ASSESSMENT OF ACCESSIBILITY AND APPLICATION OF ELECTRONIC MEDIA PROPERTIES IN TEACHING ENGLISH LANGUAGE IN SENIOR SECONDARY SCHOOLS IN KADUNA STATE, NIGERIA
ABSTRACT
The research was carried out to assess the availability, and utilization of electronic media resources in teaching and learning of English language in senior secondary schools in Kaduna State, Nigeria. The study was carried out with four objectives among which are to: examine the availability of electronic media resources used in teaching English language in senior secondary schools in Kaduna State; and identify the various types of electronic media resources used in teaching English language in senior secondary schools in Kaduna state. Four corresponding research questions were raised and answer while four null hypotheses were formulated and tested in the study. Relevant and related literatures were reviewed on the key variables of the study. The research adopted survey design the population of the study was 3895 comprising of 152 English language teachers and 3743 SS II students. A sample size of 350 were drawn from the population and used as respondents. Purposive and random sample techniques were adopted to draw the sample. Two sets of questionnaire were developed and administered on the two categories of respondent‟s teachers and students. These instruments were validated by the researcher‟s supervisors before it was pilot tested which showed a reliability values of 8.88 and 0.94 respectively. Data collected were analysed with SPSS version 20. The demographic characteristics of the respondents were analysed using frequency counts, percentages and mean response to answer the research questions. The hypotheses were tested using Chi-square at 0.05 level of significance. The findings of the study revealed that most of the required electronic media resources for the teaching and learning of English language were not available in the senior secondary schools Kaduna State. It was also found that the level of awareness of usage of available electronic media resources was very low. The study also revealed that most of the required electronic media resources for the teaching and learning English language were not available in the schools. In view of the findings from the study, it was concluded that there are no adequate supplies of various electronic media resources that can be used in the teaching of English language in secondary schools within the study area. The study recommended among others that ministry of education should as a matter of urgent importance provide necessary electronic media resources for the teaching and learning of English language in senior secondary schools in Kaduna state, Nigeria.
TABLE OF CONTENTS
Contents Pages
Cover Page i
Title Page ii
Declaration iii
Certification iv
Dedication v
Acknowledgements vi
Abstract viii
Table of Contents x
List of Tables xiii
List of Appendices xiv
List of Abbreviations xv
Operational Definition of Terms xvi
CHAPTER ONE: INTRODUCTION
1.1 Background to the Study 1
1.2 Statement of the Problem 3
1.3 Objectives of the Study 5
1.4 Research Questions 5
1.5 Research Hypotheses 5
1.6 Basic Assumptions 6
1.7 Significance of the Study 6
1.8 Scope of the Study 8
CHAPTER TWO: REVIEW OF RELATED LITERATURE
2.1 Introduction 10
2.2 Conceptual Framework 10
2.2.1 Concept of English Language 11
2.2.2 Concept of Electronic Media 13
2.2.3 Students‟ Performance in English Language 14
2.3 Theoretical Framework 16
2.4 English Language Curriculum for Senior Secondary Schools 20
2.5 Historical Background of Electronics media in teaching and learning 22
2.5.1 Types of Electronic Media 29
2.5.2 Sources of Electronic Resources 32
2.6 Utilization of electronic media in teaching and learning of English
Language in Secondary Schools 36
2.6.1 Factors influencing utilization of electronic media in teaching 43
2.6.2 Teachers Electronic media usage 45
2.6.3 Types of Electronic media usage 46
2.7 Electronic media in teaching English language 48
2.7.1 Constraints of the use of electronic media in teaching and learning
English language 55
2.7.2 Media and technology as cognitive tools 58
2.8 Empirical Studies 61
2.9 Summary 69
CHAPTER THREE: RESEARCH METHODOLOGY
3.1 Introduction 70
3.2 Research Design 70
3.3 Population 70
3.4 Sample and Sampling Techniques 72
3.5 Instrumentation 73
3.5.1 Validity of the Instrument 73
3.5.2 Pilot Study 73
3.5.3 Reliability of the Instrument 74
3.6 Procedure for Data Collection 74
3.7 Procedures for Data Analysis 75
CHAPTER FOUR: RESULTS AND DISCUSSIONS
4.1 Introduction 76
4.2 Descriptive analysis of Respondents‟ Bio-data 76
4.3 Solutions to research questions 78
4.4 Test of hypotheses 86
4.5 Summary of major findings 89
4.6 Discussion of Findings 90
CHAPTER FIVE: SUMMARY, CONCLUSION AND RECOMMENDATIONS
5.1 Introduction 93
5.2 Summary 93
5.3 Conclusion 95
5.4 Recommendations 95
5.5 Contribution to knowledge 96
5.6 Suggestions for further Research 97
References 98
Appendices 106
| LIST OF TABLES | ||
| Table 1: | Population of the Study | 71 |
| Table 2: | Sample and Sampling Techniques | 72 |
| Table 3: | Frequency Distribution of Respondents by Gender | 76 |
| Table 4: | Frequency Distribution of Marital Status of the Respondents | 77 |
| Table 5: | Frequency Distribution of Respondents According to Age | 77 |
| Table 6: | Opinions of the respondents on the available electronic media | 79 |
| for the teaching and learning of social studies in the colleges | ||
| Table 7: | Opinions of the respondents on the available electronic media | |
| for the teaching and learning of English language in senior | ||
| secondary school | 81 | |
| Table 8: | Opinions of the respondents on the extents of utilization of | |
| available electronic media for the teaching and learning of | ||
| English Language in the senior secondary school | 83 | |
| Table 9: | Opinions of the teachers and students awareness in the usage | |
| of the available electronic media resources for the teaching | ||
| and learning of English language in the senior secondary | ||
| school | 85 | |
| Table 10: | Analysis of variance on available electronic media resources | |
| for the teaching and learning of English language | 86 | |
| Table 11: | Analysis of variance on factors on the available electronic | |
| media resources for the teaching and learning of English | ||
| language in senior secondary school | 87 | |
| Table 12: | Two sample t-test on available electronic media for teaching | |
| and learning of social studies by status of respondents | 88 | |
| Table 13: | One way analysis on the utilization of electronic media for | |
| the teaching and learning of English language in senior | ||
| secondary schools | 89 | |
LIST OF APPENDICES
Appendix 1: Introductory letter 106
Appendix II: Availability of Electronic Media Resources for Teachers 108
Appendix III: Result of the reliability test 114
LIST OF ABBREVIATIONS
| CAI | – | Computer Assisted Instruction |
| CD ROM | – | Compact Disc Read Only Memory |
| CTMML | – | Cognitive Theory of Multi Media Learning |
| EFA: | – | Education for All |
| FME | – | Federal Ministry of Education |
| ICT | – | Information and Communication Technology |
| MDGs | – | Millennium Development Goals |
| NERDC | – | Nigerian Educational Research Development Council |
| UNDP | – | United Nations Development Programme |
OPERATIONAL DEFINITION OF TERMS
Availability: It implies whether there is the presence of any form of electronic media resources that are physically present in the senior secondary school in the study area.
Awareness: To get acquainted or well informed with new ideas, skills
or materials resources
Electronic Media Resources: All types of gadgets that can assist in the teaching
and learning of English language, and are powered by electronic energy like electricity, solar energy or heat energy.
Utilization: The manner in which the teachers employ the usage of the
available electronic media resources in classroom instruction.
CHAPTER ONE INTRODUCTION
1.1 Background to the Study
Electronics media are considered as important instrument in modern world in facilitating quality instruction. The use of electronic media facilities has become a necessity for improving quality in teaching and learning in schools. Electronic media resources are indispensable and have been accepted as part of the contemporary world, especially in the advanced countries to the extent of given a new phase to the education system in terms of pedagogical approach (Okafor, 2009).The Federal Ministry of Education (FME, 2010) recognizes the prominent role of electronic media in the modern world and has integrated electronic media into education in Nigeria. It emphasis that at the secondary school, computer education is made a pre-vocational elective which is part of electronic media devices.
English language is not only Nigeria‟s official language and medium of international interaction but also the language of instruction and reference throughout the entire educational system. Thus, competence in English language assumes great importance for students as it directly affect the level of progress attainable irrespective of aptitude in their particular fields. Egbe (2009) posit that competence in English language is an essential pre-requisite for educational and career success. As an official language in Nigeria, English is used for all government transaction both oral and written and it is one of the languages in which information is stored and retrieved from electronic media, hence it is important that the English language is well taught in schools particularly at secondary schools level.
The advents of information and Communication technology in schools have resulted in the presence of electronic media in the English language classroom or language laboratory. The effect of media resources can be experienced at all levels and forms of education. Educators, teachers and instructors are discovering that the instructional delivery process in using electronic media environment (classroom or English laboratory), is different from the traditional classroom; despite, the relevance of electronic media resource to instruction; teachers and resources to harness the potentials to teach English language effectively. However, there is serious concern over the level of awareness of use of electronic media devices to instruct students in English language. This is characterized by possibly socio-economic and teacher‟s ability.
Availability of electronic media resources in secondary school will help to effectively teach and learn the English language (Alex, 2012).The adequacy of those resources poses another serious concern while it is true that government has not done much direct intervention to make electronic media resources widely available in schools. There is no doubt that governments have of recent signified intention to intensify the use of instructional materials in secondary schools. But evidence obtained from literature has revealed that the level of availability and use of electronic media resources for teaching and learning in Kaduna state secondary school is an issue of worried. For instance few schools have English laboratory. The few secondary schools that have the laboratory, teacher‟s skilfulness is doubtful.
The level of utilization of the resources is also a serious concern to enhance student‟s performance in English language examination. Evidence abounds to justify that many students or candidates (during standardize examination) could not answer half of the questions, not because of time factor, but inability to confidently and independently attempt the English language question (Aremu, 2014). Also, students‟ performances in recent external examination (WAEC, NECO, NABTEB, 2013, 2014) have shown great concern over the poor performance of students in English language.
Similarly students‟ negative attitude towards the subject coupled with their poor academic achievement in the subject have also warranted discussion and seeking for relevant use of modern resources in class instruction. Having this media resource in schools is one thing, using it for instruction is another thing. The study is therefore an attempt to assess the availability and utilization of electronic media resources for teaching English language at senior secondary schools in Kaduna state.
1.2 Statement of the Problem
Spoken English as it is being taught at the Secondary Schools is hampered by the poor instructional materials and methods. These problems as perceived could be as a result of the teaching methods adopted on the part of the teachers which greatly affect the way learners comprehend the spoken aspect of English language. This has in turn led to students imbibing the wrong information and passing same to the general public during communication.
Evidence obtained from relevant literature had revealed that the level of availability and utilization of electronic media facilities for teaching and learning English language in educational institution is an issue of serious concern. For instance between 2012–2014, only six schools Barewa College Zaria, Science Secondary School
Kufena, G.S.S Kagoro, Capital School Kaduna, Queen Amina School and Government
Girls Science School Soba are found to have well equipped language laboratory in Kaduna state, (NBTE, 2014). The effort of government in the provision of electronic devices such as computers, radios, projectors, televisions, internet and other to serve as instructional materials is far from satisfactory to achieve meaningful teaching and learning of English language. In a situation where 80% of students in school are taught without adequate used of instructional materials to improve students‟ academic performance, especially in English language (Ayoji, 2013), where it is available, it is usually in few quantity and quality and the utilization to the maximum teaching and learning process is a source of concern in schools today.
Despite the inherent advantages of these electronic resources in teaching and learning, the extent to which schools in Nigeria have benefited in attaining teaching English language effectively is yet to manifest (Sweeny, 2010). It is obvious; teachers depended mostly on textbooks and chalk board in teaching the subject as instructional materials, while other relevant instructional materials such as maps and charts, overhead projectors, televisions, computers, radios, television and pictures were neglected, perhaps, possibly due to their insufficiency in schools. These deplorable situations affect the strategies and methodology application in teaching English language.
Advances in technology has brought instructional materials especially electronic materials to the forefront as the most tools of globalization which have affected the classroom teaching/learning situation positively. New technological breakthrough such as Audio, Audio visual electronic materials are important landmark in knowledge transfer. With this facilities and equipments, teaching and learning English language became very pleasant experiences and less stressful. Notable problems could be poor quality of teachers in terms of qualification and competence based to make use of this modern technology (electronic media). It is important to remark that teachers‟ inability or shortfall to make use of technologies should not serve as an excuse to retard student‟s acquisition of this core subject (English language) at credit level in schools. The study therefore is to assess the availability and utilization of electronic media resources in teaching and learning English language in senior secondary schools in Kaduna state,
Nigeria.
1.3 Objectives of the Study
The study is set to achieve the following objectives, to:
- examine the availability of electronic media resources used in teaching English language in senior secondary schools in Kaduna state.
- identify the various types of electronic media resources used in teaching English language in secondary schools in Kaduna State.
- ascertain teachers and students level of awareness of the available electronic media resources in senior secondary school in Kaduna state.
- investigate the extent of utilization of electronic media resources for the teaching of English language in senior secondary schools in Kaduna state.
1.4 Research Questions
The following research questions were formulated to guide the study:
- What are the types of electronic media resources used in teaching English language in secondary schools in Kaduna State.
- To what extent are the electronic media resources available for use in teaching and learning English language in senior secondary schools in Kaduna state?
- To what extent are teachers and students aware of the electronic media resources available in senior secondary schools in Kaduna state?
- To what extent do English language teachers utilize electronic media resources in the teaching of English language in senior secondary school in Kaduna state?
1.5 Research Hypotheses
The following null hypotheses were postulated to guide the study.
1: There is no significant difference on the types of electronic media resources for the teaching of English language in senior secondary school in Kaduna
State.
2: There is no significant difference on electronic media resources available for the teaching of English language in Kaduna state
3: There is no significant difference in the awareness level of teachers and students on the availability of electronic media resources in senior secondary school in Kaduna state.
4: There is no significant difference on the teachers effective utilization of electronic media resources for the teaching and learning of English language in senior secondary school in Kaduna state.
1.6 Basic Assumptions
It is assumed that:
- The availability of electronic media resources in schools will improve the quality of instruction of English language in senior secondary schools in Kaduna
state.
- That the awareness level of teachers and students is high on availability of electronic media resources in senior secondary schools in Kaduna state.
- The level of proficiency of teachers in the utilization of electronic media resources definitely stimulate the interest of the learners as well as improve the way these resources are being used by the learners.
1.7 Significance of the Study
The use of electronic media resources in education as a form of technology in modern class instruction makes English class interactive and collaborative as teachers and learners are given the opportunity to explore idea and have knotty problem solved. However, despite several curricular modifications, aims at enhancing quality of instruction, electronic media resources seems to be more appealing in enhancing teaching and learning. For this reason, this study can be used to further aid effective English language curriculum implementation through effective utilization of electronic media resources to facilitate learning. English language teachers can find some of the findings of the research useful, by understanding the impact of electronic media resources application in teaching and learning process. Teachers will be encouraged by the study to identify suitable areas that needed application of media and may detect their deficiencies and strengths in order to enhance the training of the teachers in their various institutions.
Curriculum planners of the various learning process can identify and incorporate most suitable media resources in English language curriculum for maximizing classroom instruction for students benefit. Students will also be motivated by the presence of electronic media resources in their classes to enhance their understanding of the lessons. Ministry of Educations, Kaduna state in particular can also benefit by ensuring availability and maintenance of the available media resources and also provide more to ensure quality instructions.
Educational bodies and associations particularly, Association of English Language of Nigeria (AELN) can benefit through identifying the needed electronic media resources in enhancing the subject, through continued call to government and other relevant agencies to assist in providing the needed electronic media resources to enhance teaching profession. Also, English language teachers Association of Nigeria (AELN) can benefit from the study through sensitizing members on the impact and usefulness of electronic media resources in classroom instruction and can also serve as
“pressure group” to intimate the Ministry of Education in ensuring availability of these vital resources. Nigeria Educational Research Development Council (NERDC) and states Educational resource centers can benefit by considering the findings of the study in identifying and implementing for classroom instruction, various electronic media devices to further enhance the teaching and learning of English language curriculum. As corporate bodies they can ensure adequate supply and maintenance of appropriate electronic media resources in schools. Publishers also will benefit by integrating media resources and concept of learning in teaching.
The finding from this study will enable teachers and students use appropriate electronic media tools in the teaching and learning spoken English language in schools respectively. Specially, some teachers who are reluctant to embrace this innovation in the use and knowledge of electronic media resources will see the need for it, if they want to ensure the success of their students academically. The data based documents will enable government plan to improve and upgrade the system by enforcing the training of teachers who are the electronic media facilitators. In addition, the study will serve as a guide to the management of senior secondary schools in Kaduna state, Nigeria to effectively use the data obtained from the data based document to know the electronic media resources available and the extent of its use for teaching and learning English language. Finally, the result of the study will serve as a guide and source of information for students and future researchers in the area and extent of electronic media resources availability and use in the teaching and learning of English language in senior secondary schools in Kaduna State, Nigeria.
1.8 Scope of the Study
The study assessed the availability and utilization of electronic media resources for teaching and learning of English language in senior secondary schools in Kaduna state, Nigeria. The study hopes to cover the basic electronic media resources such as audio and audio-visual, computers, in terms of the availability and utilization.
Specifically, the study was delimited to English language teachers and students in both private and public senior secondary schools (SSII) in Zaria and Sabon Gari Local Governments in Kaduna State.
ASSESSMENT OF ACCESSIBILITY AND APPLICATION OF ELECTRONIC MEDIA PROPERTIES IN TEACHING ENGLISH LANGUAGE IN SENIOR SECONDARY SCHOOLS IN KADUNA STATE, NIGERIA