CHAPTER ONE

1. 1. BACKGROUND OF STUDY

English as a language plays a number of roles in the socio-economic, political and cultural development of Nigeria society.

The continued slide in the performance of students in the English language in external examinations is a course for great concern not only for the teachers but also for all stakeholders in the business of education. This is more worrisome when one considers the fact that English doubles as a medium of instruction in Nigerian schools as well as our lingua franca. The central role of English cannot, therefore, be wished away.

The pattern of failure has, however, shown that the incidence appears to be higher in some schools than it is in other schools. A number of factors have been linked to the courses but more relevant is the issue of qualification of the teachers. This is more important because in the business of teaching and learning, teachers offer only what they have; they cannot give what they don’t have.

The qualification of teachers involved in teaching and learning has great roles in the performance of students and it is to find out these effects that this study is set out to accomplish.

Chomsky (1972) states that “one cannot really teach a language but can only present the conditions in which it will develop spontaneously in the mind in its own ways”

Language is something, which is internalized in the mind of the individual. The question of who should teach English effectively in a second language situation needs special consideration.

The search for a worthwhile answer has formed the basis of the topic of this project.

“The effects of the qualification of English teachers on the performance of secondary school students in external examinations, in selected secondary schools, A case study of the selected schools”.

1. 1. Statement of the Problems

It is assumed that only those who have professional training in English teaching should teach English language. The English teacher should be the one whose competence and proficiency in all the language skills are in a good measure. But especially in written and conversational English, is not deficient. The English teacher should have a good knowledge of current usage and the theoretical aspects of English.

In Nigeria today, most students in secondary schools and infact even in universities lack the ability to communicate efficiently in English, both oral and written.

Adekunle (1969) “maintains that it is in putting down their ideas on paper in grammatical English that most secondary school and university students have greatest difficulty”. This situation has not changed over the years. This is still the major problem faced by English students today. It is therefore important to find out if the qualification of the English teachers has any effect on the performance of the students in written and spoken English.

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