Constraints in English Language Teaching and Learning in Senior Secondary Schools: Strategies for Implementation

The study entitled 'Constraints in English Language Teaching and Learning in Senior Secondary Schools: Strategies for Implementation' seeks to unravel the myriad of problems in teaching and learning the English Language in senior secondary schools and offers strategies that can be implemented to salvage the situation. Learning to teach is more than simply knowing the results of research and theory; it always involves learning the ‘craft’ of classroom exposition, explanation, organization, and guidance. The desired outcome of the language learning process is the ability to communicate competently, not the ability to the ability to use the language exactly as a native speaker does. To guide the study, three research questions were posed. The questions examined the following three variables: (1) the constraints in teaching English; (2) the constraints in learning English; and (3) strategies for implementation in senior secondary schools. The research will be carried out in two senior secondary schools in Kenema City, Eastern Sierra Leone (Government Senior Secondary School and Methodist Senior Secondary School). The study revealed that: the lack of adequate teaching and learning materials, poor pedagogical and academic subject matter competency, and the negative attitude of students towards the English Language, account for the major constraints in the teaching and learning of the subject.

Prevalence and Pattern of Psychoactive Substance use among Senior Secondary School Students in Community Secondary School, Umuna, Orlu L.G.A

Psychoactive substance use among Secondary School Students has become an increasing public health problem in many countries. This study assessed the prevalence and patterns of psychoactive substance use among senior secondary school students of community secondary school, Umuna. This is a descriptive cross-sectional study in which a sample size of 231 students was selected using simple random sampling technique. The instrument for data collection was questionnaire and data collected were analyzed using descriptive and inferential statistics and presented using tables. The study revealed that alcohol and tobacco were the most commonly abused substance. It also revealed that more than half (51.1%) of the respondents use substance on a daily basis and smoking and sniffing were the most common patterns used. Factors influencing substance use included; peer group pressure and family background. There is a psychoactive substance. It was recommended that Government should ensure the enforcement of anti-psychoactive substance laws and health workers should be trained on how to identify addicts, prevent, and treat victims of drug abuse.

INFLUENCE OF TEACHERS PEDAGOGICAL COMPETENCE ON ATTITUDE OF SENIOR SECONDARY SCHOOL STUDENTS TOWARDS TECHNICAL AND VOCATIONAL EDUCATION

Technical and vocational education and training (TVET) in Nigeria is intended to help the federal and state education authorities in their determination to revitalize, reform, and expand the provision of skills, vocations, science, and technology geared towards the socio-economic development of the nation. TVET also includes a wide range of skills development opportunities incorporated into national and local contexts. There are increasing insinuations suggesting that TVET in the Nigerian set-up is challenged by unfavorable perceptions of the concept by learners. The primary aim of the study is to examine secondary school students attitudes based on TPC. One hundred and sixteen senior secondary school students drawn from public and private secondary schools in Kogi State participated in the study. The participants completed self-report measures on attitude towards TVE and perceived teachers pedagogical competence. The findings revealed that 65.5% of the respondents expressed a negative attitude towards science process skills. Also, it was found that teachers pedagogical competence influenced attitude towards TVET. The findings and practical implications of the study are discussed.

EFFECT OF TEACHERS LIKABILITY ON STUDENTS ATTITUDE TOWARDS CHEMISTRY

Chemistry is among the essential science subjects taught at the secondary school level in Nigerias education landscape. There has been a persistent concern about the poor performance in chemistry in Nigeria. The present study investigated teachers likability as a scarcely explored variable that could explain the variation in students attitudes towards chemistry. A cross-sectional survey was employed for the analysis, and the population of the study comprised senior secondary school students in the Kogi State of Nigeria. Participants included males and females senior secondary school students enrolled in the science classes. One hundred and fifty-three students participated in the study. The respondents completed a self-report measure of the Teachers Likability Scale and the Attitude Toward Chemistry Lessons Scale (ATCLS). The finding showed that most of the participants indicated a negative attitude toward the subject (M = 2.89, SD = 3.32), compared to others (M = 1.18, SD = 3.39) that exhibited an unfavorable attitude towards the chemistry. A linear regression analysis was conducted to test the study hypothesis, and the result showed that teachers likability statistically significantly predicted attitude towards chemistry F (1,151), 124.716, P< .05. Therefore, the study concluded that a teachers likability is an essential determinant of students attitudes towards chemistry. Thus, it is recommended that teachers should improve in their personal and professional attributes.