A COMPARATIVE STUDY OF RELATIVE EFFECTIVENESS OF TWO METHODS OF TEACHING ENGLISH LANGUAGE IN SECONDARY SCHOOLS

A COMPARATIVE STUDY OF RELATIVE EFFECTIVENESS OF TWO METHODS OF TEACHING ENGLISH LANGUAGE IN SECONDARY SCHOOLS
 
TABLE
OF CONTENT
Title page
Table of content
Abstract
CHAPTER ONE
Background of the study
Statement of the
problem
Purpose of the
study
 Objectives of the study
 Research questions
 Significance of the study
Limitations of
the study
Delimitations of the study
CHAPTER TWO
LITERATURE REVIEW
CHAPTER THREE
RESEARCH
METHODOLOGY
Research Design
Population for the Study
Sample and Sampling Technique
Research Instrument
Validity of the Instrument
Reliability of the Instrument
Administration of the Instrument
Data Analysis
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ABSTRACT
The
study sought to establish a comparative study of relative effectiveness of two
methods of teaching English language in secondary schools. The study was
carried out in public secondary schools in Ikere-Ekiti, Ekiti State.
The
objectives sought to find out the two teaching methods used in English
language, the effectiveness of the lecture methods on teaching of English
language and the role of role playas a teaching method in promoting teaching in
secondary schools. Three research questions were formulated to guide the study.
After an analysis of how the method promotes the teaching and learning of the
English language, it was established that each of the methods enhances teaching
of the English language. The four skills in English namely: writing, listening,
reading and speaking form the core of the English language. The effectiveness
of the each method in promoting the acquisition of one or all of the skills was
evaluated. Lecture method was found effective in promoting listening and
writing skills while Role play method is highly imparted on students speaking
skills.
The
study established that integration of the two methods is effective on teaching
of English lessons. Each of the methods complements the other in the
acquisition of the various skills.
CHAPTER
ONE
INTRODUCTION
Background
of the study
English as an international language is spoken in
many countries both as native language and as a second or a foreign language.
It is taught in schools in almost every country on earth. It is a living and
vibrant language spoken by over three hundred million people as a native
language. Millions more speak it as an additional language. (Bowen J. 1979)
Secondary schools in Nigeria enroll students of varying Nationalities and
social backgrounds (Okwara et al, 2009). Okwara et al further says that besides
adding to the diversity of learners population, their social cultural settings
expose them to varied experiences and values that positively or negatively
impact on learning.
Teaching methods refer to a broad set of teaching
styles, approaches, strategies or procedures used by teachers to facilitate
learning (Curzon, 1990). Teaching methods that enable learners to actively
participate in their learning should be adopted instead of those that reduce
them to passive recipients of knowledge (Okwara et ai, 2009). In cases where
the teaching methods adopted are not consistent with learners preferred
learning styles, discomfort sets in and interferes with the learning process
hence acquisition of the desired English knowledge is impaired. Use of teaching
methods should take cognizance of the learner’s preferred learning styles and
balance them with the less effective but popular methods of learning (Okwara et
al, 2009). The selection and arrangement of elements of the curriculum and the
various ways in which they are introduced to the studies is the more
specialized meaning of teaching method (Hoyle, 1969).
Teachers of English can use various teaching methods
depending on preference or type of skill the learner is expected to acquire
after instruction. According to (Michael, 1987), the lecture method is probably
the most popular and widely used teaching method. However lecture method limits
the chances of asking questions (Castello, 1991). Other teaching methods in
English include demonstration; which stimulates students thinking, small group
discussion, this gives learners opportunities to express their opinions, role
play, reading, research and writing are also used to provide a nourishing
learning environment. Discovery methods are known to keep students motivated
and aroused, aid cognition and enhance retention. These methods are not to be
used in every lesson but, rather, the teacher should choose the most
appropriate methods in line with the topic and the pupils. The choice of
teaching methods depends on the strategy used, whereas the strategy depends on
the content and objectives of the lesson (Bowen J, 1985). Ineffective teaching
occurs when one uses inappropriate method that results to reduced motivation,
increased negative attitudes to learning and yields lower achievement (Doff,
1988). Methods enhance acquisition of the various skills in English.
English is the language of communication as well as
the medium of communication in schools, colleges and universities. It is also
the pre eminent language of International communication. The teaching of
English language in Nigeria dates back to pre colonial period when Nigeria was
a British colony. The Nigerian linguistic situation is not clear-cut and
well-defined. This is because the Nigerian society is shaped with ethnic
languages.
An
Education conference in language policy held in Nigeria in May 2008 observed
that most Nigerian school leavers are not articulate in English, and cannot
speak Standard English. It was felt that teachers of English were not doing
enough to reinforce the English policy in Nigerian secondary schools.
 Statement of the problem
English has become an essential entity in our daily
life though not a mother tongue. In Nigeria, where there is infusion of many
languages various trends have come up in the use of English as a language.
Being
a culturally and linguistically a pluralistic society, the many languages
spoken in Nigeria has led to an interesting feature of Nigeria’s
multilingualism. Being a metropolitan city the linguistic features of
English
language has been corrupted by development of shag and this has penetrated the
school system.
This corrupted structure has exposed students to
corrupted language structure thus hampers the acquisition of the skills.
Teachers of English therefore have the task of using appropriate teaching
methods that promote the four skills in English: writing, speaking, listening
and reading. The researcher seeks to establish the effectiveness of teaching
methods of English on acquisition of English language skills in Nigeria. The
feeling is that the most effective methods are those which give students the
greatest opportunity for participation and allow them to relate their
experiences. The teaching methods that allow students to be more involved in
the classroom process, the more likely they are to master the various language
structures.
Purpose
of the study
The purpose of this study was to investigate the
effectiveness of two teaching methods of English language in secondary schools
in Ikere local government Area of Ekiti State.
 Objectives of the study
The
objectives of the study were:
a.    
To identify two teaching methods used by
teachers of English in Ikere-Ekiti, Ekiti State.
b.    
Determine the effectiveness of lecture
method on teaching of English language in secondary schools.
c.     
 To establish how role play method promotes
teaching of English language in secondary schools in Ikere-Ekiti, Ekiti State.
 Research questions
The
following research questions guided this study:
1.    
What are the various teaching methods
used by the teachers of English in Ikere Local government?
2.    
To what extent does the lecture method
contribute to teaching of English language in secondary schools in Ikere Local
government?
3.    
How does role playas a teaching method
promote teaching of English language in secondary schools in Ikere Local
government?
 Significance of the study
The study focused on the two teaching methods used
by secondary school teachers of English. Its aim was to collect data on the
methods used and their relation, if any, on teaching method of English
language.
The
effectiveness of each method was analyzed and the most effective method in the
teaching of English language highlighted. The findings of the study are meant
to give feedback to curriculum developers at the Nigeria Ministry of Education
on the appropriateness of the present teaching methods; there effectiveness on
the four skills in English namely; listening, speaking, reading and writing.
The study would also give feedback to the Ministry of Education for the
enforcement of teaching methodologies in public secondary schools in Ikere
local government in Ekiti state.
Limitations
of the study
 The
researcher has no control of the attitudes of the respondents which can affect
validity of responses. At times the respondents gave acceptable but not honest
answers, wrong interpretation by respondents can also affect the responses. The
limitations of study include dependence on respondents’ co-operation. Another
limitation is the dependence on the teaching methods as a measure of
appropriate teaching of English language.
Delimitations
of the study
This research was conducted in public secondary
schools in Ikere local government. The study was to find out the effectiveness
of two teaching methods of English language in secondary schools. However, it did
not consider aspects that impact on teaching of language such as the learners’
level of motivation and the learning environment. The methods discussed are not
exhaustive. There are several other methods that are used in the teaching of
English subject.
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