq et al.,

2013). The teaching and learning of English in Nigeria have witnessed a lot of

challenges. The reports of statistics department of Suru local government education

authority regarding the learner’s performances in the last four years in the core

subjects are presented in Table 1.3.

6

Table 1.3: Statistics of students’ failure in Core Subjects

SubjectNumber of students’ Failure

2010 2011 2012 2013English 1212 (43%) 1206 (41%) 1237 (37%) 1007 (30%)Mathematics 1288 (46%) 1627 (59%) 832 (25%) 952 (28%)Science 908 (32%) 1076 (37%) 1045 (31%) 725 (22%)Social Studies 712 (25%) 665 (23%) 706 (21%) 588 (18%)

(Suru, 2014)

The statistics in Table 1.3 showed that in 2010, out of 2830 candidates, 43%; in

2011, out of 2915 candidates 41%, in 2012 out of 3346 candidates; 37% and in 2013,

out of 3346 candidates, 30% failed in English. These results indicates that most of the

candidates failed in English and Mathematics and English subject is having the highest

number of students among these four years.

There are several factors that cause students to fail in English. These factors

include problems like lack of proper evaluation of students, the inadequacy of

resources, lack of adequate teacher development, class size and use of mother tongue

as the means of instruction in the classroom (Ajibola, 2010). Other issues in teaching

and learning of English in Nigeria includes old traditional method of teaching,

inefficient supervision, inadequate infrastructure and teachers qualification (Adelabu

& Matthias, 2013; Akujobi & Chukwu, 2012; UBEC, 2011; Udosen, 2011). These

issues resulted in learners not having the skills they are expected to have and causes

of a poor result in the English language in West African Examination Council.

Moreover, other studies have shown that there are problems in the reading,

speaking and writing skills of Nigerian primary school students. This leads to failures

and poor performances in their examinations (Adeniji & Omale, 2010; Egwuogu,

2012; Okotie, 2010; Olaniran, 2009; Usman & Mustafa, 2014). To reduce the rate of

poor performances of students, several methods were applied in different countries

that have similar problems.

For example in Pakistan, an attempt has been made to improve learner’s

achievement through communicative language teaching. Two groups of students

participated in the study. The control group were taught using grammar translation

method while the experiment group were taught using the communicative language

teaching method. A post test was administered at the end of the experiment and result

7

of the test reveals that the experimental group performed better than the control group

(Ahmad & Rao, 2013). Similarly in Malaysia, Samuel & Bakar (2008) applied

Virtual English Language Tools (VELT) to improve students’ language proficiency

skills. Virtual English Language Tools (VELT) are web-based applications that

teachers use in teaching beginning English language students. The study reveals that

students in the experimental group performed significantly higher in the post-test

when compared to their pre-test.

Furthermore, in Turkey, Iran and Saudi Arabia (Alshumaimeri & Almasri,

2012; Mustafa et al., 2012; Talebi & Teimoury, 2013) used Active learning

techniques, Computer-assisted language learning and Web-Quests to improve reading

and pronunciation skills of students. The outcome of all the studies showed that these

methods have significantly improved academic achievement. The students that

participated in the experimental recorded better progress compared to their

performance before the experiment.

Similarly in Nigeria, when new methods were used in teaching English, the

students had a significant achievement in English. Agbatogun (2014), Andzayi &

Ikwen (2014), Dennis (2014), Ezeokoli & Ezenandu (2013) and Muodumogu &

Unwaha (2013) in their efforts to improve performances of students in reading,

writing and speaking used a process approach, mini lesson strategy, preferred text

genres, communicative approach and technology. Despite the utilization of these

methods in a particular part of the country, the problem still lies in another part of the

country with students still having difficulties in reading, writing and speaking. The

location selected for this study faces low proficiency problems. The result in Table 1.3

clearly shows poor performance in the English language students through the years.

According to Asokhia (2009), the poor performance of learners in English is

due to lack of the use of teaching aids in teaching. Teachers frequently use textbooks

in their lessons and very few use teaching aids in their lessons. Moreover, they fails

to utilize adequate educational materials. He emphasized on using teaching aids or

improvising teaching aids when teaching English.

These are some of the factors that have contributed to the poor achievement of

learners in English, but this research work will focus on teaching method. Inadequacy

in achieving positive result through traditional methods have led to the development

8

of several language teaching methods. These new teaching approaches have proven to

be more significant than the traditional approaches. Researchers have proved that that

learners studying under traditional teaching methods have lower mean scores

compared to their peers who were taught using a new approach (Mustafa et al., 2012;

Sharma, 2013; Trivedi, 2013).

Similarly Zharkahyel & Gabriel (2012) found out that method of teaching

employed by English teachers is among the factors that hinders the learning of

English language in Borno, Nigeria. Therefore, as a matter of urgency, a new

approach of teaching English language that meet the needs of Nigerian students is

required. It will act as remedy to the problems faced by the students due to the poor

methods of teaching.

Three different effective methods of language teaching were combined in

respect of proposing a new approach in this study namely; (1) Computer Assisted

Language Learning, (2) Task-Based Language Teaching and (3) Process Genre.

These three methods were integrated to form a new approach called Technology

Task-Based Approach (TTBA).

These methods were selected because they were found to be consistent with

improving reading, writing and speaking skills of students in most of the studies

reviewed. Task-Based Language Teaching (TBLT) is one of the new method

suggested by researchers to solve the problem of poor achievement in English. It is a

process of engaging students in active learning by assigning a task to students who

will use the target language in solving that task (Hashemi et al., 2012). This method

have been widely used in improving speaking skills, by engaging the students in

different activities. This method help them to communicate in English language as

shown in several studies. Deepa (2012), Kirkgoz (2011), Murad & Smadi (2009) and

Rahman (2010) identified that using TBLT approach in teaching improves the

speaking skills of the participants. These skills were enhanced through tasks,

activities and role plays. TBLT is proven to be more efficient than the traditional

methods and found to have positive effects on the attitudes of students towards

English.

Computer-assisted language learning (CALL) is another useful teaching

approach to improve student’s achievement. According to Al-Mansour & Al-Shorman

9

(2012), CALL is an approach during the process of teaching and learning a foreign

language. In CALL, computer and computer-based resources such as the internet are

used to present, reinforce and assess material to be learned. It usually includes a

substantial interactive element and investigation of applications in teaching and

learning of a language. Researchers like Al-Mansour & Al-Shorman (2012), Bhatti

(2013), Fardy et al. (2011) and Naba’h et al. (2009) used CALL to improve reading

skills, grammar, phonemic awareness, learning English and enhancing retention of

learners. These studies showed that students that were taught through CALL

performed better than students in the traditional instruction group. Moreover, they

showed that CALL is a useful method of improving student’s achievement in English.

Writing skill is the most difficult skill that students find hard to attain because

it requires the mastery of a great deal of vocabularies, knowledge of sentence

construction and principles of organization in the second language (Tangpermpoon,

2008). Research findings in many studies prove that the process - genre approach is

an effective approach to improving writing skills. Process-genre based approach

(P-GENRE) was developed as a result of the weaknesses of the process approach and

genre approach. Accordingly, these two approaches were integrated to complement

their shortcomings. Litinin (2012) and Velandia & Cuesta (2009) founds that the

using this integrated method has a significant impact on writing skills of students.

They found the approach to change the status of the students from passive writers to

active writers.

Though, these methods were proven to be effective towards second language

teaching, they are not without limitations and challenges. Thus, the integration of

these methods into a new approach (TTBA) will be better than individual methods

because in contrast to CALL where teachers are not trained, in TTBA teachers will be

trained prior to the implementation of the approach. Another issue faced by CALL is

that it lack the ability to handle unanticipated conditions, whereas TTBA is not 100%

technology-based and the teacher is always present to facilitate learning. Considering

the challenges of lack of access to the internet, TTBA does not require the internet to

design the materials for the lesson. On the issue of feedback, students will be assessed

by the teacher for an immediate and efficient response, not the computer.

10

With regards to TBLT, it also has some challenges that this new integrated

approach will try to solve. On the issue of materials beyond the textbooks for the

students, TTBA supports active participation of students in pair or group work using

technology aid. In TTBA, materials are presented during the lesson in an audio-visual

manner. Additionally, the students were facing task difficulties in TBLT where as in

TTBA all the vocabulary words and items are explicitly explained and described at the

beginning stage. Outcomes of tasks in TBLT are sometimes not consistent with the

objective of the lesson. To ensure a successful outcome, therefore, all group members

should contribute towards achieving the goal of the task.

The P-Genre approach requires the students to be skillful in planning, drafting

and revising before they can compose a text. On the other hand, the TTBA it is a guided

activity facilitated by the teacher to plan and review the text together with the students.

Also, it is essential for students to be competent in transforming ideas to text with

the aid of teaching resources (projector, computer and flashcards). The students will

develop the skills to be used in composing text from thoughts and ideas. Moreover, the

students require a degree of proficiency in rhetorical structures, linguistic types, social

context, social purposes, roles of writers and readers before writing a text. However,

in TTBA the students will make use of the vocabulary words on the flashcards and

images from the PPT to compose text. The students produce text through numerous

stages with little resources to write about a given situation. In TTBA, these phases are

complemented with audio-visual aids to give the learners a real picture of the situation.

Teachers and students perception will also be studied in this study. Their

perceptions about this new approach will be explored to know their understanding as

well as their views towards this approach. Their opinion and views about this

approach will help in improving student’s performance. The interest of students and

teachers towards this approach will increase the enthusiasm to learn and teach using

this approach. It will also help to determine the level to which they understood the

application of this approach in teaching and learning. Their perception of the possible

challenges will hinder the implementation or the success of this approach. A number

of researchers have studied the perception of teachers and students towards teaching

approaches. These studies showed that their perception was positive when a new

teaching approach is used and influences the performance of students as well (Park &

11

Son, 2009; Tuan, 2011; Xiongyong & Samuel, 2011).

The interest of students towards English language subject when taught with

Technology Task Based Approach (TTBA) will also be measured using an interest

questionnaire. Their interest will be measured before and after the study. The aim is

to ascertain the effects on the interest of these students towards learning after TTBA.

Moreover, the research in improving the English academic achievement, perception

and interest of Nigerian students, is generally few. There is no study that assesses the

effectiveness of TBLT, CALL and process-genre based approach in speaking, reading

and writing in Nigeria.

1.3 Statement of the Problem

Different methods and approaches of second language teaching have been designed to

enhance student’s proficiency level. Due to the focus of grammar translation method

of language teaching towards teacher-centered learning, there is a change/shift to

student- centered methods/approaches. Changes in the objectives and communicative

needs of language teaching caused these changes. Student’s poor academic

achievement in English is a problem of great distress, especially at the primary level.

This poor performance in the English language is due to unfortunate lack of reading,

writing and speaking skills of students which is attributed to the methods that are used

for teaching the English language. The method of teaching contributes a lot towards

the performance of students. The dominance of the use of the traditional method by

most of the teachers in Nigeria has resulted in poor performance of students in

English from basic primary level up to the secondary level. This led to mass failures

in final year examination, resulting in a deficiency of students to meet the tertiary

institution’s entry requirements. The problem remains the same particularly in Suru

local government area where this study is proposed. English was recorded to have the

highest number of failed students in basic education certificate examination over the

past four years. Reflecting on the necessity of improving student performance,

another method of teaching English need to be developed. Researchers showed that

TBLT method is the best practice to improve speaking skills while CALL method is

best method to teach reading skills, whereas, P-GENRE method was found to be

12

effective in teaching writing skills to students (Al-Mansour & Al-Shorman, 2012;

Bhatti, 2013; Deepa, 2012; Fardy et al., 2011; Kirkgoz, 2011; Litinin, 2012; Naba’h

et al., 2009; Murad & Smadi, 2009; Rahman, 2010). Stages of these methods were

integrated into a new approach to learning for all the language skills. In Nigeria, no

study is conducted to combine these three methods in teaching English. Therefore,

this study is aimed at developing and evaluating a new language teaching method.

Three different language teaching methods were integrated in the design of new

language teaching approach. These methods are TBLT, CALL and P-GENRE. The

aim of this integration is to facilitate child centered learning, increase learners

motivation and develop new language teaching strategies for teachers. Due to the

challenges of individual methods, this combination will help overcome these

problems.The integration of technology with different tasks will play a significant

role towards enabling the learners to be active learners. Technology will also serve as

a learning material that will give a visual view of the type of task learners are

expected to execute. The new approach will be taught in five different stages and are

applied to all English language skills. This new language teaching method is named

Technology Task Based Approach.

1.4 Objectives of the Study

To ascertain how effective Technology Task-Based Approach is on Nigerian primary

school students, the following objectives are set for the study:

(i) To investigate the effectiveness of TTBA on English achievement among the

primary four students.

(ii) To determine teachers’ perception on TTBA.

(iii) To examine students’ perception on TTBA.

(iv) To evaluate the interests of students in English after using TTBA.

The stated objectives guides the researcher towards taking necessary actions to

overcome the challenges and problems identified in this research work. The questions

that this research work intend to answer are listed subsequently.

13

1.5 Research Questions of the Study

This research focused on answering the following questions:

(i) What are the students’ English post-test scores in reading between the control

and experimental group?

(ii) What are the students’ English post-test scores in speaking between the control


(iii) What are the students’ English post-test scores in writing between the control


(iv) What are the perception of teachers towards TTBA?

(v) What are the students’ perception towards TTBA?

(vi) What are the students’ interest level in English after using TTBA?

1.6 Significance of the Study

Technology Task Based Approach was applied in Nigeria for the first time to identify

how effective it is in enhancing the English performance level of primary four students.

The findings from this study will be beneficial to the following target groups:

(i) Contribution to knowledge:

This study has contributed to knowledge in the following means:

(a) The study contributed in the development of a new language teaching

method

(b) The present study adds to the body of existing knowledge by exploring

how useful the new approach was towards enhancing primary student’s

academic achievement

(c) The study contributes to an understanding of different methods and

approaches to second language teaching in improving teaching and

learning in English

14

(ii) Primary School students:

(a) Equips students with the necessary skills needed to become active learners

(b) Enhanced their interest and motivation towards learning English

(c) Made the students to be autonomous learners, this have enabled them to

practice the target language inside and outside the school

(d) Develops positive attitudes in the students towards learning English

(iii) Primary School Teachers:

This study have helped the teachers to:

(a) Teach English using variety of language teaching strategies and techniques

(b) Learned how to facilitate student centered classroom

(c) Use materials like flashcards and picture cards to brainstorm ideas with the

students

(d) Know how to select, design and arrange sequence of tasks for the students

(iv) Primary Schools Administrators:

School administrators may use the findings of this study to:

(a) Design classroom instructional activities for the learners

(b) Utilize the new approach to teaching upper primary level learners

(c) Establish a child centered learning environment

(d) Propose the use of technology in the school development plan

(v) Ministry of Education:

Results obtained in this study is of great importance to the ministry of education

in the following ways:

(a) Include technology base learning in the new curriculum

(b) Use the TTBA teacher training manual to train teachers during professional

teacher development training

This study have contributed in different capacities some of which were mentioned

above. The outcome of this study is expected to change the way English is taught

15

and perceived. It also develops a better understanding of different language teaching

methods. In the following subtopic, the scope of the study will be outlined.

1.7 Scope of the Study

A new English teaching approach called Technology Task Based Approach (TTBA)

was designed in this study. Three different language teaching methods were

integrated to form a new approach. These language teaching methods are (1)

Computer-assisted language learning, (2) Task-based language teaching and (3)

Process- Genre. The effect of TTBA was examined on students’ performance in

reading, speaking and writing test.

Primary students served as the respondents in this study. Two intact groups

were selected to represent the sample of the study. A convenient sampling was

conducted in selecting the samples. Additionally, perception of teachers and students

towards TTBA were explored. The interest of Students towards English was also

surveyed to know if their interest towards studying English changes or improves

between the period of pre-test and post-test. Though, a lot of factors were mentioned

as the causes of low student proficiency skills, only teachers method of teaching is

targeted in this study. Taking into consideration the time constraint and other

variables that cannot be controlled, this study was restricted to the factors stated

above. The reasons for these constraints are mentioned in the limitations of the study.

1.8 Limitation of the Study

The study is limited in the following ways:

(i) The subjects of the study are limited to the primary four students of two intact

groups, from Dakingari. Primary four students were selected because it is the

level where English must be used as the medium of instruction in Nigerian

primary education system.

(ii) In this experiment only teachers in the experimental school responded to the

teachers’ perception questionnaire.

16

(iii) Only the experimental group participated in responding to the students’ topical

interest questionnaire.

(iv) The study of issues and problems are limited to Nigeria only because it is not a

comparative study but rather an investigation on the effect of TTBA on primary

school students’ English proficiency.

The result of the study is limited to the teachers teaching English, students and other

homogeneous groups similar to the samples. The subsequent subtopic will discuss on

the conceptual framework of the study.

1.9 Conceptual Framework for the Study

Figure 1.1 is a diagrammatic representation of the framework for this study. The main

problem in this study is poor academic achievement of students in English due to poor

method of teaching. Three different methods were identified to be effective, that is

Computer Assisted Language Learning, Task-Based Language Teaching and Process

Genre. These methods were integrated to form a new hybrid approach named

Technology Task Based Approach . This approach was used to teach primary four

students the skills of reading, writing and speaking English.

Task-based language teaching is a method of assigning tasks to the students as

classroom activities. The teacher apply these tasks as the medium through which the

learning is organized. The aim of using such tasks in the class is to give the students a

representation of what the real world is like. Using technology as an aid to learning is

termed as Computer-assisted language learning. In this method, the teacher uses

computer applications to assist the students in having a better comprehension of the

lesson. Teachers uses these applications as visual and audio aids to improve students’

English skills . Process Genre is a combination of two different methods of writing

(process and Genre). The strengths of these two methods were combined to help

students to use text in describing a particular situation. They uses the subject matter

and appropriate language through different stages of drafts until a good draft is

designed at the end. In each of these methods, there are different stages of learning.

New integrated stages were designed that have similar activities towards teaching.

17

This new approach was developed to evaluate how effective it was towards improving

English speaking, reading and writing skills of students. Their perception and

interests about this approach was also determined. This was assessed using three

different categories of instruments:

(i) English achievement tests:

(a) Speaking test

(b) Reading test

(c) Writing test

(ii) Perception Questionnaire:

(a) Teachers’ perception questionnaire

(b) Students’ perception questionnaire

(iii) Students’ Interest Questionnaire:

(a) Students’ interest questionnaire

Prior to the actual study, teachers were trained on how to use TTBA. Later on, a pre-test

was administered to both groups. During the pre-test, both groups participated in the

achievement test whereas, only the experimental group participated in the students’

interest questionnaire survey. After the pre-test, the experimental group received a

treatment for eight (8) weeks. During this period, the control group did not receive

any treatment. A post-test was also administered at the end of the study to measure

the effectiveness of the treatment. During the post-test, all the groups participated

in the achievement test but only the experimental group took part in topical interest

questionnaire, teachers and students’ perception questionnaire survey.

18

Figure 1.1: Conceptual Framework of the Study

1.10 Definition of Terms

The following terms are defined conceptually and operationally for better

comprehension as they are referred in this study.

(i) Technology Task Based Approach

Technology Task Based Approach is a new hybrid approach that integrates

technology, tasks and genres towards teaching English. It is a student-centered

learning where the teacher uses the aid of computers and projectors to assign

tasks to students during classroom interaction. It is an integration of TBLT,

CALL and P-GENRE.

(ii) Traditional Method

Traditional method of language teaching is also known as grammar translation

method. This a situation where by the first language ( mother tongue) is used in

teaching the target or foreign language. The concept of this method is to teach a

foreign language by means of translation.

19

(iii) Task-Based Language Teaching

Task-based language teaching (TBLT) is a method of second language learning

in which meaningful tasks are used to communicate with the class. The students

perform these tasks in groups and make oral or written presentations to the class.

(iv) Computer Assisted Language Learning

Computer-assisted language learning (CALL) is a method using computer

applications, software, and interactive whiteboard for second language

acquisition. These applications are used to teach different language skills. They

can also be used to give feedback to the students on their progress.

(v) Process Genre Approach

Process genre approach (P-GENRE) is a method of teaching writing to second

language learners. It consists of six different stages and in each stage different

activity takes place, drafts are prepared at the beginning, then students make a

group and construct drafts, then they will form individual drafts that will later be

revised to get a final draft.

(vi) English Achievement test

English achievement test is referred to the pre-test and post-test in this study.

The pre-test is the test that was administered prior to the treatment. Accordingly,

the post-test was administered after the experiment. It comprises of the reading,

writing and speaking tests.

(vii) Reading skill

This is the skill that determined how proficient students are in reading in this

study. It is the skill that determines students’ level of comprehension when they

read texts. Student’s proficiency is classified as beginners, emergent and

proficient readers.

(viii) Speaking skill

This is the skill needed for effective communication in the target language. It is

the skill that students will use to communicate their thoughts in a spoken manner.

20

(ix) Writing skill

This skill helps students to compose text, communicate their opinions and

notions in a way that their ideas will be understood.

(x) Perception

Teachers and students’ understanding and thought about TTBA, their awareness

towards its implementation. Moreover, it also includes possible challenges that

might affect its application in the classroom.

(xi) Interest

Interest deals with matters relating to how students feel towards studying

English. Particularly, the issues that may make English interesting or

uninteresting to the students.

1.11 Summary

This chapter discussed about the poor English academic challenges faced by Nigerian

students. Poor teaching method was explored to be the major factor causing this

problem. The effort was made to address this factor that ensure the enhancement in

English academic performances of students. Accordingly, a new approach named

Technology Task Based Approach was developed from three different methods. The

effect of proposed approach was determined by a self-made achievement test,

teachers, students’ perception questionnaires and students’ topical interest

questionnaire.

CHAPTER 2

LITERATURE REVIEW

2.1 Introduction

This chapter will discuss on the Nigerian English development process. Different

methods and approaches of teaching English as a second language were also

discussed. Methods and approaches in second language teaching were compared.

Challenges associated with the teaching of English as a second language were

outlined. Teachers and students’ perception towards language teaching methods were

reviewed. Students’ topical interest towards learning particular subjects were also

revised.

2.2 English Development Process in Nigeria

Primary education in Nigeria is supervised by the Universal Basic Education

Commission (UBEC). In each of the 36 states of Nigeria, UBEC has a State Universal

Basic Education Board (SUBEB) to manage primary education in the state. Similarly,

in each state, there is a Local Government Education Authority (LGEA) responsible

of managing the primary schools in their area of jurisdiction (Olaniyan & Obadara,

2008). Starting from primary 4-6, students are offered with a minimum of eight

subjects or a maximum of 9 subjects including English. English is a compulsory

subject from primary to secondary school level.

22

The national policy has stipulated that from primary 1-3, the medium by

which the child will learn should be his mother tongue or the language of the

immediate environment. After completing primary 3, the policy mandated teachers to

teach students using English as the medium of communication in the classroom. The

remaining three languages will later be taught as school subjects in secondary school

(Owolabi & Bankole, 2013). Additionally, as a medium of instruction from primary

4, all school subjects in the primary school are taught in English except for Hausa,

Yoruba and Igbo, that school subjects are taught in the mother tongue. English is also

taught as a subject at all levels of education in Nigeria. There are a total of eight

school periods in Nigerian primary schools. Each period lasts for 35 minutes. There

are two breaks daily, a long break taken after the first 3 periods and the short break

towards the end of the second to the last period.

Grammar translation method is used in teaching English at both primary and

secondary school levels. However, at tertiary level, English is only used as the medium

of instruction, and is compulsory for students to study English as a course (Atanda

& Jaiyeoba, 2011; Oluwole, 2008; UBEC, 2011). In Nigerian context, teachers use

either one of the three major languages (Hausa, Yoruba and Igbo) in teaching English

(Oluwole, 2008).

It is mandatory for every Nigerian child to have access to an interrupted 9

years lower, middle and higher basic levels of education. Primary education in

Nigeria is free but compulsory (Aluede, 2006). The minimum standard of

teacher-pupil ratio in Nigerian primary school is 1:35. Unfortunately in a report by

Universal Basic Education Commission UBEC (2011), they stated that the average

national ratio used in schools is 1;49. This shows that the ratio in most schools is

higher than the minimum standard.

Teacher Education Program in Nigeria is aimed to improve teachers

pedagogical skills, develop subject content knowledge and expose teachers to diverse

advances in teaching. Teacher training programs is classified into: pre-service and

in-service training. Different bodies are responsible for conducting these programs

depending on the nature of the program (FGN, 2004).

The training are not universal and as a result, there are different practices in

each state of the federation. Professionals from different specialization serve as teacher

23

trainers while the teachers are the participants. For anybody to fulfill the requirements

of serving as a teacher trainer, he must be from an institution where teaching and

learning take place. Some of these institutions include:

(i) Universities

(ii) Colleges of education

(iii) Polytechnics

(iv) National teachers institute

State Universal Basic Education Board (SUBEB) prepare a proposal each year

and attach the list of areas of teacher training they want to improve. Participants are

selected according to their subject area. After making the plan, they recommend

institutions that will conduct the exercises and submit to the Universal Basic

Education Commission (UBEC). UBEC is responsible for sponsoring all the practices

in all the 36 states and federal capital territory. At the end of the training, a survey is

conducted to assess how effective the training was and which area the teachers find

difficult. Participants will later share their experience and knowledge acquired with

their colleagues when they return back to their place of primary assignments.

Teacher is considered as a means of improving the quality of education in

Nigeria and has improve as compared to few years back. However, factors like lack of

funding, negative attitudes towards teaching, lack of motivation, lack of commitment

have cause a lot of challenges towards the teacher education (Akindutire &

Ekundayo, 2012). Institutions that are responsible for teacher training have faced a lot

of criticism. In a study conducted by Ololube (2006), mentions that these institutions

are not effective towards producing proficient and skilled teachers. Teachers who are

not competent in their subject areas will not be able to teach effectively. This will

affect academic performance of students. Education and training are important and

essential to language teachers for academic achievement of students. Training is a

part of education that is organized towards developing various pedagogical skills so as

to enhance teacher’s performance. According to Patrick et al. (2016), teachers are

trained for different purposes:

(i) To produce highly enthused, hardworking and competent classroom teachers at

lower basic, middle basic, upper basic, and post basic levels of education.

24

(ii) Inspire further the spirit of inquiry and creativeness in teachers.

(iii) Assist teachers to acquire basic skills needed to adopt the life style of the

community and the society.

(iv) Provide teachers with the academic experience so as to be skilled and proficient

in their specialization.

(v) Improve teachers’ commitment to teaching and learning

Durosaro (2006) stated that there is an upgrade in the level of teacher education as

compared to three decades ago. Nigerian national policy of education have now

categorize the basic requirements for teachers at different levels of education as

shown in Table 2.1.

Table 2.1: Educational level and Teachers Qualification

S/No Level of Education Teaching Qualification1 Early childhood care and

development educationGrade II & Nigerian certificate of education

2 Primary Nigerian certificate of education & Degree3 Junior Secondary Nigerian certificate of education & Degree4 Senior Secondary Nigerian certificate of education and Degree with

professional qualification5 Technical Colleges,

Polytechnics & Collegesof education

Degree, Postgraduate Education with Professionalqualification and Practical industrial exposure andexperience

6 University Degree, Masters, PhD and Post graduatequalifications with professional qualifications andexperience

According to the FGN (2005), the statistics of teachers in Nigeria by qualification

within 1999-2003 reveals that in primary school, only 45% of teachers in primary

school are qualified to teach. Most of their qualifications were either grade II

certificate or NCE. A total of 59% of teachers at secondary level are qualified with

about 40% of unqualified teachers at secondary level. But there is a great increase in

the number of qualified teachers in year 2003 with an average of 78% qualified

teachers. According to Akindutire & Ekundayo (2012), adequate measures have been

taken by the federal government through the national policy of education to increase

the number of qualified teachers in the country’s educational system. Among the

steps taken is to ensure that the teachers with grade II certificate should go for

142

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