CHAPTER ONE
INTRODUCTION
Background to the study
English is much more than the language of both the English man and the British people. It is the most recognized national language. It is used as a first, second or a foreign language. In fact, English is one of the most recognized world languages. It is regarded as a key which opens doors to scientific and technical knowledge and it is indispensable to economic and political development of vast areas of the world. Nigeria as a nation has adopted the English language as its Lingua Franca (L2). English language apart from its status as Nigeria’s Lingua Franca, it is the language of official communication, educational and political administration
One major area where the importance of English language cannot be overlooked is its provision of access to education. It is the medium of instruction through which learners acquire knowledge and skills. To the average Nigerian, therefore, proficiency in English language skills is the key to world’s proof of knowledge and universal culture. It is a gateway to success in the global economy. In an increasingly demanding world of literacy, the importance of ensuring students’ proficiency and performance in English cannot be underrated.
Despite all these numerous benefits and values accrued to English as language and secondary school subject, it disheartened that students’ performance in the last decade has not been impressive.Many scholars and researchers have attributed this problems have made a lot publication on this and factors like unavailability of instructional materials, insufficient recommended textbooks for reading, school variables, teachers variables (qualification, years of experience, methodology etc), environmental factors and many more have been declared to be responsible for students performance in English.Though, study had been carried out on the influence and effects of students’ attitude on students’ academic performance in English but combining it with self-concept of students has not been carried out.Hence, this is the gap this study is intend to cover.
Practices of teachers, counselors, psychologist and school administrators as well as student dispositions of self-efficacy, self-concept, attitude, study habits, state of health, motivation, anxiety, a conducive environment for studying, availability of textbooks, and well-equipped libraries have been designated as perceived factors for poor academic performance among Nigerian students (Oke, 2005). This trend in low academic performance has been attributed to certain factors including social, economic, regional and psychological factors in which self-concept and attitude plays a role (Largea, Sanni & Brew, 2014).
Students’ fears of failure in subject like English contributed to low effort while social supports, such as parents and teachers, could provide positive reinforcement for students’ success and increase overall involvement in student learning activities to reduce negative feelings towards English as a school subject (Lashawn, 2011). Often, students may place different levels of importance on academics based on perceived personal or societal limitations, thus leading to diminished academic outcomes. Constantine and Blackmon (2012) identified characteristics of a person's self-concept based on specific situations and experiences. They described self-concept as organized or structured self- perceptions based upon experiences and meanings associated with those experiences, multifaceted feelings and events in different areas of an individuals' life such as personal, familiar and societal and stable or established viewpoint.
It is a general wish and aspiration of students, parents, educators and all stakeholders of education, that students in all levels of education and external examination like WAEC, NECO, excel in their pursuance of academic work at all times. In view of this, various attempts are being made by students, parents, teachers among others to ensure high academic performance among students in English language. One of the most significant factors responsible for students’ academic performance is their self-concept (Boulter, 2012). The self belief of students who wants to write examination in English language is very important and vital in predicting great his/her performance will be.For example if a student has the notion or perception that some aspects of English language examination is difficult it is likely that such student fail woefully in such area and could affect his/her overall performance. According to Boutler, if students are expected to perform well in their examinations, positive self-concept is sine qua non. In West Africa at large and Nigeria as a nation, little is known about the influence self-concept on students’ academic performance, but it appears students’ low academic performance could be linked to poor self-concept (WAEC, 2012; Saani, 2012).
Attitudes, like academic performance, are important outcomes of education in secondary school. The development of students' positive attitudes regarding academic performance in school subject is one of the major responsibilities of every stakeholder in education. Unfortunately, research has revealed that much of what goes on in classrooms is not particularly attractive to students across all ages (Cheung, 2015). Attitude is an opinion or general feeling about something. According to Festus and Ekpete (2012), students’ positive attitudes to learning correlate highly with their achievement.
Furthermore, students show more positive attitudes after been exposed to self-learning strategy such as computer and text-assisted programmed instruction, self-learning device, self- instructed and problem- based instruction (Popoola, 2014). Attitude is an important concept in learning. Among learners, it denotes interest or feeling towards studying particular subjects. When motivational factors such as interest, attitude and aspiration are inculcated in the learners, they tend to spend more time studying the particular subject.
Students understand better when they spend more time studying and will therefore achieve to expected standard (Twoli, Maundu, Muindi, Kiio & Kithinji, 2013). This is only possible when they have a positive attitude towards learning. Another reason why it is important to develop students' positive attitudes toward lessons taught in school is that attitudes predict behaviours (Glasman & AlbarracÃn, 2016). Research has shown that a large number of students' performances are affected by their attitudes towards specific subjects, education and academics in general (Richlin & Cox, 2014). It has been suggested that when students demonstrate week commitment to their academics then they are bound to underperform. Additionally, some students with an unrealistic view of themselves may perform poorly too. For instance, those who tend to be overconfident or naive about the requirements of their academics may register very poor performance (Sherry, 2010). Conversely, when students do not believe in themselves or when they have low self confidence, then chances are that they will underachieve (Powers, 2016).
Academic performance refers to the degree of a student’s accomplishment in his or her tasks and studies. The most well-known indicator of measuring academic performance is grades which reflect the student's "score" for their subjects and overall tenure. Success is measured by academic performance in most educational institutions. In this case, how well a student meets standards set out by school itself or an external examination body either set up by the government or an independent outfit signifies success or good performance. Academic performance is frequently defined in terms of examination performance and academic performance was characterized by performance in tests, in course work and performance in examinations of students. Anselmus (2011) asserted that academic performance is a cardinal concept in education. The centrality of this concept is derived from the goal of instructions which is to bring about desire changes in knowledge, skills and attitude of students. For example, people send their children to school in order to acquire certain competencies their preference on the attributes of interest provides an indication of the degree of efficiency of the machinery of education. In the formal school system, students’ academic performance can be assessed at the main points which give rise to three types of performance assessment and these are dignostic, formative and summative evaluation or assessment (Anselmus, 2011).
Academic performance have always been the centre of educational research and despite varied statements about the aims of education, the academic development of the child continue to be the primary and most important goal of education. The importance of academic achievement in one’s life cannot be overemphasized. According to Adams and Durowoju (2011), numbers of factors are capable of determining the performance level of students in a particular subject or course of study. These factors included school factors, teacher’s qualification, instructional materials, availability of learning facilities, student’s characteristics, self-concept and students’ attitude.
Statement of the problem
The poor academic performance of students in English courses both has continued to be a major concern for the Government at all level, educator, curriculum planner and other education stakeholders. Causes of poor performance among English students can be attributed to a lot of factors which include; student interest, availability of teaching and learning facilities, staff competence, learning environment, students self-concept and attitude among other factors. But of very significant importance are the self-concept and attitude of the students. The researcher preserved that it is the personal believe, disposition and perception of the students that determine passion for the excellence, the interest to learning and motivation for academic achievement in English.
It is against this background that this study intends to investigate the influence of self-concept and attitude on the academic performance of secondary school students in English in Idanre local government of Ondo State.
Purpose of the study
The main purpose of the study is to investigate the influence of self-concept and attitude on the academic performance of secondary school students in English in Idanre local government of Ondo State. Specifically, the study seek to:
1. find out the influence of students' self-concept on the study habit of students in English as related to academic performance.
2. find out the influence of students attitude on grades level in relation tothe academic performance among English students.
3. find out the influence of attitude on secondary school students’ learning style in English in relation to their academic performance.
Significance of the study
The findings of this study will be significant to students, teachers, parents, government and future researchers. On the part of the students, having good self-concept and positive attitude towards teaching and learning of English language in secondary schools will expose the student to different method of teaching and learning which will metamorphosis into desired academic performance in English.
The finding of the study will guide secondary school English teachers on how to make use of students’ self-concept and attitude in driving them towards excellent academic performance in achieving the aims and objectives of national policy on education. The findings of this study will also help the teacher to appreciate and understand more the beneficial role of self-concept and positive attitude in improving the academic excellence among students.
The study will benefit parents because it will help them to form modalities and principles that will help the students to show more commitment towards their study and improve grade score in terms of performance.
It is believed that the findings and recommendation of the study will effectively guide the government in their attempt to tackle the menace of poor academic performance among students of secondary school in English language.
Scope of the study
This study will be delimited to the influence of self concept and attitude on student’ academic performance. The study will make use of secondary school students as respondents within the area of the study. The scope of the study will be limited to: 1. influence of students' self-concept on the study habit of secondary school students; 2. influence of students' self-concept on the learning ability of secondary school students as related to academic performance, 3. influence of students’ disposition on the academic performance of secondary school students, and 4. influence of students’ attitude on the lesson preparedness in relation to their academic performance.
Research Questions
The research questions of the study are:
1. What is theinfluence of students’ self-concept on the study habit of secondary school students in English?
2. What is the influence ofstudents’ disposition on the academic performance of secondary school students in English?
3. Does the students’attitude influence their learning style in English?
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