BACKGROUND TO THE STUDY
It is true that education is generally accepted as a great and very important tool for civilization of a nation, which is regarded as the excellent catalyst for national development. For critical and genuine actualization of the objectives of education in Nigeria as stated on the national policy on education NPE (2004), serious eorts must be made to ensure that proper teaching and learning takes place. The mode of instruction, personnel and materials for teaching have been noted by various educationists to have great eects on learning. Generally, language is the main medium of instruction in Nigerian schools. Infact, the relevance of the language in Nigeria cannot be overemphasized. Basically, people who speak English language fall into three categories, those who acquired it as a second language due to the bi-lingual nature of their society and those who have to learn English for administrative purpose, for communication as well as education. Despite the dependence and usage of English language in Nigeria a national language of unity, it has been observed that secondary school students especially the Junior Secondary School Level (JSS) speak and write poor/sub-standard English language.
The most important thing in a language is to be skillful in it, which needs competence and performance as it is being used to refer to an individual ability of a particular language. How he/she can make use of the language skillfully without making mistake while speaking. Skillfulness refers to the acquisition of four basic skills of listening speaking, reading and writing. One of the major problems facing education today is the poor development of English language in our students as well as the problem of teaching resources in our educational institution. In a nutshell, this study takes a look at the relationship between teaching resources for learning and students academic performance in English language in secondary schools. A case study in Egor Local Government Area of Edo State.
STATEMENT OF THE PROBLEM
A lot of problems affects the educational system. This includes the use of teaching resources and students academic performance. This study on the relationship between teaching resources for learning and students academic performance in English language in secondary schools. A case study of Egor Local Government Area of Edo State, Nigeria is set out to understand the relationship and influence of instructional resources on students performance in the language study and development too. In addition, is set to use it findings to make useful and appropriate recommendations to the school administrators, teachers and the government.
In order to carry out this investigation some questions were raised. 1. Does the availability and efficient utilization of teaching resources contribute to the student’s academic performance? 2. What is the contribution of English language teachers to the student’s academic performance? 3. In what ways do infrastructural facilities contribute to the student’s academic performance? 4. How can we achieve effective utilization of the teaching resources to promote utilization of the teaching resources to promote very good or excellent academic performance?
FORMULATION OF HYPOTHESIS
For the investigation to be carried out effectively, the following formulated hypothesis will be tested to ascertain the validity. 1. The quality and availability of English language teachers affects student’s performance. 2. Instructional resources affect student’s performance in the language study and development. 3. Availability and utilization of instructional resources aects the student’s performance.
PURPOSE OF THE STUDY
The following are the purpose of study; 1. To identify and discuss the various performance. 2. To note the relationship between teaching resources for learning and students academic performance in English language in the secondary schools. 3. To suggest some useful and reliable solutions on how to enhance high academic performance viz-aviz, effective provision and utilization of resources.