IMPACT OF MOTHER TONGUE ON STUDENTS PERFORMANCE IN ENGLISH LANGUAGE
The background of the study: The significance of acquiring skill in the English language as a foundation for achieving competence in other academic areas cannot be overstated. The acquisition of knowledge holds significant importance in the realms of education, economy, and national growth within a country.
The significance of English language as a subject in educational institutions mostly stems from its practical relevance within the broader Nigerian culture. English serves as the official language for administrative and commercial purposes, and it holds a prominent position in the realm of scientific discourse. Salami (2002) underscored the significance of utilising the Universal Standard Code (USC) of the English language as a means to enhance communication among the diverse ethnic groups inside Nigeria.
The individual additionally emphasised the necessity of enhancing the calibre of oral and written English language proficiency among students in educational institutions. One of the prevailing educational concerns that has garnered public attention is the issue of low academic performance, particularly in public examinations (Kolawole, 1998; Kolawole & Dele, 2002). The issue of underachievement among school children has been a persistent concern across various academic areas, including Mathematics, English, and Science (Ivowi, Okebukola, & Oladorun, 1992; Falayajo, 1997).
The substandard level of academic performance across various topic areas could potentially be attributed to a deficient English Language foundation during primary education. Multiple study reports have been conducted that provide evidence for the assertion that language inefficiency consistently results in subpar academic performance (Ayodele, 1988; Falayajo, 1997). It is not surprising that in contemporary times, there is a significant emphasis on achieving a credit or distinction level in English language, along with other subjects, in order to secure admission into Nigerian Higher Institutions of learning or to enhance prospects for desirable white-collar employment (Iroegbu, 2006).
The government has acknowledged the significance of the English language in promoting educational achievement and developing people' communication skills, leading to its designation as a core subject (FGN, 2004). Prior to admission into the university, students are required to possess a satisfactory level of proficiency in the English language. This phenomenon also elucidates why several parents make significant efforts to ensure that their children achieve a passing grade or above in the subject of English language.
The significance of the English language as a subject in schools mostly stems from its practical worth to the broader Nigerian community. English serves as the designated language for matters pertaining to government and trade. English is widely recognised as a prominent language in the field of science.
Salami (2002) underscored the significance of employing the English language as a means to enhance interethnic communication inside Nigeria. Additionally, he emphasised the necessity of enhancing the proficiency of oral and written English language skills among students at educational institutions.
One of the prevailing educational concerns in public discourse pertains to the substandard level of academic performance, particularly evident in public examinations (Kolawole, 1998; Kolawole & Dele, 2002). The issue of underachievement among school pupils has been a persistent concern in various academic disciplines, including Mathematics, English, and Science (Akpan, Ivowi, Okebukola, and Oladotun, 1992; Falayajo, 1997). The substandard level of academic performance across various topic domains could potentially be attributed to a deficient English language foundation throughout the elementary school phase. There exist multiple research findings that provide evidence for the assertion that language inefficiency consistently results in subpar academic achievement (Oluikpe, 1979; Ayodele, 1988; Falayajo, 1997).
Onukaogu and Arua (1997) as well as Onukaogu (2002) have already conducted research on this topic. According to Okoro (2000), the issue of low academic performance among primary school pupils in Nigeria is a significant concern. This problem persists despite Nigeria's establishment of targets aimed at improving the minimum level of educational attainment by 1995. The author noted that there were significant indications of subpar performance that persisted as students progressed through the educational system. An endeavour was thus undertaken to ascertain the degree to which Okoro's (2000) observation is applicable to the domain of primary school English. The evolution of language in the post-2000 era.
One possible factor contributing to the reported deficiencies in English language proficiency and competence among learners could be the instructional methods employed in schools and universities for teaching the English language. The typical teaching technique employed in English language classes has been subject to criticism by Ubahakwe (1991), Ohia (1997), and Duff (1997). Kolawole (1991, 1998) attributed the deficiency in acquiring fundamental writing abilities to the utilisation of conventional instructional strategies. According to Williams (1990), this pedagogical approach was characterised as being inconsistent in its effectiveness.
Oglan (1997) provided a critique of the dominant characteristics inherent in traditional teaching strategies, which result in the passivity of learners inside the classroom setting. He thus proposed the implementation of an activity-based classroom environment, particularly for learners at the elementary school level, in order to enhance the enjoyment and engagement in the learning process. Educational endeavours of this nature encompass several modalities, such as object-based learning, visual aids such as images and films, and other tangible resources.