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PROBLEMS INHIBITING THE EFFECTING TEACHING OF GRAMMAR IN PRIMARY SCHOOLS

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RESEARCH INFORMATION

[icon type=”icon-pencil”]: PROBLEMS INHIBITING THE EFFECTING TEACHING OF GRAMMAR IN PRIMARY SCHOOLS
[icon type=”icon-book”]: Chapter 1 – 5
[icon type=”icon-book-open”]: 68 Pages
[icon type=”icon-basket”]: #3, 000
[icon type=”icon-doc-line”]: Ms Word format

This study, PROBLEMS INHIBITING THE EFFECTING TEACHING OF GRAMMAR IN PRIMARY SCHOOLS contains concise information that will serve as a framework or guide for your project work. The project study is well-researched for academic purposes and are usually provided in complete chapters with adequate References.

Keywords: PROBLEMS INHIBITING THE EFFECTING TEACHING OF GRAMMAR IN PRIMARY SCHOOLS


RESEARCH BODY

CHAPTER ONE

INTRODUCTION

It has been observed that factors affecting the teaching of Grammar in primary level are influenced by socio-economic background.

According to Weber (1864), socio-economic class is a group of people who share the same position in economic life, whether this involves property or marketable skill status ground.

More apparently is the fact that many of those who claim to study English in tertiary institution make a mockery of their alma-matters by their wrong spoken and written English (Grammar). Their understanding and use of grammar, to say the least, it shows they either know very little or nothing about the rules guiding the grammar. Pupils in primary schools make a mess of grammar in their writing. On the whole, the pupils perform below average in their examination especially when they go out for quiz competition in other school, performance appears to be on the decline, their mechanical skills (grammar, spelling and punctuation) and expression have been deteriorating in the last five years.

The genuine concern for this poor level of the use of English (grammar) is informed by its central position in our national life. English is the official language of government for all activities and business, even, in aviation and it is the medium of instruction in all educational institutions all over the country.

BACKGROUND OF THE STUDY

English language is no doubt, an international language of enviable repute. Its use therefore has universal appeal and coverage. According to Kachru (1981) its usage and functions have definitely made it to become native in many countries of the world, Nigeria inclusive. Therefore an ardous task by citizens to learn and use the language well. Government is equally committed in this landable direction. Thus, the use of English language by educated Nigerians in particular is a basic issue, given the fact that it is the official language of the country, and therefore, of almost importance to every citizens, its use confers a classic status on the user. Therefore, everybody aspires toward becoming a fluent speaker or writer of the language.

Therefore, English language is a second language to the indigenous and pupils in Nigeria. As a second language, the use and application of English pose very serious problem for the pupils, while their performance, both written and spoken have not been impressive over the years.

This poor performance of pupils in the common Entrance Examination (English) and their spoken form have been the result of faulty educational structures; inadequate of professionally qualified English teachers, or poor pupils-parent attitude toward learning or even, lip-service of Government.

Whatever the problem, this research intend to delve into the schools (selected five) in the area to find out the possible problem that hinder the effective teaching of Grammar in primary schools and then suggest solution.

Observation have shown that in most cases most of the pupils who also performed brilliantly well, must have got some motivation from their homes and background i.e. the type of environment which a child find himself. The type of environment itself talked about above is mostly dictated by the socio-economic status of  pupils. Some of the fact that there are a lot of infra-structure in their home which did their spoken of Grammar such as private reading room; watching television, listening to radio and reading newspapers. Those thing may not have been provided if not due to socio-learning of the parent as well as their economic status backed up with enough assistance. A person whose parent are highly educated is likely to receive some helping hands from the parent at home, and he is mostly to get interested in reading books, watching television and listening to radio which the parent do regularly. In the process, he develops his spoken grammar and aptitude. Meanwhile, the other group who are illiterates usually do not receive such guidance at home nor do they develop competence in spoken and written grammar as a result of home factors.

STATEMENT OF THE PROBLEMS

This study seek to make a comparative correlation between socio-economic background and teaching of Grammar in English language using some selected primary schools in Obafemi-Owode Local Government Area of Ogun State with a view to recommending appropriate solution to the identified problems.

However, it is true that;

  • Peer group affect the children in failing English mostly in primary school
  • Family background contribute to the failure of pupils in primary level
  • Environment influenced pupils in failing grammar examination
  • Reading materials also contribute greatly to the failure of pupils in English Grammar.
    • PURPOSE OF THE STUDY

The present study is designed to investigate the effect that socio-economic factors have on pupils spoken and written grammar. It is hoped that suggestion eventually made would assist educational planners and teachers in the effective teaching of Grammar. It would also prove further researchers that could lead to better ways of teaching grammar in our schools.

1.4       RESEARCH QUESTIONS

Based on the problem under investigation the following research questions were formulated to guide the study. In other words, the study sought to answer the following questions:

  1. Do the pupils mother tongue ( Li) have an influence on their speaking and writing of grammar?
  2. Are there any recommended text book for pupils?
  3. What is the attitude of pupils toward learning of speaking and writing of grammar?
  4. Are there suitable qualified teachers of English in school?
  5. Do the peer group of children affect their speaking and writing of grammar

1.5       SIGNIFICANCE OF THE  STUDY

It is aimed at breaching the gap in  the educational attachment of pupils from high socio- economic status and low socio- economic status. This study would also by virtue of facts revealed sensitize both state and federal government to review budgetary allocation to the educational sector. The federal government may as a result of suggestion made in this paper equip school laboratories with better books, reduce students fees, and make better provision for the general welfare of pupils.

SCOPE OF THE STUDY

Due to the nature of this research work the  investigator make use of Obafemi Owode Local Government Area of Ogun State as a case study. The researcher made us to understand that effect of socio-economic factors on pupils spoken and written grammar can be seen in rural areas.

1.7       LIMITATION OF THE STUDY

The study is limited to five primary school in Obafemi-Owode Local Government in Ogun State. This study should have covered a wide area but due to time factor, financial factor and constraint, it could not cover the reset of area in local government. In addition, materials available for the study were scanty. Above all, the researcher relied mostly on data collection from the sample of the population which might have suffer from the prejudices individual respondents to the questionnaire administered.

Keywords: PROBLEMS INHIBITING THE EFFECTING TEACHING OF GRAMMAR IN PRIMARY SCHOOLS



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