STRATEGIES FOR IMPROVING ACADEMIC PERFORMANCE IN ENGLISH LANGUAGE AMONG SENIOR SECONDARY SCHOOLS STUDENTS IN ATIBA LOCAL GOVERNMENT AREA OF OYO STATE
Abstract
This study investigated strategies for improving academic performance in English Language among senior secondary school students in Atiba Local Government Area, Oyo State. The research focused on examining the effectiveness of teaching methods, impact of student motivation and the role of educational resources in enhancing English Language learning. A quantitative research approach was adopted using a descriptive survey design. Data were collected through structured questionnaires administered to both teachers and students across selected public and private schools, with responses analyzed using descriptive and inferential statistics.
Findings revealed a strong, positive, and statistically significant relationship between teaching methods and students’ academic performance. Student-centered and interactive teaching strategies were associated with better outcomes. The study also established that student motivation plays a crucial role in academic success, with highly motivated students performing significantly better than their less motivated peers. Furthermore, the availability and effective use of educational resources such as textbooks, libraries, and multimedia tools were found to significantly influence academic achievement in English Language.
Data were analyzed using the Statistical Package for the Social Sciences (SPSS), with Pearson Product-Moment Correlation and ANOVA employed to test the hypotheses. The results confirmed that teaching methods, student motivation, and access to learning materials are all key contributors to academic performance in English Language.
Based on the findings, the study recommends regular teacher training programs focused on innovative and learner-centered techniques, the creation of motivational learning environments, and improved provision and utilization of educational resources. The study concludes that improving English Language performance requires a holistic approach involving effective pedagogy, student engagement, and adequate instructional support
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