STATISTICAL ANALYSIS OF THE FACTORS AFFECTING THE PERFORMANCE OF STATE SECONDARY SCHOOL STUDENTS IN ENGLISH LANGUAGE(A CASE STUDY OF SECONDARY SCHOOLS IN OWERRI)

ABSTRACT

This project was motivated by the fact that few or no research work has been done in the statistical analysis of student poor performances in English Language. The researcher having observed the rate of failure of state secondary school students in English Language was motivated into investigating the causes of this shrubby performance.

Owerri was chosen as a case of study for the purpose of this study it is hoped that the result of this project will throw light on the weakness interest in our educational system. This will be of great help to the school authorities principals and government in tackling those problems.

       State secondary schools in Owerri were stratified and proportional allocation was used in collecting information from each system (school) this work consists of five chapters. The method of analysis were applied the chi-square test and ratio test. The work ended with some recommendations based on the finding and conclusions

LIST OF TABLES

• Stratification of schools with the students

Population.

3.1.2 Showing allocation of questionnaires and valid returns for pilot survey.

3.1.3 Showing computation of the variance for each stratum for estimating the samples

3;1;4 Allocation of questionnaires to each strata and percentage response for the students

3;1;5 Allocation of questionnaires to teachers

4;1;1 Table showing computation of  x 2 statistics (RXC) contingency

• Contingency table of the schools opinions on the coverage of English Language syllabus
  • Contingency table of the level of interest of student in English Language
  • Table showing ratio of teachers who specialized in English Language
  • Table showing computation of ratio of students to teachers in English Language

TABLE OF CONTENTS

Title page———————————————–  i

Approval page——————————————  ii

Dedication———————————————– iii

Acknowledgement ————————————– iv

Abstract————————————————–       v

List of tables———————————————       vi

Table of contents—————————————-       viii

CHAPTER ONE

1. Introduction————————————— 1
   1. Need of the study———————————  4
   1. Aims and o objectives—————————– 5
   1. Scope of the survey——————————–       6
   1. Significant of the study—————————- 6
   1. Limitations——————————————      7

CHAPTER TWO

• Literature review———————————– 9

CHAPTER THREE

3.0research methodology—————————— 15

• Sources of data———————————— 15
  • Sample frame————————————– 15
  • Pilot survey—————————————–       15
  • Determination of sample size——————— 16
  • Sampling technique——————————-  17
  • Reason for stratification————————— 18
  • Problems encountered dung data collection——  20

CHAPTER FOUR

• Assumptions and conditions for chi-square test—       22
  • To test whether students and teachers opinion

       on the courage of syllabus is dependent on school-       26

• To determine whether students opinion on the

       students level of interest on the subject is

       dependent in class———————————-        29

• To find out the ration of students and teachers

       on mathematics————————————         31

CHAPTER FIVE

• Discussion and findings————————            34
  • Conclusion————————————–            37
  • Recommendation——————————-            37

Bibliography——————————————           40

Appendixes——————————————-           55

Questionnaire—————————————-            56

CHAPTER ONE

INTRODUCTION

English is a West Germanic language that originated from the Anglo-Frisian dialects brought to Britain by Germanic invaders and/or settlers from various parts of what is now northwest Germany and the Netherlands. Initially, Old English was a diverse group of dialects, reflecting the varied origins of the  Anglo-saxon kingdoms of Britain. One of these dialects. late West Saxon, eventually came to dominate. The English language underwent extensive change in the Middle Ages. Written Old English of AD 1000 is similar in vocabulary and grammar to other old Germanic languages such as Old High German and Old Norse. And completely unintelligible to modern speakers, while the modern language is already largely recognizable in written middle English of AD 1400. the transformation was caused by two further waves of invasion: the first by speakers of the Scandinavian branch of the Germanic language family, who conquered and colonized parts of Britain in the 18^th century in the 8^th and 9^th centuries. The second by the Normans in the 11^th century, who spoke old Norman and ultimately developed an English variety of this called Anglo-Norman. A large proportion of the modern English vocabulary comes directly from Anglo-Norman. Close contact with the Scandinavians resulted in a significant grammatical simplification and lexical enrichment of the Anglo-Frisian core of English. However, these changes had not reached South West England by the 9^th century AD, where Old English was developed into a full-fledged literary language. The Norman invasion occurred in 1066, and when literary English rose anew in the 13^th century, it was based on the speech of London, much closer to the center of Scandinavian settlement. Technical and cultural vocabulary was largely derived from Old Normans, with particularly heavy influence in the church, the courts, and government. With the coming of the Renaissance, as with most other developing European languages such as German and Dutch, Latin and Ancient Greek supplanted Norman and French as the main source of new words. Thus, English developed into every much a “borrowing” language with an enormously disparate vocabulary.

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