TEACHERS’ STRESS AS A FACTOR CONTRIBUTING TO MASS FAILURE OF STUDENTS IN ORAL ENGLISH LANGUAGE AT SENIOR SECONDARY SCHOOLS
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TEACHERS’
STRESS AS A FACTOR CONTRIBUTING TO MASS FAILURE OF STUDENTS IN ORAL ENGLISH
LANGUAGE AT SENIOR SECONDARY SCHOOLS
ABSTRACT
The study
examined the assessment of stress as a factor affecting mass failure of
students on Oral English Language at Senior Secondary School level in Mushin
local government area of Lagos State. In this study, some relevant and related
literatures were reviewed under sub-headings. The descriptive research survey
design was used in this study in order to assess the opinions of the
respondents. the questionnaire was used to collect necessary information from the
selected respondents, while the subjects for this study were sampled through
the adoption of the stratified sampling technique.
A total of
100 (one hundred) respondents were used for this study. They are made of 20
(twenty) teachers and (eighty) 80 students who were randomly selected to
represent the population of this study. The following research questions were
raised to guide the study:
1.What are
the likely causes of stress on Oral English teacher in the secondary schools?
2.To what
extent does teachers’ methodology affect the failure of students in Oral
English?
3.What is
the difference between the academic performance of students in Oral English who
were taught by experienced teachers and those taught by non-experienced teachers?
4.Does
stress affect teachers work performance in the schools?
5.How can
unconducive environment cause mass failure of students’ in Oral English?
The results
obtained from the questionnaire were analyzed to see if they answer the
research questions raised in this study. The data collected were analysed with
simple percentage frequency counts.
The results
that emerged at the end of the analysis of research questions showed that:
1)The likely
causes of stress among teachers are: Taken their unfinished works to finish at
home; having ill feeling or depression about the teaching profession, work
overload, sadness about delayed salaries etc.
2)It was
equally found that stress affect teachers’ methodology, which in turn affects
the failure or success rate of students in Oral English.
3)The
findings also revealed that students who were taught by well experienced
teachers in Oral English differ in their academic performances from those
taught by non experienced ones in Oral English.
4)It was
equally found that stress affects teachers work performances in the school.
5) Finally, the result obtained
at the end of the analysis showed that unconducive environment does not favour
success in academic careers of students; as it does not favour teaching and
learning process in schools.
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