Project – Influence of attitude and perception in the academic performance of English students in Obingwa LGA

CHAPTER ONE

INTRODUCTION

1.1. Background to the Study

The academic performance of students has long been studied through various factors such as cognitive ability, socio-economic background, and instructional methods. Among these, the influence of students’ attitudes and perceptions towards learning has garnered increasing attention. Studies have shown that positive attitudes towards a subject can significantly enhance motivation, persistence, and, ultimately, academic performance. In the context of English language learning, attitudes toward the language, as well as the perception of its importance, have been identified as crucial determinants of success (Gardner & Lambert, 1972; Clément, Dörnyei, & Noels, 1994). English students with a positive attitude toward learning English, including its culture and utility, tend to perform better, as their enthusiasm encourages deeper engagement with the content.

Attitude is broadly defined as a student’s general disposition toward learning, shaped by a complex interplay of internal and external factors. Research has consistently shown that a positive attitude is linked to greater academic achievement. According to Dörnyei and Ushioda (2011), motivation, which is closely tied to attitude, plays a pivotal role in students’ success in language learning. In English education, motivation can stem from a variety of sources, such as the perceived relevance of the language for future career prospects or intrinsic enjoyment of the learning process itself. A student’s attitude toward English can be influenced by their teachers, peers, and the broader cultural context. For instance, English students who perceive the language as a valuable tool for global communication are more likely to develop a strong motivation to succeed (Liu & Jackson, 2008).

Perception, on the other hand, refers to the way students interpret and make sense of the learning environment, which includes their understanding of the challenges and benefits associated with learning English. Students who perceive English as difficult or irrelevant to their lives may experience anxiety or disengagement, both of which can negatively affect academic performance (MacIntyre & Gardner, 1991). Perceptions of self-efficacy—whether students believe they are capable of succeeding—also play a critical role. Students who perceive themselves as capable English learners are more likely to set higher goals, engage in effective learning strategies, and ultimately achieve better academic outcomes (Schunk, 1995). Conversely, students with negative self-perceptions may exhibit low levels of effort and persistence, thereby hindering their academic progress.

The impact of classroom environment and teaching methods on students’ attitudes and perceptions cannot be overlooked. A supportive and interactive classroom environment, where students are encouraged to participate actively, fosters positive attitudes toward learning. Research by Williams and Burden (1997) suggests that when teachers adopt a communicative, student-centered approach, students are more likely to perceive learning English as enjoyable and rewarding. Furthermore, teacher feedback, both positive and constructive, can shape students’ perceptions of their abilities, influencing their overall attitude toward the language. In contrast, a classroom environment characterized by authoritarian teaching methods may contribute to negative perceptions of English learning, resulting in disengagement and reduced academic performance (Brophy, 2004).

Cultural factors also contribute significantly to students’ perceptions and attitudes towards English. For students from non-English-speaking backgrounds, the process of learning English is often associated with various socio-cultural factors, such as exposure to the global influence of English, societal expectations, and the pressure to master the language for economic or academic success. Studies by Sykes and Rimal (2009) demonstrate that students’ attitudes toward learning English can be shaped by cultural factors such as national identity and the perceived status of the English language in their home countries. In many cases, positive perceptions of English, fueled by the desire for upward social mobility, can enhance students’ motivation and, by extension, their academic performance. However, for some students, cultural conflicts or a perceived loss of cultural identity can lead to negative attitudes and hinder their academic performance.

In conclusion, both attitude and perception play integral roles in shaping the academic performance of English students. A positive attitude, reinforced by supportive teaching methods and a constructive classroom environment, is likely to enhance motivation and engagement with the subject. Furthermore, students’ perceptions of the language—whether it is seen as a useful tool or a challenging burden—directly influence their academic outcomes. It is clear that fostering positive attitudes and shaping favorable perceptions should be key components of educational strategies aimed at improving the academic performance of English learners. Future research should continue to explore how these factors interact across different educational settings, with particular attention to the role of cultural influences and individual differences in shaping students’ attitudes and perceptions of English learning.

1.2. Statement of the Problem

The academic performance of students in English language learning is a topic of significant interest to educators, researchers, and policymakers. While numerous factors influence student achievement, the roles of attitude and perception have received particular attention in recent studies. English language learners, regardless of their age or educational background, often experience varying levels of success in mastering the language. However, the underlying reasons for such disparities are not always clear, especially when traditional cognitive measures (e.g., intelligence, aptitude) do not account for the differences in performance. In this context, attitude and perception are emerging as critical factors that shape how students engage with and perform in English language education. Yet, despite the growing recognition of their importance, there is a lack of comprehensive understanding regarding the specific ways in which these factors influence academic outcomes in English learning.

One of the major challenges in understanding the impact of attitude on academic performance is that attitudes toward learning are highly subjective and can be influenced by a variety of external and internal factors. For instance, students may develop positive or negative attitudes toward English based on personal interests, prior experiences, or the perceived relevance of the language to their future. Such attitudes often determine the amount of effort, time, and energy a student is willing to invest in language learning, which in turn directly affects their academic performance. However, research has yet to conclusively identify the specific elements of attitude that most strongly correlate with success in English education. Are these elements intrinsic (e.g., enjoyment of the language) or extrinsic (e.g., career opportunities)? How do various attitudes interact with the learning environment and the pedagogical strategies employed by teachers?

Similarly, perception also plays a pivotal role in the academic performance of English students. Perception encompasses how learners view their own abilities, the challenges of learning English, and the value of the language in their lives. For instance, students who perceive English as a difficult or irrelevant subject are less likely to engage with it fully, leading to poorer outcomes. Conversely, students who view English as an essential tool for personal or professional success may develop stronger commitment and motivation. While the importance of perception in shaping learning outcomes has been recognized, there is insufficient research on how students’ perceptions about their own language learning abilities, as well as the broader cultural or institutional contexts, affect their academic performance. What specific perceptions shape students’ self-efficacy in English, and how can these perceptions be altered to improve outcomes?

Another critical gap in the literature is the lack of research on how attitude and perception interact with one another to influence academic achievement in English. While both factors individually affect motivation and performance, the way they work together remains unclear. For example, a student with a positive attitude but negative perceptions about their abilities might still struggle to succeed, while a student with negative attitudes but positive perceptions might overcome challenges through sheer determination. Understanding this interaction could provide valuable insights into the design of more effective interventions aimed at improving student performance. Additionally, how the teacher’s role and teaching methods interact with students’ attitudes and perceptions to impact performance is an area that has not been adequately explored.

The issue becomes even more complex when considering the diversity of English learners. Students come from various cultural, socio-economic, and educational backgrounds, and their attitudes and perceptions toward English learning may differ significantly. Cultural factors, such as national identity, language policies, and exposure to English media, can strongly shape students’ views on the language and its importance. In particular, students from non-English-speaking backgrounds may have a more complex relationship with the language due to issues related to cultural adaptation, language anxiety, or perceived pressure to conform to global norms. Understanding how these cultural factors intersect with individual attitudes and perceptions is crucial to addressing the academic performance gap in English language learning.

Finally, despite the importance of attitude and perception in language learning, there is a lack of targeted strategies or interventions designed to positively influence these factors in the classroom. While numerous studies have highlighted the relationship between motivation, self-efficacy, and academic success, few have provided actionable insights for teachers and educators on how to cultivate positive attitudes and perceptions among English learners. Without clear guidelines and evidence-based practices, educators may be unable to effectively address these underlying factors, resulting in suboptimal academic outcomes for students. This study seeks to fill this gap by investigating how different dimensions of attitude and perception affect English students’ academic performance, and by offering practical recommendations for educators seeking to improve learning outcomes.

1.3. Aim and Objectives of the Study

The aim of the study is to examine the influence of attitude and perception in the academic performance of English students in Obingwa LGA. The specific objectives are:

1. To examine the correlation between students’ attitudes towards English and their academic performance in the subject.
2. To investigate how students’ perceptions of the importance of English language skills impact their academic achievements.
3. To analyze the role of motivation in shaping students’ attitudes and perceptions towards English and how it affects their academic performance.
4. To identify the challenges that students face in developing positive attitudes and perceptions towards their study in English.

 

1.4. Research Questions

The research questions are buttressed below:

1. What is the correlation between students’ attitudes towards English and their academic performance in the subject?
2. How do students’ perceptions of the importance of English language skills impact their academic achievements?
3. What role does motivation play in shaping students’ attitudes and perceptions towards English and how does it affect their academic performance?
4. What are the challenges that students face in developing positive attitudes and perceptions towards their study in English?

 

1.5. Research Hypothesis

The hypothetical statement of the study is buttressed below:

Ho: Students’ attitudes and perception towards English will not affect their academic performance in the subject.

H1: Students’ attitudes and perception towards English will affect their academic performance in the subject.

 

1.6. Significance of the Study

The significance of this study lies in its potential to provide a deeper understanding of the factors that influence the academic performance of English students in Obingwa Local Government Area (LGA), Nigeria. While much research has been conducted on the impact of cognitive abilities and instructional methods on academic outcomes, relatively little attention has been given to the influence of students’ attitudes and perceptions, particularly in the context of secondary schools in Obingwa LGA. By focusing on these psychological and socio-cultural factors, this study aims to address a gap in the literature and contribute valuable insights that could inform local educational policies and teaching practices. Understanding how attitudes toward English and perceptions of the language influence learning outcomes can offer a more holistic approach to improving student performance.

Obingwa LGA, like many rural areas in Nigeria, faces unique educational challenges, such as inadequate infrastructure, limited access to resources, and high levels of socio-economic disparity. In this context, students’ attitudes and perceptions towards their academic work, especially in subjects like English, can have a significant impact on their learning trajectories. By exploring the relationship between these factors and academic performance in English, the study aims to identify areas where interventions could be made to foster more positive attitudes and perceptions. This is especially important in light of the growing emphasis on English as the language of instruction and the medium for accessing global knowledge and opportunities. If students in Obingwa LGA can develop a more positive and empowering view of English, it may increase their academic performance and provide them with the skills needed to excel in a competitive world.

Moreover, the study’s significance extends beyond understanding local issues in Obingwa LGA, as it has the potential to contribute to the broader field of educational psychology and language learning. In Nigeria, English is a second language for many students, and attitudes towards the language are often shaped by personal, cultural, and societal factors. By analyzing how local students in Obingwa LGA perceive English and how these perceptions affect their motivation and performance, the study will add to the existing body of knowledge about second language acquisition and the psychological dimensions of language learning. This research could inform future studies in similar rural and urban settings, offering comparative insights into how attitudes and perceptions shape language learning outcomes across diverse educational contexts in Nigeria and beyond.

The findings of this study could also have significant practical implications for educators, curriculum developers, and policymakers in Obingwa LGA. Teachers play a pivotal role in shaping students’ attitudes and perceptions toward the subjects they teach, and understanding how to cultivate positive attitudes towards English could enhance their pedagogical effectiveness. This research could offer actionable recommendations for teachers on how to create an environment that fosters positive perceptions of English, such as integrating more interactive and student-centered teaching methods, providing motivational feedback, and promoting a growth mindset. Furthermore, it could suggest specific interventions to help students who exhibit negative attitudes toward English or who struggle with self-efficacy in language learning. In doing so, the study has the potential to improve teaching practices and contribute to higher academic achievement in English in the LGA.

In addition, this study will be particularly relevant to students themselves, as it will highlight the importance of fostering a positive attitude toward their studies, especially in English language learning. By identifying the factors that shape students’ perceptions, the research could inspire them to recognize the role their mindset plays in academic success. This could lead to greater self-awareness, improved motivation, and a stronger sense of agency in their educational journey. As such, the study has the potential to empower students by providing them with the knowledge that their attitudes toward learning English are just as important as their cognitive abilities in achieving academic success.

Lastly, the significance of this study extends to the broader educational development goals in Nigeria, where English proficiency is increasingly recognized as essential for socio-economic progress and global competitiveness. By identifying how attitudes and perceptions influence academic performance in English, the research could contribute to national efforts to improve English language education. The findings may suggest strategies for broader educational reforms that align with the national curriculum, focusing not just on content delivery but also on fostering positive student dispositions toward learning. In this way, the study holds promise not only for Obingwa LGA but for the entire educational landscape in Nigeria, contributing to the national goals of improving literacy rates, enhancing educational quality, and preparing students for a more dynamic and interconnected global economy.

1.7. Scope of the Study

The study examines the influence of attitude and perception in the academic performance of English students in Obingwa LGA, Abia State.

 

1.8. Operational Definition of Terms

1. Influence: Influence refers to the capacity or power to affect or shape the behavior, attitudes, or decisions of individuals or groups. In the context of this study, influence pertains to how certain factors, such as attitude and perception, affect or determine the academic performance of students. It implies that these psychological factors play a role in either promoting or hindering students’ learning processes and outcomes.
2. Attitude: Attitude is a psychological construct that represents a person’s feelings, beliefs, or predispositions toward a particular object, person, or situation. It encompasses a person’s emotional, cognitive, and behavioral tendencies, often categorized as either positive or negative. In educational settings, a student’s attitude towards a subject like English can significantly impact their level of motivation, engagement, and overall academic performance. A positive attitude toward English, for instance, can lead to greater enthusiasm and effort in learning, while a negative attitude may result in disengagement or avoidance.
3. Perception: Perception is the process by which individuals interpret and make sense of the world around them, including how they understand or perceive their abilities, challenges, and environments. In this study, perception refers to how students view their ability to learn English, the difficulty of the language, and the value or relevance of English to their personal or academic lives. Perceptions of self-efficacy (belief in one’s ability) or perceived challenges (such as anxiety or difficulty) can influence how students approach and perform in English language learning.
4. Academic Performance: Academic performance refers to the level of achievement a student attains in their educational tasks, assessments, and overall learning outcomes. This can be measured through grades, test scores, assignments, or general progress in a given subject area. In this study, academic performance focuses specifically on students’ proficiency, success, and achievements in English language learning. It involves evaluating their ability to read, write, speak, and comprehend English effectively.
5. English: English, in the context of this study, is a global language of communication and the medium of instruction in many educational systems. It refers to the study and mastery of the English language, which includes the ability to understand and produce spoken and written texts. For many students, English may be a second language, and their proficiency in it plays a significant role in their academic and professional futures. English as a subject involves both linguistic skills (grammar, vocabulary, pronunciation) and communicative competence (speaking, listening, reading, writing).
6. Students: Students are individuals who are engaged in learning, typically in an academic environment such as a school or university. In this study, students refer to learners enrolled in secondary schools within Obingwa Local Government Area (LGA), specifically those studying English as part of their curriculum. These students may have varying levels of ability, motivation, and background in English language learning, all of which can affect their academic performance in the subject.

Project – Influence of attitude and perception in the academic performance of English students in Obingwa LGA