ENGLISH LANGUAGE PROFICIENCY AS A PREDICTOR FOR SENIOR SECONDARY SCHOOL STUDENTS’

ABSTRACT

This study investigated English Language Proficiency as a predictor for senior secondary school students’ academic performance school in Oredo Local Government Area of Edo State. The study sought to determine if proficiency in English language predict male and female students academic performance. The study also determined if students’ proficiency in English language predict their academic performance based on Teachers’ experience and Qualification. Four research questions and their corresponding hypotheses were raised and tested to guide the study. The study adopted a correlational research design. The population of the study consisted of 1,852 students from five secondary school in Oredo Local Government Area with a sample of 185 students which were randomly selected using the simple random sampling technique. Two instruments were used for obtaining data in the study. This was an English Language Proficiency test and a standardized test in two other subjects (Chemistry and Economics). The data obtained in the study was analyzed using simple percentage and linear regression. . The findings of the study showed that there was a significant relationship between students’ proficiency in English language and their academic performance; Female students’ were more proficient in English language than male students, however male study had higher academic performance than female student. The finding also showed that there was a significant relationship between students’ proficiency in English language and their academic performance based on teachers’ experience and there was a significant relationship between students’ proficiency in English language and their academic performance based on teachers’ qualification. Based on the finding of the study it was recommended that all students in secondary school should be counseled to take English language very seriously irrespective of their classes and subject areas and School administrators should ensure that teachers’ years of experience should be put into consideration before they are employed to take imperative subject as English language.