CHAPTER ONE

INTRODUCTION
1.1 Background to the Study
The English Language holds a pivotal position within Nigeria's social,
political, and educational spheres. As Nigeria's official language and a
second language (L2), it serves as the primary medium for social, political,
and cultural interaction among the diverse ethnic groups within the nation
(Akosu, 2017). Beyond being merely a subject within the school curriculum,
English serves as the medium of instruction across all subjects except
indigenous languages, underscoring its paramount importance. Proficiency
in English is therefore a prerequisite for admission into schools and
colleges, reflecting its indispensable role in academic pursuits (Akosu
2017).
Daller and Phelan (2023) emphasize the significance of English
Language proficiency as a determinant of academic success. Proficiency,
encompassing both spoken and written Standard English (SE), is often
regarded as a benchmark for assessing an individual's educational aptitude
and competence, thereby influencing performance across various subjects.
Mastery of English language skills is crucial not only for effective
communication but also for academic achievement in diverse subject
areas.
Section 18 of the constitution of the Federal Republic of Nigeria
advocates for equal educational opportunities for all citizens, viewing
education as a unifying force within the nation. However, despite this
constitutional provision, disparities persist, particularly evident in unequal
access to quality education among different segments of the population.
The ideal of equal opportunity in education remains elusive, with
marginalized groups often facing barriers to accessing quality educational
resources and opportunities.
Adeyemi (2014) observes a widespread belief across all levels of
education that students in private schools tend to outperform their
counterparts in public schools. This perception underscores a broader
concern regarding educational efficiency in Nigeria. Parents increasingly
perceive private fee-paying schools as offering superior educational
experiences, characterized by factors such as well-qualified teachers,
effective teaching methods, and adequate learning resources (Crawford &
Vignoles, 2014). However, this disparity in educational quality exacerbates
existing social inequalities, as access to quality education becomes
contingent upon socio-economic status.
The proliferation of private schools and the corresponding rush by
parents to secure admissions for their children reflect prevailing
perceptions regarding educational quality disparities between public and
private institutions. It is against this backdrop that this research aims to
investigate the performance levels of students from public and private
schools in their Senior Secondary School Certificate Examination (SSCE),
with a particular focus on English language proficiency. Understanding the
factors contributing to differential academic outcomes between public and
private schools is essential for devising policies aimed at promoting
educational equity and enhancing overall educational quality.
Past efforts to gauge academic performance have primarily relied on
public examination results organized by bodies such as the West African
Examination Council (WAEC), Joint Admissions and Matriculation Board
(JAMB), National Examinations Council (NECO), and General Certificate of
Education (GCE). However, recent trends, as highlighted by the 2014
WAEC SSCE results, underscore a concerning decline in overall
performance, particularly in key subjects like English Language and
Mathematics. These trends raise questions about the effectiveness of
current educational policies and practices in ensuring equitable access to
quality education for all students.
According to Eguridu, the Head of Nigeria National Office at WAEC, the
declining performance trend is alarming, with a significant proportion of
candidates failing to achieve satisfactory results in core subjects
(Vanguard, 2014). This downward trajectory has sparked debates within
educational circles, prompting inquiries into the underlying factors
contributing to the declining academic standards. Addressing the root
causes of declining academic performance requires a comprehensive
understanding of the multifaceted challenges facing the education sector,
including issues related to curriculum design, teacher training, and
resource allocation.
 Moreover, stakeholders such as the Nigeria Union of Teachers (NUT)
have pointed to systemic issues within the education sector, including the
diminishing role of boarding schools in fostering a conducive learning
environment (Vanguard, 2014). The shift away from boarding facilities,
coupled with distractions posed by modern technology and domestic
responsibilities, has impacted students' academic focus and performance,
particularly in public schools. These challenges highlight the need for
targeted interventions aimed at enhancing the learning environment and
supporting students' academic development.
Comrade Ikpe Obong of the NUT identifies various factors contributing
to the poor performance of public school students, including inadequate
government support, insufficient infrastructure, and the prevalence of
unqualified teachers (Vanguard, 2014). These systemic challenges hinder
effective management and delivery of education in public institutions,
exacerbating disparities in educational outcomes between public and
private schools. Addressing these challenges requires collaborative efforts
from government agencies, educational institutions, and civil society
organizations to develop and implement policies that promote educational
equity and quality for all students.
Adeyemi (2014) further underscores the significance of effective school
management, highlighting issues such as poor leadership, underfunding,
and weak community relations as key barriers to optimal educational
outcomes. In Nigeria's educational landscape, private schools often
outshine their public counterparts due to superior staffing and
infrastructure, resulting in differential academic achievements across
various domains (Okon & Archibong, 2015). However, addressing the
systemic challenges facing public schools requires comprehensive reforms
aimed at strengthening governance structures, enhancing resource
allocation, and improving teacher training and support mechanisms.

1.2 Statement of the Problem

The necessity for conducting this comparative study on the academic

performance of secondary school students in English Language arises from
the significant disparity observed in student performance across different
academic years. Specifically, there is a noticeable gap between the
performance of students in English Language exams from one year to
another, particularly evident in the prevalence of consistently low
performance among students, especially in public schools. This disparity
underscores a systemic issue within the education sector, particularly
regarding the teaching and learning of English language skills.
Within public secondary schools, the quality of English language
instruction may be compromised due to various factors, including the
motivational and reward systems for teachers. Many public school teachers
face challenges such as low motivation, inadequate rewards, and poor
working conditions, which can contribute to their lack of enthusiasm and
commitment to effectively imparting English language skills to students.
Consequently, some teachers may exhibit nonchalant attitudes towards
teaching, as they may perceive teaching English as a secondary priority
compared to other endeavors that may offer better remuneration and job
satisfaction.
Moreover, the combination of poor teaching conditions, coupled with
the broader societal undervaluation of the teaching profession, has led to a
decline in the quality of English language instruction in public schools.
Consequently, this has had detrimental effects on student performance in
English language exams, as students may not receive the necessary
guidance and support required to excel in the subject. Furthermore, the
lack of adequate resources and professional development opportunities for
teachers exacerbates the challenges faced in delivering high-quality
English language education.
The ramifications of poor performance in English language extend
beyond the classroom, impacting various facets of society, including public
relations and diplomatic relations with other countries. English serves as a
universal medium of communication and commerce, and proficiency in the
language is essential for effective engagement with the global community.
Therefore, the subpar teaching of English language skills not only hinders
students' academic success but also limits their ability to effectively
communicate and interact with individuals from diverse linguistic
backgrounds, thereby impeding Nigeria's participation in the global
economy and international discourse.
 In conclusion, the problem of poor performance in English language
exams among secondary school students in Nigeria is multifaceted and
requires comprehensive intervention strategies. Addressing this issue
entails not only improving the working conditions and motivation of
teachers but also implementing reforms in the education sector to prioritize
the teaching of English language skills. By enhancing the quality of English
language instruction in public schools, stakeholders can foster a conducive
learning environment that promotes academic excellence and prepares
students for meaningful participation in the global community. Furthermore,
collaborative efforts between government agencies, educational
institutions, and civil society organizations are essential to address the
underlying systemic challenges and ensure equitable access to quality
English language education for all students, regardless of their
socioeconomic background or school type.

1.3 Purpose of the Study

The primary aim of this research is to comprehensively analyze the

academic performance trends of secondary school students in English
Language within the timeframe of 2018 to 2022 in Mangu Local
Government Area of Plateau State. Through a meticulous examination of
performance data over this period, the study seeks to achieve several
specific objectives:
1. To Investigate Performance Disparities: The study intends to explore
whether significant disparities exist in the academic performance of
students in English Language across different years, spanning from 2018
to 2022. By analyzing performance data from multiple years, the research
aims to identify any patterns or trends that may indicate fluctuations in
student achievement over time.
[Link] Identify Contributing Factors: Another objective of the study is to
identify and examine the factors that may be impeding the high
performance of students in English Language within secondary schools.
This entails a thorough investigation into various potential factors, such as
teaching methodologies, curriculum effectiveness, teacher quality,
classroom resources, and socio-economic backgrounds, among others.
3. To Assess Gender Disparities: The research also seeks to ascertain
whether gender differences exist in the academic performance of students
in English Language, particularly within the context of private and public
schools. By examining performance data disaggregated by gender, the
study aims to determine whether there are any discernible patterns or
variations in performance between male and female students across
different types of schools.

1.4 Research Questions

The following research questions are raised in this study:

1. What are the performances of students in WAEC English Language
from 2018 to 2022 in Mangu Local Government Area of Plateau State?
2. What are the differences in performance of public and private students in
English Language in WAEC from 2018 to 2022 in Mangu LGA of Plateau
State?
3. What are you the differences in performance of male and female
students in English language in WAEC from 2018 to 2022 in Mangu LGA of
Plateau State.

1.5 Research Hypotheses

The following hypotheses are to guide the conduct of this study:

(1) There are no significant differences between the performances mean
scores of public and private school students in English Language in WAEC
from 2018 to 2022 in Mangu LGA of Plateau State.
(2) There are no significant differences between the performance mean
scores of male and female students in English Language in WAEC from
2018 to 2022.

1.6 Significance of the Study

This research holds significant implications for various stakeholders

involved in the education sector, including teachers, parents, students, and
society at large:
1. Educators:English language teachers, both in public and private schools,
stand to gain valuable insights from this study. By understanding the
importance of motivating students to learn English effectively, teachers can
enhance their teaching methodologies and strategies to foster greater
engagement and comprehension among students. This study serves as a
call to action for educators to reevaluate their approaches to English
language instruction and strive for excellence in imparting essential
language skills to their students.

2. Parents: Parents play a crucial role in supporting their children's

education, and this study provides them with a means to evaluate the
academic performance of their children or wards across different school
settings. By gaining a deeper understanding of the factors influencing
student performance in English language, parents can actively engage with
educators and school administrators to address any challenges and
support their children's learning journey effectively.

[Link]: The study directly impacts students by highlighting the pivotal

role of English language proficiency in academic success and broader
societal contexts. By recognizing the correlation between well-taught
English language skills and high academic achievement, students are
empowered to prioritize their language learning efforts and recognize the
significance of English language proficiency in both local and global
contexts. Additionally, students gain insight into the practical applications of
English language skills in various aspects of their lives, including education,
career advancement, and cross-cultural communication.

[Link]:The broader community benefits from this study by gaining

valuable insights into the performance of students in English language
across different types of schools. By understanding the strengths and
weaknesses of English language instruction in both public and private
school settings, society can advocate for policies and initiatives aimed at
improving educational outcomes and fostering linguistic competence
among the population. Additionally, a well-educated populace proficient in
English language skills contributes to social cohesion, economic
development, and enhanced international competitiveness.

Overall, this study serves as a catalyst for positive change within the
education sector, fostering collaboration among stakeholders and
promoting a collective commitment to excellence in English language
education. By addressing the needs and concerns of various stakeholders,
this research contributes to the overarching goal of enhancing educational
quality and ensuring equitable learning opportunities for all students,
thereby laying the foundation for a more prosperous and inclusive society.

1.7 Operational Definitions of Terms

To ensure clarity and consistency in understanding key concepts within this

study, the following operational definitions are provided:
1. Private Schools:Private schools are defined as secondary educational
institutions that are privately owned and financed by individuals or
organizations within Nigeria. These institutions operate independently of
government control and funding, with their governance structure and
financial support sourced from private entities.
[Link] Schools:Public schools refer to secondary educational institutions
that are owned, controlled, and managed by governmental authorities,
either at the federal or state level, within Nigeria. These schools are funded
by public resources and are subject to government regulations and policies
governing the education sector.
[Link] Performance: Academic performance encompasses the overall
achievement and proficiency demonstrated by students in their academic
pursuits, including both continuous assessments and examinations,
throughout a defined period of schooling. This includes students' ability to
grasp and apply subject matter knowledge, demonstrate critical thinking
skills, and achieve desired learning outcomes as prescribed by educational
curricula and standards.
4. Comparative Study: A comparative study involves the systematic
examination and analysis of the relationship between two or more
variables, phenomena, or entities to identify similarities, differences,
patterns, or trends. In the context of this research, a comparative study will
involve comparing and contrasting various aspects of academic
performance, teaching methodologies, and learning outcomes between
private and public schools to elucidate differences and potential
contributing factors.