Teachers And Students Perceptions Of Problems Of Effective Teaching And Learning Of English Language And Computer Science In Junior Secondary School
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Teachers And Students Perceptions Of Problems Of Effective Teaching And Learning Of English Language And Computer Science In Junior Secondary School
ABSTRACT
The goal of this study is to determine how instructors and students perceive challenges with effective teaching and learning of English language and computer science in junior secondary schools in the Enugu educational zone.
The population for this study included all English language and computer science teachers, as well as junior secondary students in the Enugu Educational Zone.
The sample was taken from the population. The sample comprised of all junior secondary school instructors who taught English and computer science. The instruments utilised were questionnaires, and the data were collected and analysed using percentages.
The main conclusions of the study are as follows:
1. It was discovered that they lack concentration in the English language due to mother tongue influence.
2. Also, there is a scarcity of qualified teachers.
3. They also lack teaching resources such as books.
4. They lack funds and equipment for the computer laboratory, which affects teaching and learning of the subject matter.
5. We discovered that brief periods of teaching result in a lack of grasp of the subject.
6. We discovered that a lack of communication has an impact on how successful teaching and learning are.
Chapter one
Introduction:
1.1 Background of the Study
English is the second language. It is a second language because other native languages existed before it, including as Igbo, Hausa, and Yoruba. The English language is widely regarded as a measure of literacy and exceptional status.
According to Anibueze (2007), English is the primary language used for instruction, social services, business communication, and occupational purposes. English is more significant in the educational curriculum than any other vernacular language.
English is an essential topic in university, secondary, and primary schools. As a result, no successful teaching or learning in Nigeria would be possible without an understanding of the English language.
According to Oga and Udemba (2007), English is one of the world’s most widely spoken languages. It is also one of the most influential and rapidly expanding languages spoken in the world. This is one of the reasons why children begin learning English in primary school.
To ensure that English is well taught in schools, Ozohili (2007) finds that the best strategies for teaching English language include imparting relevant knowledge of the target language. This is because it can only be produced by direct usage of the target language in class, rather than pushing students to amass abstract information about grammar rules.
According to Kamler (2001), the extremely poor performance of students in the West African school certificate in English language is due to unskilled teachers and a lack of prior knowledge of English. In most situations, teachers teaching this subject are insufficiently trained in the field of English and hence lack knowledge of it.
He went on to say that overcrowding in the classroom is one of the problems affecting the efficient teaching and learning of English and computer science. This is because when there are too many students in a classroom, half of them will hear what the teacher is saying and the other half will not.
Teaching and learning English language and computer science are further hampered by a lack of instructional material and a limited amount of time allotted to each subject.
These factors can pose problems with successful teaching and learning since without tools such as textbooks and computers for both disciplines, the lessons in those courses will be ineffective. In contrast, if the time given for teaching both subjects is insufficient, the students will not understand the lesson.
However, because computer science is so vital in our educational system, we should devote time to teaching it with all of the necessary tools. That is why it is taught so well in our secondary schools as a technique to increase students’ knowledge of learning.
According to Okolo (2006), computers have revolutionised how humans study, interact, and work. He went on to say that organisations all over the world now conduct their business using computers.
According to Kulik (2002), one of the most significant benefits of computers is the global communication of individuals and organisations with one another over a computer network known as the internet.
To excel in computer science, students must master a wide range of talents, from general knowledge to specific skills such as reasoning, problem solving, algorithmic thinking, and programming.
Penuel (2001) believes that pupils’ poor performance in computer science is due to an inadequate provision of computer equipment in many schools. Even when there is adequate technology in classrooms, kids struggle to operate the computer, which is the most important aspect of learning computer science in schools.
A standard language is defined as a language that is universally acknowledged as the right educational target whether teaching English, computers, or other disciplines.
According to Hiep (2001), the usage of English language is crucial in both communicating with the world and preserving one’s individuality. Standard language is also an official language that was established to assist existing indigenous languages.
A modern language laboratory, on the other hand, is a place where students can learn and practise their language skills using equipment such as tapes and videos rather than reading textbooks.
According to Ozohili [2007], teachers are now promoting speedier language learning by utilising a classroom language laboratory that includes a portable tape recorder and a film strip projector for teaching listening skills.
The video clip is also utilised with the sound turned off to ask students to predict what discourse is taking place. According to Widdowson (2003), standard and modern language is the language used internationally across communities to facilitate global communication.
Language instruction is described as introducing a language so that people of different languages may relate to one another. Language instruction would assist pupils become more familiar with their native language’s grammar, allowing them to speak and write it more effectively.
According to Clemente (2001), instructors’ devotion to their profession contributes significantly to students’ knowledge of what is taught in the classroom, as well as to excellent academic outcomes.
He goes on to add that the study of this language has resulted in the establishment of phonetics and phonology as new linguistic disciplines, as seen by the formation of international phonetics alphabets.
According to Lindgren and Sullivan (2002), it is vital to investigate language teaching methods that allow students to reflect on their written production processes. And it is only by confronting the complexities of language education that we can identify the good and proper things to do in any given set of circumstances
i.e., know how to teach language correctly.
Language learning is the process of acquiring a native or second language. Language learning is a hereditary trait that all humans possess.
People rarely become as fluent in a second language as in their native speech.
Little (2003) argued that the discipline of learning a language necessitates insight, the ability to reflect, and the willingness to communicate with people. In this way, learners can choose what to learn, when to learn it, and how to learn it by accepting responsibility for their own learning.
According to Hamer (2003), the social context in which learning occurs is critical to the effectiveness of the educational endeavour. Learning a second language involves a methodical approach to grammatical study and comprehension, as well as vocabulary memorisation. This is why Usuki (2002) focusses on teachers’ attitudes and commitment to their classroom lessons, which are critical for language learners.
1.2 Statement of the problems.
The researchers discovered that there are numerous issues that impede efficient teaching and learning of English language and computer science in junior secondary schools in Enugu Educational Zone. They discovered that students’ disinterest in English and computer science was caused by inefficient teaching methods and professors.
Teachers of English language and computer science do not recognise the relevance of both topics, thus they do not educate their secondary school students on how to learn and comprehend English language and computer science. As a result, there is an issue with effective teaching and learning in these disciplines.
1.3 Objectives of the Study
The goal of the study is to find out the reasons why there are challenges with effective teaching learning of English language and computer science in junior secondary schools, which are:
1. Schools do not have enough trained English language and computer science teachers.
2. An excessive number of students in a classroom.
3. Inadequate instructional materials for teaching English and computer science.
4. The time given for teaching and learning in these areas is insufficient.
1.4 Research questions.
In order to complete this task efficiently, the following questions should be answered.
1. Do schools lack trained professors of English and computer science?
2. How does the number of pupils in classrooms effect the teaching and learning of English and computer science?
3. Do schools lack suitable instructional materials for teaching English and computer science?
4. Is there adequate time provided to teach both subjects?
1.5 Scope of the Study
The researchers focused solely on Enugu’s metropolitan areas. The study will be conducted at Idaw-River female secondary schools, urban girls, uwani girls, and uwani boys secondary schools in Enugu. The researchers will work with all secondary school English language and computer science instructors in Enugu.
1.6 Significance of the Study
It is disturbing to read examiners’ reports on the 2005 public examination, which show flaws such as poor handling of sentence structures, inability to control sentences, inability to identify mouse and keyboard, frequent misuse of tenses, errors of agreement, incorrect spellings in writing English and computer science, and other easily isolated problems.
As the examiners’ comments demonstrate, many school certificate holders simply do not understand basic English sentence construction or how to type data into a computer.
In light of this, researchers should conduct this study in the best interests of students, instructors, professional teachers, educational administrators, and humankind as a whole. The study will benefit individuals who want to conduct additional research on those themes.
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