TEACHERS’ ATTITUDE TOWARDS TEACHING AND STUDENTS’ PERFORMANCE IN ENGLISH GRAMMAR IN OSOGBO METROPOLIS, OSUN STATE, NIGERIA
DOI:
https://doi.org/10.46827/ejfl.v5i1.3083چکیده
English grammar is an important aspect of English language. 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 way to success in life. Students’ persistent poor performance in the subject has been attributed to various factors in the purview of the teacher. Therefore, this study investigated teachers’ attitude towards teaching and students’ performance in English grammar in selected senior secondary schools in Osogbo metropolis, Osun State, Nigeria. The study adopted a descriptive research design of survey type to provide answers to two research questions. A total of 12 teachers and 300 students were randomly selected from the six Government High Schools in Osogbo metropolis, covering Osogbo and Olorunda Local Government Areas in Osun State. Teacher Attitude Questionnaire (r=.89) and English Grammar Achievement Test (r=.74) were used in data collection. Data collected were analyzed using frequency counts, simple percentage and Pearson Product Moment Correlation. The findings of this study revealed that majority of the teachers who participated in the study had negative attitude towards the teaching profession. The findings also showed that teachers’ attitude towards teaching had a positive significant relationship with students’ academic achievement in English grammar (r = .104; p < .05). Based on the findings of the study, it was recommended that government at all levels should ensure prompt payment of teachers’ salary and other allowances for improved interest in and commitment to their work, only those who are passionate about teaching should be employed as teachers, and that the people should see teachers as indispensable elements in the development and sustenance of the society; hence, accord them necessary respect.
Article visualizations:
مراجع
Abdullahi, O. E. (2000). Comparative study of Kwara state secondary school students’ study habits in English language its implication for counseling. Unpublished PhD thesis, UNILORIN, Nigeria.
Akbaba, B. (2013). The attitudes of pre-service social studies teachers’ towards teaching profession and their self-efficacy about using instruction materials. Mevlana International Journal of Education3.2: 157-169.
Akinfe, E., Olofimiyi, O. E., and Fashiky, C. O. (2012). Teachers’ quality as correlates of students’ academic performance in Biology in senior secondary schools in Ondo state, Nigeria. Journal of Education Research, 1 (6) 108-114.
Al Harthy, S. S. H. Jamaluddin, S. and Abedalaziz, N. D. (2013). Teachers’ attitudes and performance: An analysis of effects due to teaching experience. International Interdisciplinary Journal of Education2 (9): 888-893.
Baumert, J. Kunter, M. Blum, W. Brunner, M. Voss, T. Jordan, A. and Tsai, Y. M. (2010). Teachers' mathematical knowledge, cognitive activation in the classroom and students’ progress. American Educational Research Journal, 4 (1),133–180.
Bhargava, A., and Pathy, M. K. (2014). Attitude of student-teachers towards teaching profession. Turkish Online Journal of Distance Education,15.3: 27-36.
Bozdoğan, A. E. Aydın, D. and Yıldırım, K. (2007). Öğretmen adaylar ınınöğretmen likmes leğineilişk intutumları, KEFAD8.2: 83-97.
Duatepe, A. and Akkuş-Çıkla, O. (2004). The attitudes towards teaching professions of in-service and pre-service primary school teachers. Pedagogika, 61-65.
Ekperi, P. M. (2018). Impact of Teacher Characteristics on Students’ Academic Performance in Public Secondary Schools. International Journal of Research and Innovation in Social Science (IJRISS), 2(12), 514-519.
Federal Republic of Nigeria (2013). National Policy on Education. NERDC, Abuja.
Hooley, T. M. and Jones, C. (2006). The influence of teacher attitude on student performance in a programmed learning situation. Programmed Learning and Educational Technology, Taylor and Francis, 7(2).
Issan, S. A. Y., Al-Nabhani, H. Z. Kazem, A. M. and Al-Ani, W. T. (2011). Omani teachers’ attitudes towards teaching as a profession. Indian Journal of psychology & Education1(1): 25-40.
Kurgat, S. J. and Gordon, T. J. (2014). The Effects of Teacher Characteristics and Attitudes on Student Achievement in KCSE Economics Examination. International Journal of Education Learning and Development. 2(5), 33-43.
Maina, M. J. (2010). Strategies employed by secondary school principals to improve academic performance in Embu West District. Kenyatta University, Retrieved April 25, 2018 from http://irlibrary.ku.ac.ke/bitstream/handle.
Obadara, O. E. (2008). Influence of teacher factors on academic performance of secondary school students in Ogun State. Nigeria African Journal for the study of Educational Issue (AJEDUI) 4.3.
OECD (2009). Creating effective teaching and learning environments: First results from TALIS. OECD, Paris.
Okoro, D. C. U. (2000). Basic education-emerging issues, challenges and constraints in the state of Education in Nigeria. A publication of UNESCO Nigeria Abuja. Office. P. 34-51.
Shittu, R. O. and Oanite, R. A. (2015). Teachers’ Attitudes: A Great Influence on Teaching and Learning of Social Studies. Journal of Law, Policy and Globalization, 42, 131-137.
Smith, D. B. (1993). Teacher decision making in the adult ESL classroom. In D.Ê Freeman and J. C. Richards (Eds.) Teacher learning in language teaching (197–216). Cambridge: Cambridge University Press.
Teachers Registration Council of Nigeria. (2004). Teachers code of conduct. Abuja: Teachers Registration Council of Nigeria.
دانلودها
چاپ شده
شماره
نوع مقاله
مجوز
Authors who publish with this journal agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
