A COMPARITIVE STUDY OF STUDENTS ACADEMIC ACHIEVEMENT IN ENGLISH LANGUAGE IN PUBLIC AND PRIVATE SENIOR SECONDARY SCHOOL IN ADAMAWA STATE.

ABSTRACT This comparative study aims to analyze the academic achievement of students in the English language at public and private senior secondary schools in Adamawa State, Nigeria. The significance of effective English language proficiency is paramount, as it plays a crucial role in students' overall educational success and future opportunities. The research hinges on the premise that various factors inherent in public and private schooling systems may influence students' learning outcomes in English. The study employs a quantitative approach, gathering data through standardized test scores, surveys, and academic records from selected public and private schools within the state. A sample of students from both school types will be assessed to measure their proficiency in reading, writing, listening, and speaking skills in English. Additionally, the research will investigate the availability of resources, teaching methodologies, and the socio-economic background of students as contributing factors to their achievement. Initial findings suggest that students in private schools may demonstrate higher levels of English proficiency compared to their public school counterparts, potentially attributable to smaller class sizes, better access to teaching materials, and advanced instructional techniques. However, the study also seeks to explore the strengths within the public school system, examining effective practices that could be adopted to enhance English language achievement. Ultimately, this research aims not only to contribute to the existing body of literature on educational achievement in Nigeria but also to provide actionable insights for educators, policymakers, and stakeholders aimed at improving English language instruction and, consequently, students' academic success in both public and private senior secondary schools in Adamawa State.