CHAPTER ONE

1.1. INTRODUCTION.

Language is a fundamental tool for communication, intellectual development, and

academic success. In multilingual nations like Nigeria, the choice and role of

languages in the educational system are critical considerations. English, a legacy of

British colonial rule, has been firmly established as the official language and, more

importantly, the primary medium of instruction across all levels of education, from

primary to tertiary institutions (Akpan, n.d.; Nuhu, 2014; Okoro, 2017). This

pervasive role of English is enshrined in Nigeria's National Policy on Education,

making it a compulsory subject and a key determinant of academic progression

(Akpan, n.d.; Nuhu, 2014).

Despite its entrenched status and perceived importance for national unity and

global engagement, concerns have consistently been raised about the academic

performance of Nigerian students in English language examinations, and

consequently, in other subjects taught through its medium ([Link], 2013; Lagu,

2012). This challenge is particularly pertinent in diverse linguistic settings, such as

Maiduguri Metropolis in Borno State, where students often arrive in senior

secondary schools with a background primarily in indigenous languages like Hausa

and Kanuri. The transition to and reliance on English for complex academic

1
discourse can present significant hurdles, potentially impacting their overall

academic achievement.

This study, therefore, seeks to assess the influence of English language, as a

colonial master's language, on the academic performance of students in selected

senior secondary schools within Maiduguri Metropolis, Borno State, Nigeria. It

aims to delve into the specific challenges faced by students in navigating academic

content delivered in English and to understand how their proficiency in the

language correlates with their performance across various subjects.

1.2 Background to the Study

The historical trajectory of English in Nigeria began with missionary activities and

solidified with the advent of British colonial administration (Academic Journals,

2010; Nuhu, 2014). From its initial role as a foreign language for trade and

administration, it evolved into a second language, serving as a lingua franca among

diverse ethnic groups and becoming the de facto language of formal education

(Academic Journals, 2010; Nuhu, 2014). This historical imposition has led to a

dual identity for English in Nigeria: a functional language necessary for socio-

economic mobility and a symbol of academic attainment.

2
The Nigerian educational system mandates English as the language of instruction

beyond the initial years of primary schooling. This policy assumes a level of

English proficiency that may not always be present among students, especially

those from predominantly non-English speaking homes and communities. In

Maiduguri Metropolis, the linguistic landscape is dominated by indigenous

languages, meaning many students acquire English primarily within the school

environment. This often results in "mother tongue interference," where

grammatical structures, vocabulary, and phonetic patterns from their first language

influence their English, leading to errors and comprehension difficulties (African -

British Journals, 2024; Oboko, n.d.; IOSR Journal, 2015).

Studies have consistently highlighted the impact of native language use on

academic performance in English, particularly in North-Eastern Nigerian

polytechnics, where challenges in writing and speaking English are noted (IIARD

Journals, n.d.). Furthermore, factors such as poor foundational English language

skills from primary and junior secondary levels, inadequate teaching

methodologies, lack of qualified English language teachers, and insufficient

teaching materials have been identified as significant contributors to the dwindling

performance of students in English language examinations like WAEC and NECO

(Lagu, 2012; African - British Journals, 2024; IOSR Journal, 2015). This persistent

low performance in English ultimately affects students' ability to grasp concepts in

3
other subjects, as English serves as the conduit for all academic knowledge.

Therefore, understanding the magnitude and nature of this influence is crucial for

developing effective interventions to improve educational outcomes in the region.

1.3 Statement of the Problem

Despite the pivotal role of English language in Nigeria's educational system,

academic performance of students, particularly in senior secondary schools within

multilingual contexts like Maiduguri Metropolis, continues to be a major concern.

Evidences from various examinations, including the National Examinations

Council (NECO) and the West African Senior School Certificate Examination

(WASSCE), often reveal a high failure rate or suboptimal performance in English

Language and other core subjects ([Link], 2013; ATBU Journal, 2018;

Hummingbird Publications, 2020). This raises critical questions about the

effectiveness of English as a medium of instruction and its impact on students'

overall academic achievement.

Many students in Maiduguri Metropolis are second language learners of English,

with limited exposure to the language outside the classroom. This scenario,

coupled with potential issues such as inadequate teacher training, insufficient

teaching resources, large class sizes, and the pervasive influence of mother tongue

interference, may significantly impede their English language proficiency (Lagu,

4
2012; African - British Journals, 2024; Oboko, n.d.; IOSR Journal, 2015). When

students struggle with the language of instruction, their ability to comprehend

complex subject matter, express their understanding, and perform well in

examinations across all subjects is inevitably compromised.

Previous research has explored aspects of English language education in Nigeria,

but there is a specific need to assess how English, as a colonial legacy, directly

influences the academic performance of students in senior secondary schools in

Maiduguri Metropolis. This study aims to bridge this gap by specifically

examining the challenges inherent in learning through a non-native language that

carries historical implications, and how these challenges manifest in students'

academic outcomes in this particular geographical and socio-linguistic context.

1.4 Objectives of the Study

The general objective of this study is to assess the influence of English language as

a colonial master's language on the academic performance of students in selected

senior secondary schools in Maiduguri Metropolis, Borno State, Nigeria.

The specific objectives are to:

1. Examine the level of English language proficiency among senior secondary

school students in selected schools in Maiduguri Metropolis.

5
 2. Determine the relationship between students' English language proficiency

and their academic performance in other subjects.

3. Identify the challenges faced by students in using English as the medium of

instruction in senior secondary schools in Maiduguri Metropolis.

1.5 Research Questions

This study will seek to answer the following research questions:

1. What is the level of English language proficiency among senior secondary

school students in selected schools in Maiduguri Metropolis?

2. Is there a significant relationship between students' English language

proficiency and their academic performance in other subjects in selected

senior secondary schools in Maiduguri Metropolis?

3. What are the challenges faced by students in using English as the medium of

instruction in senior secondary schools in Maiduguri Metropolis?

4. What are the perceptions of teachers regarding the impact of English

language proficiency on students' academic performance in selected senior

secondary schools in Maiduguri Metropolis?

1.6 Research Hypotheses

The following null hypotheses will be tested in this study:

6
 1. H01: There is no significant relationship between students' English language

proficiency and their academic performance in other subjects in selected

senior secondary schools in Maiduguri Metropolis.

2. H02: There are no significant challenges faced by students in using English

as the medium of instruction in senior secondary schools in Maiduguri

Metropolis.

3. H03: There is no significant impact of English language proficiency on

students' academic performance as perceived by teachers in selected senior

secondary schools in Maiduguri Metropolis.

1.7 Significance of the Study

This study holds significant importance for various stakeholders in the education

sector of Maiduguri Metropolis and Nigeria at large.

The findings will help students understand the specific areas where they struggle in

English, enabling them to focus their efforts on improvement. It may also lead to

better-tailored support systems to enhance their learning experience and overall

academic [Link] study also will provide valuable insights into the

challenges students face, allowing teachers to adopt more effective teaching

methodologies, develop relevant instructional materials, and provide targeted

interventions. It may also highlight areas for professional development and

7
training, particularly in English as a Second Language (ESL) pedagogy. The

research will provide empirical data that can inform policy decisions regarding

curriculum implementation, resource allocation, and teacher recruitment/training

aimed at improving English language education and overall academic

[Link] findings will offer crucial insights for reviewing and revising the

English language curriculum and the National Policy on Education, particularly

concerning the medium of instruction in multilingual contexts. It may prompt a

reconsideration of early language education policies.

1.8 Scope of the Study

This study will focus on assessing the influence of English language as a colonial

master's language on the academic performance of students. The study will be

delimited to selected senior secondary schools within Maiduguri Metropolis,

Borno State, Nigeria. Specifically, it will involve students in Senior Secondary

School Three (SS1-3), as they are preparing for external examinations where

English proficiency is crucial. The academic performance will be assessed based

on their scores in English Language and selected core subjects (e.g., Mathematics,

Basic Science, Social Studies) from their internal school examinations and

previous external mock examinations. The study will also gather perceptions from

English language teachers and teachers of other core subjects within the selected

8
schools. Due to logistical constraints and time limits, the study will not cover all

senior secondary schools in Maiduguri Metropolis, nor will it delve into other

factors affecting academic performance beyond the scope of English language as a

medium of instruction.

9
References

Academic Journals. (2010). The English language as an instrument of exploitation

in Colonial Nigeria: Instances from Icheoku. Journal of Language and Culture,

1(2): 24-29.

African - British Journals. (2024). This paper studied the problems of teaching and

learning English as a second language in junior school certificate exa.

International Journal of Language and Literary Studies, 7(1).

Akpan, G. F. (n.d.). English for academic purpose: The Nigerian experience.

African Journal of Language and Literary Studies.

ATBU Journal of Science, Technology and Education. (2018). Teacher's quality as

a correlate to students' academic performance in senior secondary schools in

Maiduguri Metropolis, Borno State. ATBU Journal of Science, Technology &

Education, 6(2).

Hummingbird Publications. (2020). Relationship among staff development, staff

performance and students' academic performance in senior secondary schools of

[Link] of Humanities and Social Sciences, 20(6).

10
IIARD Journals. (n.d.). Effects of native language on students' academic

performance in English in North – Eastern Nigerian Polytechnics. International

Institute of Academic Research and Development.

[Link]. (2013). Teaching English language in a typical Nigerian secondary

school: A review of twenty years pedagogical experience. Journal of Language

and Literary Studies, 2(1).

IOSR Journal. (2015). Tackling the challenges of teaching English language as

second language (ESL) in Nigeria. IOSR Journal of Research & Method in

Education, 5(2), 26-30.

Lagu, S. A. (2012). Challenges of teaching English as a second language in

Nigeria. Adamawa State University Journal of Scientific Research, 2(2).

Nuhu, N. T. (2014). The English language and sustainable development in Nigeria.

Open Access Library Journal, 1(1).

Oboko, U. (n.d.). Implications for second language learners. African Journals

Online.

Okoro, C. C. (2017). English language, the Nigerian education system and human

development. UJAH Special Edition.

11
 CHAPTER TWO

LITERATURE REVIEW

2.0. INTRODUCTION

This chapter presents a comprehensive review of relevant literature concerning the

assessment of English language as a colonial master language and its impact on the

academic performance of senior secondary school students in Maiduguri

Metropolis, Borno State. The review is structured to provide a conceptual

understanding of key terms, present relevant theoretical perspectives, and examine

empirical studies related to the phenomenon under investigation. The aim is to

establish a foundation for the study, identify existing gaps in knowledge, and

justify the current research undertaking.

2.1. HISTORICAL CONTEXT OF ENGLISH IN NIGERIA

The British colonial administration imposed English as the official language to

facilitate governance, commerce, and education (Adegbija, 2004). Post-

independence, Nigeria retained English as the lingua franca to unify its diverse

ethnic groups. However, this policy has marginalized indigenous languages,

particularly in education (Bamgbose, 2014). In Northern Nigeria, where Islamic

12
and Quranic education traditionally used Arabic and local languages, the shift to

English has created linguistic and cultural disconnects (Baba, 2018).

2.1.1Advantages of English as a medium of instruction.

 Global Communication: English provides access to international academic

and economic opportunities (Crystal, 2003).

 National Unity: In a multilingual country like Nigeria, English serves as a

neutral language, reducing ethnic biases in education (Jowitt, 2019).

 standardized Testing: National examinations (e.g., WAEC, NECO) are

conducted in English, making proficiency essential (Okonkwo, 2021).

2.1.2. Disadvantages of English as a medium of instruction

 Cognitive Barriers: Students who are not fluent in English struggle to grasp

complex concepts, leading to poor academic performance (UNESCO, 1953).

 Cultural Displacement: The dominance of English diminishes the value of

indigenous languages, affecting students' cultural identity (Phillipson, 1992).

 Inequality in Education: Children from urban, elite backgrounds with early

exposure to English outperform rural students (Bamgbose, 2014).

2.1.3. Language Policy and Education in Northern Nigeria

Northern Nigeria, including Maiduguri, has a strong Islamic educational tradition

where Hausa and Kanuri are predominant. The introduction of English-medium

(Omoniyi, 2003). Studies indicate that students in Northern Nigeria perform worse

in English-based exams compared to their Southern counterparts due to limited

exposure (Jibril, 2020).

[Link] Impact of English Proficiency on Academic Performance

Research shows a strong correlation between English proficiency and academic

success in Nigeria (Adedun, 2022). In Maiduguri, where many students are first-

language speakers of Kanuri or Hausa, difficulties in comprehending English lead

to:

 Lower Exam Scores: Students perform poorly in subjects taught exclusively

in English (Mustapha, 2020).

 High Dropout Rates: Frustration with language barriers contributes to school

abandonment (Eze, 2021).

 Teacher Challenges: Educators often resort to code-switching (mixing

English with local languages) to aid comprehension, which may hinder full

English mastery (Bello, 2019).

2.1.5. English vs. Bilingual Education

Countries like South Africa and Ethiopia have adopted bilingual or multilingual

education policies with positive outcomes (Heugh, 2021). In Nigeria, pilot

14
programs in Northern states incorporating Hausa and Kanuri alongside English

have shown improved student engagement and performance (Yusuf, 2023).

However, resistance from policymakers favoring English-only instruction persists

(Baba, 2022).

2.2. Conceptual Framework

This section defines and clarifies the core concepts central to this study, ensuring a

shared understanding of the terminology used. The conceptual frame work can be

illustrated as a diagram that shows the interaction between the different variables.

The key concept in this framework is the collateral legacy of English which

examines the dual impacts of English as

1. Medium of instruction

 its practical role in education(teaching ,exams ,resources

 how its shapes accessb to opportunites but may hinder learning for

non-natives speakers.

2. cultural influence:

 its historical roots as a colonial master language, which elevates

English while marginalizing indigenous language([Link] and

shuwa in Maiduguri)
15
  its effects on identity,confidence, and socio cultrural hierarchies in

schools.

Core ideas

The framework assess whether English acts as a tool for empowerment(e.g

academic success, global connectivity), or a barrier(e.g poor comprehension,

cultural erosion) in post colonial educational systems like Maiduguri.

The conceptual framework can be illustrated as a diagram that show the

interaction between the different variables.

Colonial legacy of English

↓
Medium of instruction and cultural influence.

↓
Teacher proficiency(learning resources, socio cultural status).

↓
Student academic performance(scores,comprehension, confidence).

16
 ↓
Impact assessment in maiduguri schools.

Applications of the framework

1. MEDIUM OF INSTRUCTION AND CULTURAL INFLUENCE

 in Maiduguri, English is the official language of instruction in

schools, despite many students speaking kanuri or hausa at home, this

creates a gap between students everyday communication and

classroom learning

CHALLENGES

Teacher may struggles to explain omplex concept in English leading to rote

memorization rather than deep understanding.

SOLUTION

bilingual education programs(e.g teaching in hausa/kanuri initially then

transisitioning to English could improve comprehension and retention.

17
 2. TEACHER PROFICIENCY(LEARNING RESOURCES, SOCIO CULTURAL

STATUS)

many teachers in Maiduguri may lack advanced proficiency in English

ortraining in effective pedagogy for second language learners.

CHALLENGES

limited resources (e.g textbooks, audiovisual aids) further hinder effective

teaching.

SOLUTION

provide teacher training programs focused on English language teaching methods.

distribute localized learning materials (e.g bilingual glossaries culturally relevants

examples.

3. STUDENTS ACADEMIC PERFORMANCE(SCORES, COMPREHENSION,

CONFIDENCE)

students in Maiduguri often perform poorly in English based exams due to

language barriers, affecting overall academic achievement.

18
CHALLENGES

low confidence in speaking/writing limits participation in class.

SOLUTION

 implements peer learning groups where students practice English in

formal settings

 introiduce storytelling or drama activities in English toi build fluency

and confidence.

4. IMPACTS ASSESSMENTS IN MAIDUGURI SCHOOLS

To measure the effects of these intervention:

 Conducts baseline and followup tests on students comprehension

 Survey teacher confidence in delivering English medium lessons

 Monitor students engagement(e.g participation rates,creative projects.

By addressing these areas, Maiduguri school can mitigate the negative collateral

effects of English while leveraging the advantage for academic and economic

opportunities.

19
2.2 Theoretical Framework

This study is underpinned by several theoretical perspectives that help explain the

dynamics of language dominance and its educational implications.

2.2.1 Linguistic Imperialism Theory

Phillipson (1992) posited the theory of Linguistic Imperialism, which argues that

the dominance of English is a form of linguistic imperialism, particularly through

its use in education. He suggests that the global spread and maintenance of English

are not accidental but are systematically sustained by powerful nations and

institutions, leading to the subjugation and marginalization of other languages. In

this context, English is not just a language but a vehicle for cultural and economic

power. The theory posits that the uncritical adoption of English as thek sole

medium of instruction can disadvantage learners from non-English speaking

backgrounds, as it subtly promotes Western epistemologies and cultural values

while devaluing local knowledge systems and languages. This theory provides a

lens through which to analyze how the continued use of English in Nigerian

schools might perpetuate colonial structures and inadvertently hinder academic

performance for some students.

20
2.2.2 Second Language Acquisition (SLA) Theories

Various Second Language Acquisition theories, such as Krashen's Monitor Model

(1985) and Vygotsky's Sociocultural Theory (1978), are relevant. Krashen's Input

Hypothesis suggests that learners acquire language by being exposed to

comprehensible input that is slightly beyond their current level (i+1). If students in

Maiduguri schools are exposed to academic content in English that is significantly

beyond their current English proficiency level, their comprehension and

subsequent academic performance may suffer.

Vygotsky's Sociocultural Theory emphasizes the role of social interaction and

cultural context in cognitive development. Language, as a primary cultural tool,

mediates thought and learning. If students are forced to learn in a language that is

not their mother tongue, and for which they have limited social interaction outside

the classroom, their ability to construct meaning and develop complex cognitive

skills through that language might be hampered. The theory highlights the

importance of the Zone of Proximal Development (ZPD), where learners can

achieve more with the support of more knowledgeable others. When the language

barrier is significant, even this support might be less effective.

21
2.3 Empirical Studies

This section reviews previous research that has investigated the relationship

between language of instruction, English language proficiency, and academic

performance, with a focus on contexts similar to Nigeria.

2.3.1 The Role of English in Post-Colonial Education

A vast body of literature examines the role of English in post-colonial educational

systems. Bamgbose (1991) extensively discussed language policies in Nigeria,

highlighting the dilemma of maintaining English as the official language while

promoting indigenous languages. He noted that despite policies encouraging

mother tongue education at lower primary levels, English quickly becomes the

dominant medium, often without adequate preparation for learners. This shift, he

argued, creates a significant cognitive load for students who must simultaneously

acquire a new language and new subject matter.

Oyetunde (2007) observed that the insistence on English as the language of

instruction in Nigerian schools often leads to rote learning and shallow

understanding, particularly in subjects like Science and Mathematics, where

conceptual understanding is paramount. Students may memorize terms without

22
grasping the underlying principles due to linguistic barriers, which directly impacts

their academic performance.

2.3.2 Impact of Language of Instruction on Academic Performance

Research globally has consistently shown a strong correlation between language of

instruction and academic outcomes. Thomas and Collier (1997), in their

longitudinal studies in the United States, found that students who received

instruction in their native language alongside English language development

achieved higher academic results in the long run compared to those immersed

solely in English. This suggests that a strong foundation in the mother tongue

facilitates better conceptual development, which can then be transferred to a

second language.

In the African context, many studies echo these findings. Banda (2000) in Zambia,

and Obanya (1980) in Nigeria, both highlighted how students' inability to

comprehend English, the language of instruction, negatively affected their

performance in content subjects, not just English language itself. Students

struggled to articulate their thoughts or understand complex questions, even when

they knew the subject matter.

23
2.3.3 Challenges of Learning English as a Second Language in Nigeria

Nigerian students face specific challenges in acquiring proficiency in English.

Emenanjo (1985) identified the lack of qualified English language teachers,

inadequate teaching materials, large class sizes, and the linguistic environment

outside school as major impediments. In Maiduguri, a multi-ethnic city where

various indigenous languages (e.g., Kanuri, Hausa, Shuwa Arab) are spoken as

first languages, students often have limited exposure to spoken English outside the

classroom. This lack of an immersive English-speaking environment means that

the school is often the primary, if not sole, source of English input, making the task

of language acquisition more challenging.

Furthermore, cultural and linguistic interference from students' first languages

often manifests in their English expression, leading to grammatical errors and

misunderstandings that can affect their performance in written examinations across

all subjects.

2.3.4 Studies from Borno State/North-Eastern Nigeria

While specific studies on English as a colonial master language in Maiduguri

Metropolis are scarce, general research on education in North-Eastern Nigeria

points to unique challenges. The region has faced socio-economic hardships and

24
security issues, which have undoubtedly impacted educational quality and

infrastructure. These factors, combined with the linguistic diversity of the region,

could exacerbate the challenges associated with learning in a non-native language.

It is plausible that students in this region face compounded difficulties in mastering

English to the level required for high academic performance, due to factors beyond

mere linguistic ability, such as disruptions to schooling and limited resources.

2.4 Summary of Literature Review and Gap Identification

The reviewed literature clearly establishes that English holds a dominant position

in Nigeria's educational system, a direct consequence of its colonial history.

Theories such as Linguistic Imperialism (Phillipson, 1992) and Second Language

Acquisition highlight the potential disadvantages faced by learners who must

acquire subject matter through a foreign language. Empirical studies from Nigeria

and other post-colonial contexts consistently demonstrate that inadequate

proficiency in the language of instruction (English) negatively impacts academic

performance across various subjects (Bamgbose, 1991; Oyetunde, 2007; Thomas

& Collier, 1997; Banda, 2000; Obanya, 1980). Challenges identified include

limited exposure to English outside the classroom, insufficient teaching resources,

and the cognitive burden of learning content and language simultaneously

(Emenanjo, 1985).

25
However, despite these general findings, there is a dearth of specific research

focusing on Maiduguri Metropolis, Borno State. The unique socio-cultural and

linguistic landscape of Maiduguri, coupled with its recent history of security

challenges and educational disruptions, may present specific nuanced impacts of

English as a colonial master language on academic performance that have not been

adequately explored. Most existing studies tend to be national in scope or focus on

other regions. This study aims to fill this critical gap by providing a localized and

detailed assessment of this phenomenon within selected senior secondary schools

in Maiduguri, contributing to a more context-specific understanding and

potentially informing targeted educational interventions.

2.5 References

Bamgbose, A. (1991). Language and the Nation: The Language Question in Sub-

Saharan Africa. Edinburgh University Press.

Banda, F. (2000). The dilemma of the mother tongue: Prospects for bilingual

education in South Africa. Language, Culture and Curriculum, 13(2), 159-175.

Emenanjo, E. N. (1985). Language and the National Question in Nigeria.

University of Port Harcourt Press.

Krashen, S. D. (1985). The Input Hypothesis: Issues and Implications. Longman.

26
Obanya, P. (1980). Language education in Nigerian secondary schools. Journal of

Language and Communication, 2(1), 1-15.

Oyetunde, T. O. (2007). Language in education: The medium of instruction. In A.

A. Adebiyi & M. O. Obayan (Eds.), Issues in Language and Linguistics (pp. 71-

88). National Open University of Nigeria.

Phillipson, R. (1992). Linguistic Imperialism. Oxford University Press.

Thomas, W. P., & Collier, V. P. (1997). School effectiveness for language minority

students. National Clearinghouse for English Language Acquisition.

Vygotsky, L. S. (1978). Mind in Society: The Development of Higher

Psychological Processes. Harvard University Press.

27
 CHAPTER THREE

RESEARCH METHODOLOGY

3.0 Introduction

This chapter outlines the methodology that will be employed in conducting this

study. It details the research design, area of study, population of the study, sample

and sampling techniques, instrumentation, validity and reliability of the

instruments, method of data collection, and method of data analysis. The aim is to

provide a clear and systematic approach to gathering and analyzing data to address

the research questions and objectives previously stated.

3.1 Research Design

This study will adopt a descriptive survey research design. This design is

considered appropriate because it allows for the collection of data from a large

number of subjects regarding their characteristics, opinions, attitudes, and

experiences without manipulating any variables (Creswell, 2014). Specifically, it

will be used to describe the current state of English language proficiency among

senior secondary school students and its relationship with their academic

performance. This design is suitable for assessing the existing conditions and

drawing conclusions about the phenomenon under investigation.

28
3.2 Area of Study

The study will be conducted in Maiduguri Metropolis, the capital city of Borno

State, North-Eastern Nigeria. Maiduguri is a diverse urban center with a multi-

ethnic population, where various indigenous languages such as Kanuri, Hausa,

Shuwa Arab, and others are widely spoken. English serves as the official language

and the primary medium of instruction in schools. The metropolis has a significant

number of senior secondary schools, both public and private. The choice of

Maiduguri Metropolis is informed by its unique socio-linguistic context, which

includes a high level of linguistic diversity, and the recent history of educational

disruption due to security challenges, all of which could significantly influence

language learning and academic outcomes.

3.3 Population of Study

The population of this study will comprise all senior secondary school students

(SS1, SS2, and SS3) in selected senior secondary schools within Maiduguri

Metropolis, Borno State. According to the Borno State Ministry of Education

(2024), there are approximately 50 public senior secondary schools in the

metropolis, with an estimated total student population of over 60,000] students.

This comprehensive population will ensure a broad representation of students from

different socio-economic backgrounds and linguistic orientations within the city.

29
3.4 Sample and Sampling Techniques

A multi-stage sampling technique will be employed to select the sample for this

study. A total of 300 participants (250 students and 50 teaqchers) from five senior

secondary school will be surveyed.

 Stage 1: School Selection: A stratified random sampling technique will be

used to select a proportionate number of public senior secondary schools

from the different zones or clusters within Maiduguri Metropolis. For

instance, 1 schools will be randomly selected to ensure geographical spread.

 Stage 2: Class Selection: From each selected school, simple random

sampling like balloting will be used to select one arm from each of the SS1,

SS2, and SS3 classes.

 Stage 3: Student Selection: All students in the selected arms of SS1, SS2,

and SS3 classes will be included in the sample. This approach is intended to

ensure representativeness while remaining feasible for data collection. A

total sample size of approximately 100 students is projected, based on

recommendations for survey research (Gay et al., 2012).

3.5 Instrumentation

Two main instruments will be used for data collection:

30
 1. English Language Proficiency Test (ELPT): This is a standardized

achievement test designed to assess students' proficiency in English

language skills, including grammar, vocabulary, reading comprehension, and

written expression. The test will consist of multiple-choice questions and a

written essay component. It will be adapted from existing, reputable English

language tests for secondary school students or developed based on the

Nigerian senior secondary school English language curriculum.

2. Academic Performance Record Sheet (APRS): This instrument will be

used to collect students' academic performance data in core subjects (e.g.,

Mathematics, English Language, Basic Science, Social Studies) from their

last term's examination results. Data will be obtained from official school

records.

3.6 Validity of the Instrument

The face and content validity of the English Language Proficiency Test (ELPT)

will be ensured by submitting the instrument to experts in English Language

Education, Measurement, and Evaluation. These experts will review the items for

clarity, appropriateness, relevance to the research objectives, and alignment with

the senior secondary school curriculum. Their feedback will be used to revise and

refine the instrument before its final administration.

31
3.7 Reliability of the Instrument

The reliability of the English Language Proficiency Test (ELPT) will be

determined using the test-retest method. A pilot study will be conducted with a

group of students similar to the main study population but not included in the

actual sample. The ELPT will be administered to this group twice, with an interval

of two weeks. The scores from both administrations will be correlated using

Pearson Product-Moment Correlation Coefficient. A reliability coefficient of 0.70

or higher will be considered acceptable to ensure the consistency and stability of

the instrument (Fraenkel et al., 2012).

3.8 Method of Data Collection

Permission to conduct the study will first be obtained from the Borno State

Ministry of Education and the principals of the selected senior secondary schools.

Research assistants, trained on the ethical considerations and proper administration

of the instruments, will be utilized. The English Language Proficiency Test (ELPT)

will be administered to the selected students during school hours, ensuring a

conducive environment. Students will be informed about the purpose of the study,

and their informed consent (and parental consent where applicable) will be

obtained. The Academic Performance Record Sheet (APRS) will be completed by

school officials (e.g., class teachers, academic secretaries) using students' official

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academic records, ensuring confidentiality and accuracy. The data collection

process is expected to last for approximately two weeks.

3.9 Method of Data Analysis

The collected data will be analyzed using both descriptive and inferential statistics.

 Descriptive Statistics: Frequencies, percentages, means, and standard

deviations will be used to describe the demographic characteristics of the

sample and to summarize the English language proficiency levels and

academic performance of the students.

 Inferential Statistics: To determine the relationship between English

language proficiency and academic performance, Pearson Product-Moment

Correlation Coefficient will be used. This will help to establish the strength

and direction of the linear relationship between the two variables. All

statistical analyses will be performed using Statistical Package for the Social

Sciences (SPSS) software at a significance level of p<.05.

3.10 Ethical Considerations

The following ethical considerations will be observed throughout the study:œ

 Informed Consent: Participation in the study will be strictly voluntary.

Informed consent will be obtained from all participating students and their
33
 parents/guardians (for minors) after explaining the purpose, procedures, and

their right to withdraw at any time without penalty.

 Confidentiality and Anonymity: All data collected will be treated with

strict confidentiality. Students' identities will be protected by assigning

codes instead of names, and all collected data will be kept secure. School

names will also be anonymized in any reports.

 Privacy: Students' privacy will be respected during data collection, and no

personal information beyond what is necessary for the study will be

collected.

 Beneficence and Non-maleficence: The study will be conducted in a

manner that benefits the participants and the educational system without

causing any harm. The findings are expected to contribute to improved

English language instruction and academic outcomes.

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References

Borno State Ministry of Education. (2024). Annual School Census Report.

[Hypothetical reference, for illustration purposes only]

Creswell, J. W. (2014). Research design: Qualitative, quantitative, and mixed

methods approaches (4th ed.). Sage Publications.

Fraenkel, J. R., Wallen, N. E., & Hyun, H. H. (2012). How to design and evaluate

research in education (8th ed.). McGraw-Hill.

Gay, L. R., Mills, G. E., &Airasian, P. W. (2012). Educational research:

Competencies for analysis and applications (10th ed.). Pearson.

Chapter four

4.0 Data presentation, analysis and interpretation.

This chapter presents analysis of data collected on the assessment of English as a

colonial masters language on the academic performance of students in selected

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senior secondary school in Maiduguri metropolis. the study examines teacher

proficiency ,students comprehension, linquistic confidence and cultural influence

4.1 data presentation

The data colleted includes infornations on the profiecieny of English amd student

performance in English language and other subjects . the data is presented in

tables and charts to provides aclear view of the findings.

Demographic data of respondents.

A total of 300 participants(250 students and 50 teachers) from five senior

secondary schools in Maiduguri were surveyed.

category frequency percentage

students 250 83.3%

Teachers 50 16,7%

Genders(student)

male 140 56%

female 110 44%

School surveyed 5 -

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