Project – Effect of Teaching Methods on Students’ Academic Performance in English Language: A Case Study of Selected Public Secondary Schools in AMAC, FCT Abuja.

CHAPTER ONE

INTRODUCTION

1.1 Background to the Study

Education is an essential instrument for individual development, social transformation, and national progress. At the secondary school level, education provides learners with the knowledge, skills, values, and competencies needed for further education, employment, and responsible citizenship. The extent to which these objectives are achieved depends on several factors, including teachers’ professional competence, students’ motivation, the availability of instructional materials, school conditions, and the teaching methods employed in the classroom. The Federal Republic of Nigeria (2013), in the National Policy on Education, emphasises the importance of providing relevant educational opportunities and developing learners’ intellectual and practical abilities. Teaching methods are particularly important because they determine how subject content is presented, how learners interact with information, and how teachers assess students’ understanding. A teaching method that encourages participation, practice, questioning, and feedback may create different learning experiences from one that relies mainly on explanation and memorisation. Consequently, investigating teaching methods is necessary for understanding the factors that may influence students’ academic performance in English Language in public secondary schools.

English Language occupies a central position in Nigeria’s education system because it is widely used as the language of instruction, official communication, and academic assessment. Students need adequate English proficiency to understand textbooks, interpret examination questions, communicate ideas, write assignments, and participate effectively in classroom activities. English Language instruction at the secondary school level commonly covers grammar, vocabulary, comprehension, composition, oral English, and other language skills. Weaknesses in these areas may affect students’ performance not only in English but also in other subjects in which they must understand written instructions and express their knowledge clearly. The National Policy on Education recognises the importance of language education in the development of learners’ communication and intellectual abilities (Federal Republic of Nigeria, 2013). In addition, the British Council (2015), in its work on English language teaching in Nigeria, highlighted the importance of effective teacher development and appropriate classroom practices in improving English language learning. These considerations make the methods used by English Language teachers an important area of educational investigation.

Teaching methods refer to the approaches, procedures, and classroom activities teachers use to facilitate learning and help students achieve specified instructional objectives. Common methods in secondary school English Language teaching include the lecture or explanation method, discussion method, demonstration, question-and-answer, cooperative learning, guided practice, and activity-based instruction. Each method has particular strengths and limitations, depending on the topic, students’ abilities, available resources, and expected learning outcomes. For instance, explicit explanation may help teachers introduce grammatical rules, while discussion and guided practice may provide opportunities for students to apply those rules and receive feedback. The effectiveness of a teaching method therefore depends not simply on its name but on how it is implemented and whether it suits the learning objective. Hattie (2009), in his synthesis of research on influences on learning, emphasises the importance of teaching practices and feedback that make learning visible and enable students to understand their progress. Similarly, the Education Endowment Foundation (2021) highlights the value of structured feedback, metacognition, and self-regulated learning in supporting educational achievement. These perspectives suggest that English Language teachers should select and combine teaching approaches according to the skills being taught and the learning needs of their students.

The relationship between teaching methods and academic performance can also be understood through constructivist and social learning perspectives. Bruner (1961) argued for learning approaches that encourage learners to discover relationships, develop understanding, and participate actively in the learning process. Vygotsky (1978) similarly emphasised the role of social interaction and guidance in cognitive development, suggesting that learners can develop understanding through collaboration with teachers and more knowledgeable peers. These perspectives are relevant to English Language teaching because students need opportunities to practise speaking, discuss texts, construct written arguments, identify grammatical patterns, and receive corrective guidance. A classroom that allows students to ask questions, collaborate on writing tasks, read aloud, and discuss passages may provide richer opportunities for language development than a classroom dominated by passive listening. However, teacher explanation remains useful when learners need direct instruction, clear examples, or clarification of difficult concepts. The important issue is therefore whether teaching methods are selected and combined in ways that support understanding, sustained practice, and measurable improvement in students’ academic performance (Bruner, 1961; Vygotsky, 1978).

The effectiveness of teaching methods may be influenced by the specific language skill being taught, the teacher’s professional competence, the availability of learning materials, class size, and students’ prior knowledge. For example, teaching comprehension may require guided reading, vocabulary development, questioning, and interpretation of texts, while composition may require modelling, drafting, revision, and feedback. Oral English may benefit from listening exercises, pronunciation practice, dialogue, and audiovisual materials. When teachers rely on a single method regardless of the subject content or students’ learning needs, some learners may have limited opportunities to practise or demonstrate their understanding. Research on instructional methods in Nigerian secondary schools provides evidence that teaching approaches are an important consideration in English Language achievement. Isa, Mammam, Badar, and Bala (2020), in a study of secondary school students in Kano State, reported that teaching methods were associated with academic performance and recommended more student-centred and interactive approaches. Okafor (2024) also examined effective teaching methods and performance in English in secondary schools in Ebonyi State, emphasising the importance of instructional approaches, teacher qualifications, and teacher attitudes. Such findings support further investigation of how teaching methods operate in different school environments.

In Nigeria, concerns about students’ performance in English Language have encouraged educators and researchers to examine classroom instruction, teacher preparation, instructional materials, and the conditions under which learning takes place. Although the use of English as a language of instruction gives the subject considerable importance, students’ performance may differ according to the quality of teaching, access to reading materials, frequency of practice, school resources, and support received from teachers and families. Adebayo and Tolorunju (2020), in their comparative study of public and private senior secondary schools in the Federal Capital Territory, examined English Language performance alongside factors such as teaching facilities and teacher qualifications. Their findings highlight the importance of considering the wider instructional environment when investigating students’ achievement. Isa et al. (2020) similarly identified teaching approaches as a relevant factor in secondary school performance. These studies indicate that academic performance should not be attributed exclusively to teaching methods, since classroom instruction operates alongside other educational and social factors. Nevertheless, teaching methods remain a practical area for improvement because teachers and school administrators can evaluate their use and adapt classroom activities to students’ learning needs.

The Abuja Municipal Area Council (AMAC) of the Federal Capital Territory provides a relevant setting for examining the effect of teaching methods on students’ academic performance in English Language. Public secondary schools within AMAC may differ in their staffing, classroom facilities, instructional resources, class sizes, and students’ educational backgrounds. Such differences may influence how teachers organise lessons and how students respond to particular instructional approaches. Although research conducted in other Nigerian states and parts of the FCT offers useful insights, its findings cannot automatically be generalised to every public secondary school in AMAC. Adebayo and Tolorunju (2020) provide evidence from the FCT concerning English Language achievement and school-related factors, while Isa et al. (2020) and Okafor (2024) offer findings from other Nigerian educational settings. These studies establish a basis for further context-specific investigation. Accordingly, the present study examines the teaching methods used in selected public secondary schools in AMAC, the extent to which students are exposed to different instructional approaches, and the relationship between these methods and their academic performance in English Language. The findings are expected to provide useful evidence for English Language teachers, school administrators, educational authorities, and other stakeholders seeking to improve language instruction and student achievement.

1.2 Statement of the Problem

Students’ academic performance in English Language remains an important concern because proficiency in the subject supports learning, communication, and achievement across the secondary school curriculum. Despite the importance of English Language, students may experience difficulties in grammar, comprehension, composition, vocabulary, and oral communication. These difficulties may arise from several factors, including inadequate practice, limited access to reading materials, insufficient feedback, language-learning challenges, and the teaching approaches adopted in the classroom. Where teaching methods do not adequately address students’ learning needs, some students may struggle to understand concepts, apply grammatical rules, or develop effective writing and reading skills. Isa et al. (2020) examined teaching methods and academic performance among secondary school students in Kano State and reported that instructional approaches were relevant to students’ academic outcomes. This raises the need to investigate the teaching methods used in selected public secondary schools in AMAC and determine how they relate to students’ performance in English Language.

Another problem concerns the possibility that some classroom practices may provide students with insufficient opportunities for active learning, practical application, and meaningful feedback. English Language learning requires regular reading, writing, speaking, listening, and the application of language rules in different contexts. When classroom instruction is dominated by explanation without adequate exercises, discussion, correction, or individual practice, students may have fewer opportunities to develop and demonstrate their language skills. Conversely, methods that encourage participation, guided practice, peer learning, and constructive feedback may help students identify errors and improve their understanding. Hattie (2009) emphasises the importance of feedback and teaching practices that make learning progress visible, while Vygotsky (1978) highlights the contribution of guided interaction to learning and development. The problem is therefore to establish whether the methods used by English Language teachers in the selected schools provide appropriate learning opportunities and how these methods are associated with students’ academic performance.

A further concern is that the effectiveness of teaching methods may depend on the conditions under which they are implemented. Teachers may have different levels of professional preparation, experience, access to instructional materials, and familiarity with student-centred approaches. Large classes, limited teaching resources, inadequate time for practical language activities, and differences in students’ prior knowledge may also influence the success of particular methods. Adebayo and Tolorunju (2020), in their comparative study of public and private senior secondary schools in the FCT, examined English Language performance alongside school-related factors, including teaching facilities and teacher qualifications. Their work indicates the importance of considering the wider learning environment when examining academic achievement. However, the contribution of particular teaching methods within selected public secondary schools in AMAC requires focused investigation. Without such evidence, it may be difficult for teachers and school administrators to determine which instructional approaches are most suitable for addressing students’ English Language learning needs.

Furthermore, findings from studies conducted in other states or educational settings may not fully reflect the experiences of students in the selected public secondary schools in AMAC. Differences in school resources, teacher practices, classroom organisation, and students’ educational backgrounds may affect both teaching and learning outcomes. Although existing studies have examined teaching methods and English Language performance in other parts of Nigeria, there is a need to investigate the issue within the specific geographical and institutional scope of this research. Isa et al. (2020) and Okafor (2024) provide useful evidence concerning teaching methods and English Language achievement in other Nigerian contexts, but their findings do not automatically establish the situation in AMAC. This study therefore seeks to examine the teaching methods employed by English Language teachers in selected public secondary schools in AMAC, assess students’ academic performance, and determine whether a statistically significant relationship exists between teaching methods and performance. The findings may assist teachers and educational stakeholders in identifying areas for instructional improvement.

1.3 Aim and Objectives of the Study

The aim of this study is to examine the effect of teaching methods on students’ academic performance in English Language in selected public secondary schools in AMAC, FCT Abuja.

The specific objectives are to:

1. Identify the teaching methods commonly used by English Language teachers in selected public secondary schools in AMAC, FCT Abuja.

2. Examine students’ academic performance in English Language in the selected public secondary schools.

3. Determine the influence of different teaching methods on students’ academic performance in English Language.

4. Examine the challenges English Language teachers encounter in applying effective teaching methods in the selected public secondary schools.

1.4 Research Questions

The study will be guided by the following research questions:

1. What teaching methods are commonly used by English Language teachers in selected public secondary schools in AMAC, FCT Abuja?

2. What is the level of students’ academic performance in English Language in the selected public secondary schools?

3. How do different teaching methods influence students’ academic performance in English Language?

4. What challenges do English Language teachers encounter in applying effective teaching methods in the selected public secondary schools?

1.5 Research Hypothesis

The following null hypothesis will be tested at the 0.05 level of significance:

H₀: There is no statistically significant relationship between teaching methods and students’ academic performance in English Language in selected public secondary schools in AMAC, FCT Abuja.

1.6 Significance of the Study

The findings of this study are expected to be beneficial to English Language teachers, students, school administrators, educational policymakers, parents, and future researchers.

English Language teachers: The study may help teachers understand the importance of selecting teaching methods that correspond with specific language-learning objectives. Its findings may encourage the use of appropriate combinations of explanation, discussion, guided practice, cooperative learning, reading activities, and feedback to improve students’ language skills.

Students: The study may benefit students by identifying instructional practices that support comprehension, grammar, composition, vocabulary development, and oral communication. Improved classroom instruction may provide learners with more opportunities to practise language skills and receive guidance on their progress.

School administrators: The findings may help school administrators assess classroom teaching practices and identify areas requiring improvement. They may also support decisions concerning instructional supervision, provision of teaching materials, teacher development, and the organisation of English Language lessons.

Educational policymakers: The study may provide information relevant to policies aimed at improving English Language teaching and learning in public secondary schools. It may also help education authorities identify practical challenges affecting classroom instruction and determine where additional support is required.

Parents and guardians: The findings may help parents appreciate the importance of effective classroom instruction, reading practice, and support for students’ language development. They may also encourage collaboration between parents and schools to reinforce students’ learning outside the classroom.

Teacher-training institutions: The study may provide insights that can inform teacher preparation and professional development programmes, particularly in the selection, adaptation, and evaluation of methods for teaching English Language.

Researchers and students: The study may serve as a reference for further research on teaching methods, language education, and academic performance in Nigerian secondary schools. It may also provide a basis for comparative studies across different area councils, school types, and subject areas.

1.7 Scope of the Study

The study focuses on the effect of teaching methods on students’ academic performance in English Language in selected public secondary schools in Abuja Municipal Area Council, Federal Capital Territory, Abuja.

In terms of content, the study will examine the teaching methods used by English Language teachers, students’ academic performance, the relationship between instructional approaches and performance, and the challenges teachers encounter in implementing effective teaching practices. Methods considered may include lecture or explanation, discussion, question-and-answer, demonstration, cooperative learning, and guided practice.

The geographical scope is limited to selected public secondary schools within AMAC. The respondents will comprise the categories of students and teachers specified in the research methodology. Students’ academic performance may be assessed using approved English Language test scores or relevant school records, depending on the final research design and the availability of authorised data.

1.8 Limitations of the Study

The study may encounter limitations relating to time, financial resources, access to schools, and the availability of relevant academic records. Some teachers or students may be unwilling to participate or may provide responses that do not fully reflect their classroom experiences. Differences in the teaching experience of respondents and the resources available across schools may also affect the information collected.

Another limitation is that students’ academic performance is influenced by factors other than teaching methods. These may include students’ previous knowledge, motivation, attendance, home environment, access to books, language exposure, and individual learning needs. Therefore, any observed relationship between teaching methods and academic performance should be interpreted carefully and should not automatically be treated as proof that teaching methods alone cause differences in achievement.

To minimise these limitations, the researcher will adopt appropriate sampling procedures, obtain the necessary permissions, use clear research instruments, and protect respondents’ confidentiality. Data will be analysed using methods suitable for the research questions and hypothesis, and the conclusions will be limited to the evidence obtained from the selected schools.

1.9 Operational Definition of Terms

Teaching methods: The approaches and procedures English Language teachers use to present subject content, facilitate classroom activities, guide practice, and assess students’ understanding.

Academic performance: The level of achievement students demonstrate in English Language, measured through approved tests, examination scores, or relevant academic records.

English Language: The school subject concerned with developing students’ competence in reading, writing, speaking, listening, grammar, vocabulary, comprehension, and composition.

Lecture method: An instructional approach in which the teacher explains or presents information to students, usually with students listening, taking notes, and responding to questions.

Discussion method: A teaching approach in which teachers and students exchange ideas, ask questions, and examine topics through guided classroom interaction.

Cooperative learning: An instructional approach in which students work in structured groups to complete learning tasks and support one another’s understanding.

Guided practice: A teaching process in which students practise a skill or apply a concept with support, feedback, and direction from the teacher.

Public secondary schools: Government-established or government-administered secondary schools included within the geographical scope of the study.

AMAC: Abuja Municipal Area Council, one of the area councils within the Federal Capital Territory, Nigeria.

Project – Effect of Teaching Methods on Students’ Academic Performance in English Language: A Case Study of Selected Public Secondary Schools in AMAC, FCT Abuja.