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The cost of hiring a project writer depends on several factors: your academic level, project scope, research complexity, and required timeline. Rather than a one-size-fits-all cost estimate, we prefer to first understand your specific needs and give you a tailored quotation for work that best fits within your budget. Do contact us for a personalized consultation.

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Our project writers are the best of the best in terms of academic excellence in Nigeria. Every writer must go through our very strict selection process, ensuring that they are not only holders of advanced degrees but also excellent researchers and writers. We work with writers holding at least Master’s degrees in their respective fields; a large number of them have earned their PhDs from prestigious institutions. Apart from academic qualifications, our writers have years of practical experience in academic writing and research methodology. We regularly appraise their work through client feedback and peer review systems. This quality assurance means that whether you want help with an undergraduate project or a doctoral dissertation, your work is handled by someone who has the appropriate level of expertise and experience.

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Our Quality assurance in final year project writing is holistic and multi-layered. First, every project begins with extensive research using credible academic sources and databases. Our writers will develop a detailed project outline that is sure to meet your university guidelines and your specific requirements. Systematic quality checks through the writing process ensure that everything, from the validity of the research to consistency in formatting, is addressed. All projects are stringently screened through multiple plagiarism detection tools to ensure originality. The company is particularly meticulous in methodology development, data analysis, and integration with current research findings. Our quality assurance team will evaluate each project for academic rigor, coherence in argument, proper citation practices—all those minute details to make sure your final-year project stands at the highest possible standard.

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Internal Links and Resources

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• Six Reasons You Should Hire a Project Writer
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THE RELEVANCE AND USES OF PHONETICS IN JUNIOR SECONDARY SCHOOL

ABSTRACT

In the junior high and high school levels in the esakor West local government area of Edo State, this study investigates the value and applications of phonetics.

The project examines language as a notion, as well as its uses and abilities, in order to determine this. Examining vowel and consonant sounds as well as English phonemes.

Consequently, efforts are focused on interpreting the data acquired with the study approach utilised to obtain the data in light of the aforementioned.

In order to wrap up this investigation, a summary of the findings is given, followed by discussion, conclusion, and recommendations.

CHAPTER ONE

INTRODUCTION

BACKGROUND OF THE STUDY

Without a doubt, English will continue to be the primary language used in Nigeria (Jolayemi, 2007). English is plainly the formal or official language of the nation because it is a Lingua Franca.

This status explains why Nigeria sets such a high value on it. Being a foreign language, its abilities must be learned rather than naturally developed.

The Federal Republic of Nigeria has frequently shown its commitment to the promotion and development of the language in the nation because it is necessary for the efficient functioning of the nation. As a result, the government uses multiple tactics or plans.

The inclusion of English as a subject of study in the school curricula is a crucial component of these efforts intended to ensure the expansion of the English language in Nigeria.

A speaking competence, or knowledge that enables learners to speak the language in the same way as native speakers, is of special importance to curriculum designers.

Phonetics and phonology refers to the area of English that satisfies this interest. Phonetics is described as the study and description of the physical characteristics of human speech sounds by Akande (2002). Articulatory phonetics, Auditory phonetics, and Acoustic phonetics are subcategories.

The process by which speech sounds are patterned into a system of a particular language is known as phonology, on the other hand (Akande, 2002). Segmental and supra-segmental levels of the English language’s phonology are investigated.

While supra-segmental level phonology analyses stress, rhythm, intonation, and tone, segmental phonology deals with the consonant and vowel phonemes of the English language.

How well a learner has internalised certain aspects of the English language sounds system typically determines how proficient they are in speaking English.

It is unfortunate that most students today, regardless of their educational level, are unable to recognise English phonemes since those phonemes have been over- or under-differentiated and reinterpreted for their home tongue(s) (Alabi, 2002).

Additionally, when students encounter English consonant clusters that do not exist in their original tongue, they often struggle greatly.

The students’ degree of proficiency with English’s stress and intonation patterns is notably poor because it differs greatly from their native tongues, which are mostly tonal in nature.

The students typically speak English words the way they hear them orthographically in their native tongues or dialects, which makes their communication to outsiders rather incomprehensible.

STATEMENT OF THE PROBLEM

Nigeria has made concerted efforts to ensure that candidates for these examinations perform at their best ever since 1989 or thereabouts,

when Oral English or English Paper 3 (Test of Orals) became a required paper to be written in the Senior Secondary Certificate Examination (WAEC and NECO).

In order to achieve this goal of having the citizenry speak English fluently and benefit from the numerous advantages that come with it, the Federal Government, through the Ministry of Education, invests a significant portion of its resources each year in hiring, training, and retraining English language teachers.

As a result, opinions on the effects of teaching phonology in Nigerian secondary schools are divided. While some believe that the topic has improved the pupils’ spoken English.

The pessimist contends that despite the training of oral English, kids in our secondary schools still exhibit distinct speech patterns.

They believe that some pupils have actually turned to their mother tongue (MT) in order to calm their anxiety when speaking English.

This school of thinking holds that only a very small percentage of these pupils have high English skills, possibly as a result of their upbringing.

This study sought out to determine whether or not the statements were true in light of the aforementioned argument.

Its title is “The Influence of Teaching Phonology on Junior Secondary School Students’ Spoken English.” students in Edo State’s Esakor West local government area.

OBJECTIVES OF THE STUDY

The study’s aims are;

To investigate the connection between junior secondary school students’ academic performance and phonetic instruction.

To determine whether there is a substantial connection between the instructors’ credentials and the phonetic instruction they provide in junior high and high schools.

To determine the value of and applications for phonetics in junior high and high school

RESEARCH HYPOTHESES

Ho: There is no correlation between junior secondary school pupils’ academic performance and phonetic instruction.

Hello: There is a strong correlation between junior secondary school kids’ academic achievement and the phonetic instruction they receive.

Ho: Phonetics aren’t used or relevant in junior high or high school.

Hello: In junior high and senior school, phonetics is important and used.

SIGNIFICANCE OF THE STUDY

This study aims to determine the effects of phonology instruction on senior secondary school students’ spoken English in the schools situated in the esakor West local government region of Edo State.

Teachers and students were chosen at random to participate in the project. So, for this project’s empirical hypothesis, 120 students and teachers served as the source.

SCOPE AND LIMITATIONS

The study’s focus is on the value and applications of phonetics in junior high and secondary education in the Esakor West local government area of Edo State. The study’s scope was constrained due to a constraint the researcher encountered;

a) AVAILABILITY OF RESEARCH MATERIAL: The researcher’s access to suitable research material limits the investigation.

b) TIME: Because the researcher must juggle the study with other academic obligations and exams, the time allotted for the investigation does not improve wider coverage.

1.7 DEFINITION OF TERM

The study and analysis of the physical characteristics of human sounds is known as phonetics.

The study of how speech sounds are patterned and arranged into a system of a particular language is known as phonology.

Acoustic phonetics: This branch of phonetics examines the path taken by sound waves as they are transmitted from a speaker to a listener.

Auditory phonetics is the study of how sounds affect the human ear. It investigates how the listener interprets sounds.

The description of the human speech organs involved, as well as the source air stream that is altered in the generation of speech sounds, is the focus of articulatory phonetics, another area of phonetics.

The learner’s mother tongue is their first language.

Mother Tongue Interference: This is when a student’s (learner’s) native tongue is evident in their use of the English language. Interference is a significant issue for non-native English speakers learning the language.

A language that is not the learner’s native tongue is referred to as a foreign language. English, French, and Arabic are a few examples of foreign languages spoken in Nigeria.

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EFFECTS OF MOTHER TONGUE INTERFERENCE IN THE STUDY OF ENGLISH LANGUAGE

ABSTRACT

The study’s focus is on how mother tongue influences students’ ability to learn English in secondary schools in Enugu State’s Enugu North Local Government Area.

The purpose of the study is to determine how mother tongue influences English language acquisition in secondary school, particularly in four chosen schools in Enugu North Local Government Area of Enugu State.

500 people made up the study’s target group, and questionnaires were used for data gathering. The four schools in Enugu North Local Government Area of Enugu State that were chosen received the questionnaires.

Percentage analysis was used to examine the data. The research team’s conclusions are as follows. Because when numerous schools in Enugu North were visited, English language teachers did not have any instructional materials.

students’ limited proficiency with the English language. relatively few pupils buy books in the English language since the majority of English language instructors are not qualified.

that most kids have very poor comprehension of some of the vocabulary in the English language. Given the foregoing, the researcher suggests that the fourth edition of the national policy on education’s restrictions on the use of mother tongue be followed and that teachers be required to utilise the proper teaching methodology when instructing in English.

That student needs to be instructed in speaking English at all times. English language instructors should be required to make sure that at least each student follows along with the lesson in class. that hiring qualified teachers is a good idea.

CHAPITER 1

Background Of the study.
Every human being is born with the ability to utilise language; it is a special gift that is employed involuntarily as one tool of expression made up of various subskills.

The official language of Britain, Ireland, North America, Australia, America, and the majority of the British colonies is English. For the colonies, it is considered the official language rather than the local language.

It is frequently separated into three historical periods: Anglo-Saxon, or old English (c. 450–1100 B.C.), Middle English (c. 1100–15 B.C.), and modern English (c. 1500–present).

Native language is one’s mother tongue. A language is undoubtedly the most resilient part of each people’s cultural legacy, in addition to being the main factor that separates humans from other animals. It is inextricably linked to a people’s culture and reflects it.

Language is a vital instrument that improves human contact and communication. It is a crucial tool for social group cultural transmission and maintenance.

Fundamentally speaking, it is a vital tool in the maintenance and expansion of the human species. An analysis of a speech community’s linguistic makeup can reveal details about a certain people’s way of life, occupation, etc.

Our second language is English because it is the official national tongue of the British colonies, which includes Nigeria. Consequently, our individual mother tongues predate colonisation.

This has made it necessary for English to be taught and learned, interfering with our native languages in various study locations across the country.

As a result, it is obvious to say that Nigeria is a linguistically complex nation just by virtue of the fact that it has a long history. According to INTER NET, Nigerians speak between 250 and 400 different languages.

The continuous use of English in Nigeria is encouraged by this linguistic diversity. English is included in Ethnologic’s list of Nigerian languages, however this is barely warranted given the language’s varied and pervasive use in Nigeria, particularly as a method of intra- and inter-national communication.

The attempt to ascertain the impact of mother tongue use on the teaching and learning process in secondary schools is a result of the detrimental effects that the mother tongue had caused the study of the English language on the educational institutions.

Statement Of The Problem
Before the arrival of British traders, missionaries, and colonisers, the indigenous language of Nigeria defined every aspect of the speech community, including its religious, cultural, political, economic, social, and anything else that could be communicated through the language and dealt with all aspects of the daily lives of the people.

In an effort to alter the population’s language, the British immigration and the introduction of the English language created a situation where languages were in contact.

Where native local languages had previously been self-sufficient, new sets of ideas, concepts, and values were introduced to the system,

making them unprepared to deal with the new notions introduced by the British, particularly in the areas of formal education, Western law, etc.

As a result, English began to infiltrate areas that were previously the sole realm of indigenous languages, first subtly and eventually overtly.

The English language, which was brought to Nigeria through colonialism and missionary activity, is now widely spoken, thought of, and taught there.

Wherever English sentences are spoken, intonation, a term used to describe pitch variation, is typically present. For English language speakers who speak tonal as their first language, this is frequently a tough issue.

One of the main issues that English language learners face is this. Sentence and word stresses, vowel sounds, and English suprasegmental of pitch are some other problematic areas.

The goal of the study was to determine how mother tongue affected students’ ability to learn English in senior secondary schools in Enugu North Local Government Area, Enugu State.

Significance Of The Study
This study will assist in illuminating the various variables that affect how native or mother tongues affect the study of English.

The interference’s effects on other research areas that rely on English as their primary language of communication will also be noted.

Teachers will be able to pinpoint their English language issues according to this study. Additionally, this coursework will help students learn how to employ English words, particularly in terms of phonetics, intonation, and pronunciation. Additionally, it will give teachers the opportunity to conduct additional study on English language usage.

Given that English has been used as a second official language and occasionally as a foreign language in Nigeria for a long time and that language in contact has an inescapable behaviour,

it is normal to expect it to have characteristics that can distinguish it as a genuine subject, dialect, variety, or idiom of global English.

These could be considered research findings on interference, derintation, and originality as they are observed to exist among speakers. throughout Nigeria.

The term “English” is now used to refer to the dialect of English that Nigerians speak or write. It is well-known that the characteristics of Nigerian English, like those of other new English, are essentially inherent, especially in the early stages of learning.

Purpose Of The Study

The study’s primary goal is to;

1. Determine how much mother tongue interference there is with secondary school English language instruction.

2. To look into the credentials of English teachers in Enugu North secondary schools.

3. To understand how teachers in Enugu North’s secondary schools teach English using proper approaches.

Research Questions

1. Does mother tongue genuinely affect a student’s ability to learn English in a secondary setting?

2. How qualified are the English language instructors in schools?

3. Do English language teachers use the right teaching techniques when they instruct?

Research Hypothesis

H0 The mother tongue affects the acquisition of the English language.

H1 The learning of the English language is not hampered by the mother tongue.

HO2. The English language is taught and learned by English language teachers using the appropriate teaching methodology.

HO2. The English language instructors  do not employ the proper methods of instruction.

Scope Of The Study

This study examines the impact of mother tongue interference on secondary school pupils’ learning of the English language in the Enugu North Local Government Area.

It is based on the results of regular evaluations and summative tests conducted by organisations like the West Africa Examination Council, the National Examination Council, and the Examination Development Centre for senior high school diploma exams in English.

Definitions Of Terms:
The terms used to create the heading of the research topic must be appropriately defined. This will significantly help in giving the research work direction.

These consist of:
MOTHER TONGUE: The first language a person learns to speak after hearing their original tongue.
In this application, interference refers to the interruption of one language by another, particularly in intonation and pronunciation.

Anglo-Saxon: A person with English ancestry. (2) A member of the English population at the time of the Norman conquest.

FUNDAMENTAL: Serious and extremely significant, impacting the core and crucial elements of something. (2) The basis for reality.

HETEROGENEITY: The presence of a variety of individuals or objects. (2) Similarity/Uniformity.

ETHNOLOGICAL: The moral principles and behaviours unique to a given community or society (2) Unique to a race or country.

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THE CONCEPT OF NEO COLONALISM

ABSTRACT

The researcher attempts to demonstrate neo-colonialism as a practise in Nigeria from independence to the present day in the work “The Concept of Neo-Colonialism in Joy Chinwokwu Clouds at Sunrise and After Midnight”: the negative effect of neo-colonialist powers in all sectors of the economy in the country as well as in the lives of the citizens.

As a result, a putative solution to Nigerians’ dilemma is presented. This work is divided into five chapters, the first of which contains the introduction, problem statement, purpose of the study, scope of the investigation, significance of the study, and research methods.

The second chapter provides an overview of some additional African writers and their works. In Joy Chinwokwu’s Cloud at Sunrise, chapter three is about the concept of neocolonialism.

The fourth chapter examines the concept of neo colonalism in Joy Chinwokwu’s After Midnight. The work is summarised and concluded in Chapter 5.

CHAPITRE ONE

INTRODUCTION

Using the multiple perspectives of postcolonial and neocolonial studies, this thesis explores the traumatising impact of neocolonialist leadership on Africa and Africa’s creative authors, as a strand of the continent’s intellectual elite fighting for genuine independence.

It depicts the African writer as a regular place for the classless in postcolonialist Africans’ battle to gain true independence from the clutches of neocolonialist leadership. It further traces this schism to the realities of Western capitalism’s predatory dominance of Africa,

which began with the brutalising commodification of Africans as slaves, was followed by the arbitrary creation of unworkable states,

and has now reincarnated in neo-colonialism’s garb, and contends that the human race can achieve true and lasting peace and harmony only if Western capitalism and advances in science and technology are aligned with the pre-indust

THE CONCEPT OF NEO COLONIALISM – DEFINITION OF TERMS

CONCEPT

The term “concept” dates back to 1550 – 1560 and is derived from the Latin word conceptum, which means “something conceived.”

However, the term “Concepts” is now employed in mainstream cognitive science and philosophy of mind. It is an abstract idea or mental symbol, sometimes characterised as a unit of knowledge, constructed from other units that serve as characterises for a concept.

It can also be defined as a general idea obtained or inferred from specific instances or happenings, as well as something generated in the mind, such as a thought or notion.

Neo-Colonialism

Neo-colonialism is a phrase that appears frequently in academic literature dealing with the history of the capitalist system, its spread, and current world affairs.

The word is drawn from a contrast made by V.I. Lenin in his pamphlet “Imperialism,” which was first published in 1939. His difference was between direct political dominance by use of armies and “extrapolitical dominance.”

The period from the commencement of the age of European discovery and expansion to the granting of freedom to former colonies was known as early colonialism.

It entailed imposing centralised political rule on non-western peoples through different forms of direct political pressure.

Neocolonialism is the continuous dominance of former colonies through non-political or commercial methods. In other words, while it is a continuation of the same process of exploitation and assimilation, it acts through economic pressure rather than military or legislative force.

Neocolonialism (which means “new colonialism”), on the other hand, is based not only on the continuous dominance of former colonies, but also within the colonies.

This is to claim that some Africans (namely, elite officials) impose or enforce dominance on their fellow Africans through controlling the country’s political and economic sectors.

Neocolonialist critics argue that multi-national businesses continue to exploit the resources of post-colonial regimes, and that the economic domination inherent in neocolonialism is analogous to the classical, European colonialism practised from the 16th through the 20th century.

In this view, neocolonialism indicates a sort of current economic imperialism, in which wealthy nations act like colonial powers of imperialism, and this behaviour is compared to colonialism in a postcolonial world.

Soon after the process of -decolonization, which followed a battle by numerous national independence movements in the colonies, the word Neocolonialism became widely used, notably in regard to Africa.

Following independence, certain national leaders and opposition parties claimed that their countries were subjected to a new type of colonialism conducted by former colonial powers and other industrialised nations, as well as totalitarian governments in the colonies.

Kwame Nkrumah, the newly independent Ghana’s leader in 1957, was one of the most noteworthy figures to utilise the word. In his book, Neo-Colonialism, the Last Stage of Imperialism, he provides a standard definition of the term.

According to Nkrumah in the book, “neocolonialism of today represents imperialism in its final and perhaps most dangerous stage.”

He goes on to claim that growth of less developed portions of the world and investment under neocolonialism widen rather than narrow the global divide between affluent and poor countries.

The fight against neocolonialism does not seek to exclude developed-country capital from working in less developed countries; rather, it seeks to prevent developed-country financial power from being used to impoverish the less developed.

Nkrumah’s book is self-described as an extension of Lenin’s imperialism; The Last Stage of Capitalism (1916), in which Lenin claims that “19th century imperialism is based on the needs of the capitalist system.”

Neo-colonialism, like colonialism, is an attempt to export capitalist countries’ social tensions. Che Guevara, Maxist Revolutionary, states in 1961,

The countries we call ‘underdeveloped’ are actually colonial, semi-colonial, or dependent. We are countries whose economies have been warped by imperialism, which has unnaturally developed those fields of industry or agriculture that are required to supplement its complex economy.

‘Underdevelopment,’ or distorted development, results in a dangerous specialisation in raw materials, which poses a threat to all of our peoples. We the ‘underdeveloped’ also have a single crop, a single product, and a single market.

A single product whose uncertain sale is contingent on a single market imposing and enforcing condition. That is the ultimate blueprint for imperialist economic dominance. (41)

STATEMENT OF THE PROBLEM

Many Africans believe that the official end of colonial control did not result in an end to social inequality and severe economic imbalance. The argument is that colonisers sought indirect control over their colonised;

that instead of direct military political control, neocolonialist nations used economic, financial, and trade policies to subjugate less powerful countries. They maintain a presence in the economies, particularly in terms of raw commodities from former colonies.

Joy Chininwokwu’s works, in this setting, are dominated by a desire to clearly out what has been going on in her society in terms of neocolonialism. Joy Chinwokwu and other African writers submit to a critical analysis of post-colonial African communities, striving not to embellish or disparage them, but merely to describe a reality.

OBJECTIVES OF THE STUDY

The primary goal of this research is to discover;

– To what extent have African writers, particularly Joy Chinwokwu, highlighted Africans’ difficulties in accordance with neocolonial powers?

– To what extent did these writers contribute to clarifying the concepts of neocolonialism and its harmful impact on Africans?

– To what extent have these writers attempted to modify Africans’ perceptions of neocolonialism, and how may this be resolved through the way they reconstruct experiences in their work?

SCOPE OF STUDY

The researcher will concentrate on the notion of neocolonialism as depicted in Joy Chinwokwu’s works, as well as the roles that each character plays in relation to neocolonialism. The initiative will offer light on the societal influence depicted in the two novels under consideration.

SIGNIFICANCE OF THE STUDY

This research will be beneficial to society. This project’s preoccupation is to investigate the concept of neocolonialism, and in this regard, a critical investigation of the sociology of neocolonialism in Africa will be conducted.

The society will be made aware of the negative aspects and consequences of some of the policies pushed on it by neocolonialists in the guise of development. More specifically, to pursue absolute independence, not only from exterior neocolonialists, but also from within.

RSEEARCH METHODOLOGY

Joy Chinwokwu’s Clouds at Sunrise and After Midnight are the key data sources for this project. Other secondary sources include literature from the library, the internet, newspapers, and critical works on the subject.

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THE BLUEST EYE BY TONI MORRISON AND KAINE AGARYS’ YELLOW YELLOW

ABSTRACT

The research work examines the historical encounter between whites and Africans and contends that the current challenges or problems in black society are a result of the white . It also investigates the social values and system of meaning that promotes male dominance and demeans the woman.

CHAPITRE ONE

1.1 INTRODUCTION

According to the Cambridge Dictionary, society is described as a specific community of people who share the same practises, laws, and so on. It is also defined as the state of being in the presence of other people. (1129).

A girl child is a female child between the ages of infancy and early adulthood. During this stage of the girl child’s development, she is under the care and supervision of adults who may be her parents or guardians, as well as siblings who are older and more mature than she is.

As she grows, the girl kid is easily influenced by her experiences. During this stage, she models her behaviour by observing and imitating people on whom she relies, and her physical, mental, and emotional growth begin and peak during this stage.

In order to establish the interaction between society and the female child, we pose essential questions about how the girl child is accepted and related to in her modern society.

What are the girl child’s hardships, obstacles, and oppression? What are the circumstances that impose such hardships and tyranny on the girl child?

From the family circle to the public domain, the girl child has been subjected to extreme hardship and dehumanisation. This is because she is a woman.

She is thought to be inferior to her brother. She is undervalued, and as Buchi Emecheta describes her, she is treated as a second-class citizen in a society controlled by male chauvinism.

The girl kid has been condemned to an inferior status in most African communities, for which she continually wears a daunted image. This inferiority stems from society’s patriarchal mindset, which places inordinate importance on the male kid.

As a result, men go to great lengths to weaken women in order to unilaterally impose value and ideology in society. The African society and diaspora is a society with a tradition that prioritises males while overlooking females.

This patriarchal mentality has influenced how male writers portray female characters in their literary works. Female protagonists in most literary works always wear one of these images: prostitute, girlfriend, courtesan, or labourer, and this is seen in

these books: Clara is Obi’s lover.There is no need to wait. EaseAche, Chinua:Elsie

Man of the People by Achebe is Odili’s girlfriend; and HalfofYellowinSunChimamanda’s,weseeOlamaas

Odenigbo’s boyfriend.These are the characteristics of creditfe assertion.

The peaceful member of a household only to carry children, unfulfilled if she does not, and handicapped if she bears only daughtersility… Doc’s entire subordination of will is sought and enacted. Chukwumma (1990, p. 131)

They create the girl character as a passive and insignificant object. The male writers painted a picture of the girl kid as a victim of the whims of her male relatives.

This research will be conducted using our primary source. The womanist tenet, which sheds some light on girl oppression, will be highlighted.

A child as depicted in African literature. Feminism is defined as the concept of womanism. It was coined by Alice Walker to account for the

The black people’s survival. Walker (1984; 1989) Womanism promotes family unit respect among Africans on the continent and in the diaspora. Womanism is a communal orientation that extends beyond the husband and wife environment.

This womanist concept inspired Africans and African-Americans to highlight the black woman’s struggle in her culture. Toni Morrison’s and KaineAgary’s texts, The Bluest Eye and Yellow Yellow, respectively, demonstrate this.

Writers are mostly inspired by their historical context and circumstances, which helped shape their civilization.

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FACTORS ASSOCIATED WITH MASS FAILURE OF STUDENT IN ENGLISH LANGUAGE

ABSTRACT

The factors related with mass failure of English language pupils in secondary schools in Nsukka L.G.A of Enugu State were investigated in this study. The researchers chose 128 pupils and 50 teachers from nine state-owned secondary schools in Enugu State using basic random sample procedures.

Questionnaires were utilised to obtain information from respondents–teachers and students–about the issues connected with the mass failure of secondary school pupils in English language in WAEC Examinations.

The questionnaire items included the English teachers’ qualifications and experience, the techniques they use to teach the subject,

the materials accessible to them for use in teaching the subject, the influence of the vernacular language on student acquisition of the subject, and the home environment.

Mean scores were utilised to answer the research questions while analysing the data collected. The findings revealed, among other things, that teachers’ understanding of teaching the topic is not frequently updated and that most schools lack teaching facilities,

while vernacular language and home environment have detrimental effects on students’ performance. The findings, recommendations, and implications were discussed. This was followed by a suggestion for additional research, a study summary, and a conclusion.

CHAPITRE ONE

1.1 STATEMENT OF THE PROBLEM
Perhaps not enough attention has been paid to students’ performance in junior secondary school topics in recent years. This neglect has undoubtedly pushed junior subjects to the margins of our junior secondary certificate test.

A detailed examination of the JSSCE result records for 2004/2008 indicates that students’ performance has been generally bad, and the increased number of school dropouts in the area of study is a clear indicator of the theme.

Many factors contribute to poor performance, including students’ ineffective study techniques, the quality of teachers and methods of instruction, parents’ inability to provide useful materials such as textbooks, exercise books, and school fees, and the problem of insufficient instructional materials for teaching and learning English in schools.

In light of these causes, this study is specifically designed to analyse the factors related with mass failure of English language in junior secondary school certificate examination in Enugu State’s Igbo-Etiti Local Government Area.

1.2 PURPOSWE OF THE STUDY
The primary goal of this research is to identify the elements that contribute to the widespread failure of English language in junior secondary school certificate examinations.

The researchers’ interests are to critically examine and identify the factors associated with mass failure of English language in junior secondary school certificate examinations.

Specifically, the study sought to determine whether:

1. There are enough qualified English language teachers and instructional materials for teaching English language.

2. Students’ previous socioeconomic backgrounds have an impact on their ability to learn English.

3. Students’ attitudes and interests in the nature of English language play a significant role in their mass failure in JSSCE, particularly in English language.

1.3 SIGNIFICANCE OF THE STUDY
The student will understand the significance of effective domains such as interest and motivation in boosting their performance.

With this understanding, the student may develop a good attitude towards the English language, improving their performance and resulting in higher grades in the junior secondary school certificate test.

Teachers will also be able to modify their teaching approaches and provide remedial assistance where they notice students displaying a negative attitude.

The state government will also recognise the need of advice and counselling in each school, as well as the need for the ministry of education and curriculum planners to better organise junior subjects in education.

1.4 SCOPE OF THE STUDY
The aim of this study was centred on the factors associated with large failures of English language in junior secondary school certificate examinations in Enugu State’s Igbo-Etiti Local Government Area.

Due to military constraints such as time and other resources, as well as the discomfort of dealing with a vast scope, the researchers concentrated solely on junior English language.

1.5 RESEARCH QUESTIONS OF THE STUDY
The following research question will assist the study to carry out a complete study of the research:

1. Is there an adequate supply of skilled English language teachers and instructional resources for teaching English?

2. Does the kids’ previous socioeconomic status influence their ability to learn English?

3. Does students’ lack of attitude and interest in the nature of English language contribute significantly to their mass failure in JSSCE, particularly in English language?

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utilization of language activities in the teaching and learning of English language in senior secondary in Obio Akpor LGA

Abstract

This study focused on the use of language activities in the teaching and learning of English in senior secondary schools in Obio Akpor LGA. The study’s entire population consists of 200 personnel from chosen secondary schools in Obio Akpor.

The researcher employed questionnaires to collect data. The descriptive survey research design was used for this investigation. The survey used 133 respondents, including principals, vice principals, administrators, senior personnel, and junior staff. The acquired data was organised into tables and analysed using simple percentages and frequencies.

Chapter one

Introduction

1.1 Background of the Study

The English language has a high status in the nation’s educational system, as it is both a school topic and the medium of teaching from the final three (3) years of primary school to the postsecondary level.

The main goal is for every Nigerian citizen to have a fair level of competency and proficiency in English so that they may effectively fulfil national duties in the process of nation building.

In Nigeria, education is equated with good language skills. According to Banjo, if an educated man in Nigeria is defined as having completed at least secondary education, no Nigerian who does not speak English can be considered educated.

English confers some dignity to individuals who speak it fluently. The majority of Nigerians now recognise it as part of their linguistic property, rather than viewing it as a temporary borrowed language. We frequently employ it with originality and ebullience, stemming from a confident sense of ownership, despite the fact that it is not our native language.

The English language is the best linguistic contender for promoting national integration, unity, and identity. No Nigerian language can be regarded an effective tool for this monumental task. Nigeria, a huge country with over 520 languages, undoubtedly encompasses multiple nations.

However, in order to promote national cohesiveness, unity, and social stability, a common (national) language must be developed. Unfortunately, none of the indigenous languages has been able to properly harmonise or stabilise the country, and our linguistic diversity, instead of being a blessing, has been considered by many as a curse.

It is worth noting that, despite the large number of languages, only 65 have writing alphabets and only 120 have texts written in them. This means that most Nigerian languages lack the potential to meet the challenges provided by good language planning and engineering.

It’s simple to see why the English language bore the brunt of Nigeria’s language policy: it serves the needs of a multilingual society without an indigenous official language.

As admirable as the purpose of English language instruction is, it is not without hurdles and problems. Based on this, the researcher would like to explore the use of language activities in the teaching and learning of English in secondary school.

Statement of the Problem

Many writers have voiced disappointment with the kids’ language and communicative deficiencies. It’s no surprise that the supposedly low standard in our educational system is mostly due to linguistic failure, given that all education is language-based.

The two most essential aspects influencing English development in Nigeria and in any second language scenario are Nigeria’s linguistic contexts and the quality of education. The first factor comes from the interference of native languages and other languages in contact. Problems caused by this aspect are known as interlingual problems.

The second issue relates to the instructor, who is the pivot on which the teaching and learning processes rely for success. Whether the problem is inter-language or intra-language, a great responsibility revolves around Nigeria’s English instructors.

The objectives of the study

The study’s aims are:

To determine the obstacles of teaching and studying English language in secondary schools in Obio Akpor LGA.

To determine the factors that affect the growth of the English language in secondary of Obio Akpor LGA.

To determine if the use of language activities affects the teaching and learning of English in secondary school in Obio Akpor LGA.

Research Hypotheses

The following have been proposed for testing.

H0: There are no obstacles in teaching and learning English in secondary school in Obio Akpor Local Government Area.

H1: There are issues with teaching and learning English in secondary school in Obio Akpor LGA.

H0: There is no element that affects the development of English language in secondary schools of Obio Akpor LGA.

H2: There are factors that influence the development of English language in secondary schools in Obio Akpor LGA.

Significance of the Study

The findings will be extremely important to students, teachers, and policymakers. The study will provide a thorough understanding of the use of language activities in the teaching and learning of English in secondary schools in the Obio Akpor local government. The study will also act as a reference for other researchers who would engage on the relevant topic.

Scope and limitations of the study

The study’s scope includes the use of language activities in the teaching and learning of English in secondary schools in the Obio Akpor Local Government Area. The researcher faces certain constraints that limit the scope of the investigation, including:

The researcher has insufficient research material, which limits the investigation.

The study’s time frame does not allow for broader coverage because the researcher must integrate other academic activities and examinations with the investigation.

Insufficient funds tend to hamper the researcher’s efficiency in accessing important resources, literature, or information, as well as in data collecting (internet, questionnaire, and interview).

Definition of the Terms

Utilisation is the action of using something in a practical and successful manner.

Teaching is defined as engaging with students to help them grasp and apply knowledge, concepts, and procedures.

Learning: teaching consists of engaging pupils in the active development of knowledge.

English is a West Germanic language that originated in early mediaeval England and has since become the dominant language of international conversation in the modern world. It is called after the Angles, an ancient Germanic people that migrated to the area of Great Britain that became known as England.

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IMPACT OF COMPUTERIZATION IN MICROFINANCE BANK

ABSTRACT

The purpose of the study is to determine the impact of microfinance bank computerisation in Nsukka urban. A cross-sectional survey research design was adopted. The study’s population included eighty (80) participants. Five research questions were posed to help guide the investigation.

The data gathering instrument was a structured questionnaire validated by lecturers, while statistical means were utilised for data analysis. The study’s findings revealed that computerisation has a significant impact on microfinance banks

aids in bank documentation, improves customer loan interaction, aids in credit preparation and processing, and makes work more reliable, reduces the keeping of bulky documents in the bank, aids in safer information storage, and aids in reducing the workload of staff in checking balances. Finally, it improves the pace of the financial system.

Chapter one

Background to the Study

Microfinance banks have had an impact on Nsukka urban by employing computers to prepare various sorts of accounts, process customer statements of account, transfer money, and provide cash dispensing services. Before the introduction of computers into the financial sector, banking transactions were done manually. Microfinance banking presently practices this method.

According to Akukwe (2003), bank cheques began using the magnetic in character recognition (M.T.C.R) technology in the 1950s. Microfinance banking is still used in banks today. However, the most recent computer technology in the banking business is found in the use of automated teller machines (A.T.M.) and electronic fund transfer (E.F.T) systems.

Payroll checks are easily transferred to your account by electronic money transfer, and your regular monthly payments are automatically made on your behalf.

Again, funds can be simply transferred from your savings to reimburse the cheques you issued to individuals or organisations in relation to the purchases you made or the donations you announced.

An ATM is a specialised computer terminal that is situated inside and outside banks, supermarkets, shopping plazas, and hotels to allow for quick and easy deposits and withdrawals of monies. Customers utilise this arrangement to move funds across accounts without having to go to the bank.

According to Robinson (2001), microfinance banks offer credit and savings to individuals and groups in developing countries, including those who farm, fish, herd, operate small businesses, work for wages or commissions, rent out small amounts of land, vehicles, draft animals, machinery, and tools. Ndiaye (2005) believes that access to

In most developed countries, the history of microfinance banks has yet to be written. In many nations, it will be impossible to do so due to a lack of written documentation. This makes it difficult to expand on the existing, primarily informal, microfinance foundations and benefit from previous experiences.

For example, Nigeria is the only African country south of the Sahara where microfinance can be traced back at least 500 years, primarily through rotating savings and credit associations. They are known as “Esusu” among the Yoruba in Nigeria. Many West African countries now use the name lingua France.

Respondents claim that their close relatives are easier to recruit into group-based associations than persons from other ethnic groupings. This supports Zellers et al’s (2001) result that roughly half of the group members are linked to one another.

Because point liability and group cohesion were used as collateral for group members to secure microcredit from microfinance NGOs, known information about potential members was given significant weight (Zellers et al, 2001).

The gender distribution of respondents showed that there were more females (57%) than males (43%), which supports the findings of UNCDF (1997) and Adebayo (1997).

According to Olomola (2001) and Adyeye (2003), members of microfinance NGOs are largely women, who, along with children, are the most vulnerable to poverty; therefore, NGO microfinance delivery in the area is a true poverty reduction endeavour.

C.F Strickland (1934), a British cooperative expert, investigated the Esusu as a potential model for modern cooperative societies in western Nigeria. He thought that the Esusu was brought from India, having previously worked there and encountered rotating funds.

Which he regarded a higher culture at some unknown time and concluded that in this case, it was better to import cooperatives from England rather than modernising the Esusu/Strickland co-operative society’s ordinance, which was created in 1935 and modelled after British colonies in Africa.

Only in eastern Nigeria could financial cooperatives thrive, thanks to educated cooperative officers who urged them to build on the widely used Esusu.

The Igbo version of the Esusu included a legal and supervisory structure. Isusu, Adashi, Bam, and whatever other names ROSCAS go by in 350 ethnic groups whose origins have not been misinterpreted.

Statement of the Problem

Customers have recently reported little or no satisfaction with microfinance bank services. According to Akwkwe (2003), before the development of the computer, accountants spent many hours performing tedious calculations and recalculations.

Today, the electronic spread sheet page takes the place of the proper, pencil, and calculator for the accountant. The electronic formulation; the computer now enables the accountant to compute the whole accounting work, such as payroll income and expense records, with simplicity.

However, the usage of computers in microfinance banks in Nsukka urban has yet to be modernised for the advantage of the Nsukka residents.

The purpose of the study

The primary goal of this study is to determine the impact of computers on microfinance banks in Nsukka urban.

1. Determine how far the manual performance of microfinance banking has progressed.

2. Determine the impact of computerisation in a microfinance bank in Nsukka.

3. Determine other ways to improve banking processes through the use of computers.

4. Determine the microfinance bank’s readiness and financial resources for computerisation.

5. Computerisation and information technology benefits.

Significance of the Study

The researchers want to develop computerised banking procedures that will benefit both microfinance institutions and customers.
Furthermore, it is optimistic that after studying, the gained understanding of computer, internet, and information technology for carrying out their services will be replaced by fast and easy technology, making their services more effective.
As a result of this, microfinance banks will draw large deposits as they compete with other commercial banks.

Scope of the Study

This study is intended to cover all microfinance banks in the Nsukka urban zone. However, it is impossible to reach and gather information from every location.

As a result, this study is conducted using a case study of a microfinance bank in the Nsukka metropolitan zone.

Research Question: How has computerisation improved microfinance banks’ services?

2. What are the effects of computerisation in Nsukka city?

3. What other ways might computers be used to improve services at microfinance banks in Nsukka urban?

4. How ready is the Nsukka urban microfinance bank for computerisation?

5. How has computerisation helped microfinance banks improve their financial services?

Definition of Terms:

1. Science is a system of organised knowledge concerning a certain subject, particularly one dealing with aspects of human behaviour and society.

2. Computer: an electronic computer capable of scoring, organising, and retrieving information, as well as performing calculations and controlling other machines.

3. Machine: a device meant to make the performance of a specific task easier.

4. Computerisation: is the process of implementing computers in industry.

5. Computerised: means to use a computer to do a task.

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Causes Of Examination Malpractice Among Secondary School Students

ABSTRACT

This study focusses on the reasons of examination malpractice among secondary school students in Enugu State’s Education Zone. It has become widely accepted that the last two decades have seen a significant percentage of test misconduct, particularly at the post-primary level.

According to Olatunbosum (2009), every examination witnesses the emergence of new and tactful ways of cheating during examinations, contrary to the conventional view, which holds that an examination is a formal test of someone’s knowledge or ability in a specific subject, particularly through the use of questions or practical exercises.

The above issue was explored in detail under numerous headings and subheadings that are organised into chapters. For example, chapter one introduces the research topic; chapter two is primarily a literature review, in which the interest of students in their studies, as well as the availability of teaching facilities, are reviewed.

Chapter three discusses the research methodology, whereas chapters four and five focus on data analysis and representation, discussion of findings, summary of findings, conclusion, study implications, recommendations, and suggestions for future research.

Chapter one

INTRDOUCATION

Background of the study.

According to Sulaiman (2008), one of the goals of education in Nigeria is to equip students to face future difficulties and develop them to meet the country’s manpower needs. He also believes that schools should hold examinations as a yardstick for evaluation.

According to him, an examination is a formal assessment of someone’s knowledge or competence in a specific area, typically through the use of questions or practical exercises.

Examination is also defined as the procedure by which pupils are examined or tested to determine the quality of knowledge they have gained throughout a specific period of study.

According to Olujuwon (2004), the Nigerian educational system is confused and disorganised. This is due to inconsistency and failure to implement educational policies, as well as corruption and corrupt actions by stakeholders. Everyone was calling for a thorough examination and evaluation of the educational system in light of current trends.

According to Aisha (2009), examination malpractices have long been a problem in Nigeria’s educational system. Most outsiders believe that the academic certificates granted to graduates in Nigeria are as valuable as the paper on which they are printed.

According to Aisha (2009), examination malpractice is a criminal conduct committed by a candidate prior to, during, or after the examination in order to achieve success quickly and cheaply.

Sulaimon (2008) believes that examination malpractice is a type of behaviour that violates the approved rules and regulations of Nigerian institutions. He went on to explain that examination malpractice involves any wrongdoing committed before, during, or after an examination.

According to Suleimon (2008), education, which is a critical tool for nation building, is not receiving the attention it deserves; the sector is underfunded, and there is no proper plan or policies in place to provide the type of leadership required in the sector to enable the system to achieve the desired objectives.

Teacher welfare is not effectively addressed, public schools lack the fundamental infrastructure required to facilitate learning, and most examination bodies are not closely regulated. So, examination malpractice has become a global problem.

For example, a Ghanaian, Rex Annan, Kumasi, on April 13, 2007, explained that in recent times in Ghana, the occurrences of examination malpractice had assumed an alarming trend; and that was invariably due to candidate fear of failure, lack of confidence, laziness, inadequate preparation, and, most often, their inability to apply themselves to their studies.

Despite the fact that examination malpractices have become a global problem among students, researchers are deeply concerned about identifying the root cause of this problem, particularly among secondary school students in Enugu’s educational zone in Enugu state, Nigeria.

Oluyeba and Daramola (1992) feel that examination malpractice is an improper behaviour demonstrated by candidates or anyone charged with the performance of examination within.

Alternatively, hail before, during, or after the exam. This viewpoint was supported by both Azinge (1993) and Imogie (1993). Ahmed (1993) defined examination malpractice as any act of wrongdoing or neglect that violates the principles of accepted procedures before, during, and after an examination by anyone in any way that constitutes malpractice.

Shonekan (1993) defines irregularities as those that are premeditated and sustained by candidates or their agents with the purpose of acquiring unfair advantages in examinations.

According to Afigbo (1993), the problem of examination malpractices in Nigeria appears to have existed since the establishment of a formal educational system in Nigeria.

According to him, the first notable case of examination malpractice occurred in 1914, when the senior Cambridge local examination leaked. This scenario experienced an exceptional spike in 1963, 1967, 1977, 1981, and 1987, when two public examinations were leaked.

These leaks drew the attention of the federal government, which issued Decree 27 of 1973 and Miscellaneous Decree 20 of 1984 to combat examination malpractices; eventually, the Decree stipulated a 21-year jail term for offenders.

Olujuwon (2004) believes that these and other precautions in place do not stop people from indulging in examination malpractices. In the 1991 WAEC tests, 30, 982 students were involved in examination malpractices, while 35, 479 pupils were reported to be involved in examination malpractices in 1992, according to national dailies at the time.

According to Olujuwon (2004), investigations undertaken by the national accord on Tuesday, June, 1998 revealed how teachers assisted students in engaging in test malpractices by teaching them prior to examination day.

According to the research, the schools involved are using this tendency to boost their place in the performance rankings, which have become an important factor for parents when selecting a WAEC examination centre for their children.

In fact, authorities had suffered as a result of students’ involvement in examination malpractices; for example, in 2002, during the University matriculation examination (UME) conducted by the Joint Admission and Matriculation Board (JAMB), the board cancelled the results of approximately 46, 448 candidates who were allegedly involved in examination malpractices, as confirmed by (people’s choice magazine vol. 1 no 8 of 2002).

According to Nwadiani (2005), the worth and usefulness of any educational system are determined by its ability to achieve educational goals.

The examination method creates a difference in educational systems around the world. The goals of the national education system, and indeed national growth, become a phantom if examination ethics are not promoted and implemented. According to him, examinations are still the best tool for objectively assessing and evaluating what students have learnt after a period of schooling.

As a result, any activity that weakens examination poses a significant risk to the validity and reliability of examination findings and certification. According to Nwadiani (2005), it is regrettable that the examination process in Nigerian secondary schools has become a “contemporary shame.”

He believes this is due to the prevalence of examination misconduct in the education system. He defined examination malpractice as the procedure by which pupils cheat in the examination hall.

Furthermore, the examination malpractice Act (1999) defines “examination malpractice as any act or omission or commission by any person who, in anticipation of, before, during, or after any examination, fraudulently secures any unfair advantages for himself or any other person in such a manner that contravenes the rules and regulations to the extent of undermining the validity, reliability, authenticity of the examination and ultimately the integrity of the certificates.”

According to Oluyebe and Daramola (cited in Alutu and Aluede, 2006), examination malpractice is any irregular behaviour exhibited by a candidate or anyone charged with the conduct of an examination before, during, or after the examination that violates the rules and regulations governing the conduct of such examination.

According to Omoluabi and Uzoka, as cited in Atutu and Aluede (2006), Nigeria’s value system has entirely broken down, and both elders and youngsters act without moral qualms. This is precisely why examination malpractice persists, despite its serious ramifications for the nation’s social, political, and economic structures.

The examination malpractice Act No. 33 of 1999 prescribes a minimum punishment of N50,000 (Fifty Thousand Naira Only) and a minimum of five years imprisonment, without the option of fine, for violators of the offences specified in the act.

The offences include cheating on exams, stealing question papers, impersonation, disrupting exams, obstructing supervision, forging result slips, breach of duty, conspiracy and assistance, and so on.

The government, examination boards, and other concerned people have made significant efforts to prevent examination misconduct and other issues linked with exam administration in Nigeria.

Although the initiatives appear to be generating some beneficial outcomes, the frequency of examination malpractice remains high in the school system. Thus, in 2006, the federal ministry of education blacklisted and decertified 324 secondary schools across the country as venues for administering public exams from 2007 to 2010 due to their involvement in examination malpractices. (Weekend Times, 17th and 18th February 2007, page 4).

Distribution of examination misconduct in Nigerian secondary schools.

ZONE OF SCHOOL INVOLVED PERCENTAGE

North-Central 54 16.6.

North-East 08 2.5

North-West 12 3.6

South-east 48 14.8

South – South 116 (36.0)

South-West 86 26.5

TOTAL: 324 100.

SOURCE: Weekend Times, 17th and 18th February 2007, page 4. The table above indicates the prevalence of examination misconduct in Nigerian secondary schools. test malpractice has been recorded in all geopolitical zones of the country, with the south-east geopolitical zone ranking fourth among zones with a large number of schools engaging in test malpractice.

It is important to note that the Enugu Education Zone is one of the educational zones within Enugu State, which is also one of the states within the country’s south-east geopolitical zone.

Unfortunately, the situation of examination malpractice appears to be exacerbated by the widespread despicable involvement of dishonest and selfish instructors, school principals, parents, and all those involved in examination admission (Ijaiya 1998).

According to Badmus (2006) and Aminu (2006), the phenomena of test malpractice is driven by a variety of variables, including a lack of confidence as a result of inadequate preparation, social pressure, societal influence, parental support, and inadequate educational facilities.

In the same vein, Awanbor (2005), Nwadiani (2005), Okafor (2006), Ayua (2006), and Azara (2006) identified school programmes, teaching / learning environments, teachers, over-value of certificates, decadence in Nigerian society, and parental support as some of the factors responsible for examination malpractice in Nigeria’s educational system.

Statement of Problem:

The ongoing clamour of rising examination malpractices in our secondary school halls has become a major issue for every sensible and responsible citizen. The lack of staff disciplinary actions, together with parental commitment, has become the key issue jeopardising the survival of students’ academic success in our institutions.

According to Suleimon (2008), examination bodies are partly responsible for examination malpractices in our secondary schools. According to him, the W.A.E.C., N.E.C.O., JAMB, and other examination bodies in Nigeria are major perpetrators of examination malpractice. He believes that the majority of private schools that serve as WAEC or NECO centres are havens for examination malpractice.

He believes that in most cases, some WAEC external invigilators are bought over, and as a result, all sorts of illegitimate activities may be taking place in those centres. All of these activities, to a large extent, constitute the problems that the researchers wish to solve, emphasising the importance of the study.

The purpose of the study

In fact, the fundamental goal of this research is to identify the reasons of test malpractices among secondary school pupils in Enugu State’s education zone. With the above context in mind, the researchers are particularly interested in using the study to find:

i. The interest of pupils in their studies

ii. Availability of instructional aids or facilities.

iii. Parental influence is one of the elements that contribute to examination malpractices.

Significance of the Study

The study’s significance is evident both practically and philosophically. For example, Olatunbosu (2009) believes that a society that places an excessive emphasis on goal achievement without a corresponding emphasis on institutionalised means of achieving these goals is bound to exert pressures on some members of the society, who may eventually resort to using any technically expedient means to achieve these goals, regardless of whether the means employed are legitimate or not.

It is important to highlight that Olatunbosun’s philosophy represents the fundamental societal concept of examination misconduct. Currently, there is a nationwide outcry against examination misconduct at all levels of educational institutions. There had been a series of new paper pieces and radio broadcasts on the subject.

As a result, this study is highly important since the researchers expect to find the key reasons of test malpractices, particularly among secondary school pupils in Enugu Education Zone of Enugu State, among other things.

They will also discover the general effects of the problem and the expected remedy; there is strong hope that by the end of the research, the researchers’ findings and recommendations will be of great benefit to the students and the Enugu State post primary school management board (PPSMB).

Scope of the Study

The researchers’ objective is to cover all secondary schools in the Enugu Educational Zone; but, due to funding restrictions and time constraints, they intend to limit the study to only five (5) secondary schools in the Enugu Educational Zone.

Research Questions

The following research questions were proposed in order to properly conduct this research on the causes of test malpractices among secondary school students in the Enugu Education Zone.

i. To what extent does students’ enthusiasm in their studies contribute to examination malpractices among secondary school students in Enugu Education Zone?

ii. To what extent does a shortage of instructional aids or facilities lead to examination malpractice among secondary school students in the Enugu Education Zone?

iii. How does the societal demand for paper qualifications, combined with parental influence, lead to examination malpractices among secondary school pupils in the Enugu Education Zone?

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Impact Of Guidance And Counselling On The Student’S Academic Performance

ABSTRACT

There is a significant impact on student performance when they are advised and counselled, hence this study was designed to evaluate the impact of Guidance and Counselling on student academic achievement.

Because of the numerous challenges that students face, and some of which guidance and counselling have assisted in resolving, the researcher established an objective to determine the extent to which the provision of guidance and counselling materials, socio-cultural factors, and teacher-student relationships has aided students’ academic performance.

The research was conducted using surveys, reviews, and documents to collect data. The case study was conducted at Emmanuel College in Odeda, Ogun State, with teachers and students serving as the sample.

The analytical results demonstrate that there is a significant impact on student performance when advice and counselling are effective in the school they attend.

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