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THE
INFLUENCE OF NURSERY EDUCATION ON PUPILS ACHIEVEMENT IN ENGLISH LANGUAGE IN
PRIMARY SCHOOLS
CHAPTER ONE
INTRODUCTION
1.1 BACKGROUND OF THE STUDY
Education in
Nigeria is an instrument “par excellence” for effecting national development.
It has witnessed active participation by non-governmental agencies, communities
and individuals as well as government intervention. Nigeria’s philosophy of
education therefore is based on
the
development of the individual into a sound and effective citizen,
the full
integration of the individual into the community and
the
provision of equal access to educational opportunities for all citizens of the
country at the primary, secondary and tertiary levels both inside and outside
the formal school system.
Education is
the most important instrument of change; any fundamental change in the
intellectual and social outlook of any society has to be preceded by an
educational revolution (Federal Republic of Nigeria, 2004).
It is widely
contended that there has been an abysmal fall in the standard of education in
recent times. Many people have faulted the educational system and identified
various problems that characterize it (Ali, 2000). One area that has constantly
witnessed a deteriorating performance among students and pupils is English Language. Parents and stakeholders in
education have expressed dismay over this unfortunate situation and the Federal
and State government have introduced policies which could not ameliorate the
situation. Ibrahim (1999) and Omotala (2001) also expressed concern over this
state of affair especially as it affects performance in English language
primary and secondary schools in Nigeria and offered suggestions on ways of
reversing the trend.
In Nigeria,
English language is the language of the government and it is widely used in
commerce, education, the mass media and social settings (Bamgbosa, 1971,
Oluikpe, 1981). The position of English Language has further been emphasized in
the National Policy on Education (2004) that English Language shall be taught
as a subject in primary schools. It added that from the fourth year, English
shall progressively be used as a medium of instruction and the language of
immediate environment and French shall be taught as subjects (Federal Republic
of Nigeria, 2004). In the secondary school curriculum, English language is
listed number one in the core subject category A. The curriculum for Junior
Secondary School (1985) clearly stated that English Language shall serve as
medium in
which teaching and learning are carried out in schools and colleges, and a
medium for
interpersonal, ethnic, government and business communication.
In view of
the significant role of English language in Nigeria, it therefore becomes
imperative that Nigeria learners of English language and the educated people in
other disciplines should communicate in English and portray a reasonable degree
of competence in the subject (Ekah, 1999). However, investigations have shown
that the performance of pupils and
students at the spoken and written proficiency levels in public schools reveal
poor performance in the subject.
One of the
noteworthy trends in recent years has been the increase of attention to and
facilities for pre-school education in Nigeria, especially prior to the
kindergarten period. Some countries such as the Soviet Union and Britain have
placed considerable weight for social and economic as well as educational
reasons on the years of early childhood. Evidence abound to prove that children
raised in nursery schools tend to acquire more vocabularies and attain
appreciable level of proficiency in spoken English than their counterparts in
the public-primary schools and also demonstrate a better understanding and
mastery of major components of English. This and more reasons account for the
preference of nursery education among the elites in the society who desire
nothing but the best for their children.
STATEMENT OF
PROBLEM
English
language possesses a unique position in the primary school and secondary school
curricula and has contributed largely to national development and social
integration. Such a subject demands for the right teaching approaches and facilities
so as to produce individuals who would demonstrate competency in personal and
public life. Unfortunately, evidences abound that the level of proficiency in
spoken and written English in primary schools is generally poor. Given this
unfortunate situation, some parents demand for the right type of education that
would prepare the child to achieve certain goals and meet challenges in later
life. This makes the demand for nursery education high among the educated
parents and elite. The impression here is that in nursery schools children
receive early training in spoken and written English and the child would carry
the skills to the upper primary and secondary schools.
PURPOSE OF
THE STUDY
The purpose
of the study was to
examine the
performance of pupils in English language in nursery schools
assess the
influence of nursery education on pupils’ achievement in English language in
primary schools, and
compare
performance of pupils in nursery/primary schools and public primary schools.
proffer
measures for effective teaching of English language in primary schools in Itu
Local Government Area.
1.4 BASIC ASSUMPTIONS
The study
was conducted on the assumption that:
there was a
disparity in pupils performance in English language attributed to attendance and
non-attendance of nursery school.
Nursery
schools have both human and material resources for effective teaching of
English language
The head
teachers of nursery schools and public primary schools would cooperate with the
investigators and give them authority to obtain responses from their pupils and
teachers
The schools
would be accessible enough to allow the investigators reach the schools by
motorcycle or car, and that
The fuel
situation in Nigeria would not create transportation difficult through increase
in prices or fares.
1.5 SIGNIFICANCE OF THE STUDY
The desire
of any government worldwide is to provide qualitative education for its
citizenry. To this end, the Federal Government of Nigeria strives to establish
pre-primary sections in existing public schools and encourage both
community/private efforts in the provision of pre-primary education.
Although the
policy clearly states that the medium of instruction is principally the
mother-tongue or the language of the immediate community at this level of level
of education, efforts have been geared towards setting the pace for sound
foundation in English Language. Due to the rich programmes provided at the
nursery level, the demand for education at this level has soared. Most parents
even prefer poorly equipped nursery schools to the public primary schools, that
much resources, human and material are put in place. Today, the number of
nursery schools has increased in leaps and bounds.
This is an
attempt to investigate the influence of nursery education on pupils achievement
in English Language in primary schools in Itu Local Government Area of Akwa
Ibom State. It is hoped that the findings will be of immense benefits to
teachers and head teachers, professional organizations and associations,
especially the Nigeria Union of Teachers and subject based associations, whose
functions, among others is to advise governments on policy formulations and
implementation, principals/head teachers and teachers in nursery schools and
Ministries of Education (State and Federal) involved in formulating and
implementing educational policies. Similarly, educational psychologists,
philosophers, curriculum developers, (WAEC, NTI, NECO), researchers and indeed
all stakeholders in education will find this study very useful.
1.6 RESEARCH QUESTIONS
The
following research questions were raised to guide the study;
What is the
position of English Language teaching in nursery and primary schools in Itu
Local Government Area?
Are
parents/general public showing interest and preference for nursery education?
Is it true
that nursery education could influence pupils achievement in English language?
What
particular aspect of English language has nursery education made impact?
How
effective are nursery schools attached to public primary schools in the
teaching of English Language?
How could
nursery education be made more effective for English language teaching and
learning?
1.7 LIMITATIONS OF THE STUDY
Several
factors acted against the attainment of the purpose of the study?
The dearth
of information on curriculum, policy and operations of nursery education in
Nigeria.
Lack of
officially released English curriculum for nursery schools for uniformity of
instruction.
Inadequate
finance to visit all nursery schools in Itu Local Government Area. Most of the
schools are located in rural areas with poor roads making accessibility during
the rainy season very difficult.
High cost of
transport fare due to the hike in fuel price during the period of the study.
DEFINITION
OF TERMS
Primary
School: Education given in institutions for children aged 6 to 11 plus for a
duration of six years.
Pre-primary/Early
Childhood Education: Education given in an educational institution to children
prior to their entering the primary school. It includes the crèche, the nursery
and the kindergarten.
Childhood: A
period from birth to about 12 years of life.
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