Project Materials






There has been a consistent decline in students' English language performance in Nigeria over the years. This heinous situation has alarmed teachers, parents, curriculum experts, and evaluators. As a result, the purpose of this study was to assess the factors influencing the performance of fct students in English. To conduct this study, data were collected from 50 English Language teachers chosen at random from the Federal Capital Territory (FCT) of Abuja, Nigeria.

Poorly trained English Language teachers, poor instructional delivery, a lack of infrastructural facilities, teachers' attitudes toward innovation, the traditional content/knowledge-oriented curriculum, and general students' apathy in English language were factors associated with students' poor performance in English language, according to data analysis. Based on these findings, recommendations were made for strategies to improve the quality of instructional delivery and learning of English Language in Nigerian secondary schools, with the goal of improving students' performance in the subject.



Given the importance of English as a subject, it stands to reason that students should excel in it. The importance of English language in the secondary school curriculum cannot be overstated. A secondary school student must have a fair understanding of the English language in order to understand his or her teachers in all other subjects.

It's no surprise that the English language is referred to as the “key to all other subjects.” Secondary school students must pass the English language with credit or distinction in order to be admitted to universities and other higher institutions of learning. English is the only language used in university communities.

The English language is an important subject, and students are expected to do well in it. However, statistics from the West African Examination Council (WAEC) show that after year. Only about 30% of candidates who write English in this very important (WAEC) examination pass with a credit or distinction level. What a humiliating and painful revelation as a result of this heinous situation. Some colleges of have established a Pre-English program for the benefit of some candidates who were unable to pass it at the ordinary level.

I believe that there are some factors influencing fct students' English language performance. This will be discussed further below.

1. Some so-called English language teachers lack academic credentials to teach it. They do not teach it well because they are not experts in the field. They are graduates from other disciplines who took up teaching English because they were unable to find teaching positions in their respective disciplines.

2. Some students are to some extent responsible for their poor English language performance. They don't even make it a habit to speak simple and correct English all the time—they always speak pidgin English, even when they ask their English language teachers questions about their lessons.

This has landed some of them in hot water with their teachers. Some students do not purchase the recommended English language textbooks for their studies, and some students who do purchase them do not use them effectively.

3. Finally, most parents and teachers of other subjects who are seen as role models by students frequently converse with them in incorrect English. There are reasons why teachers make unforgivable grammatical errors when teaching. When interacting with their children, some university graduates make errors such as “stop making noise,” “turn off the light,” “so therefore,” and so on. Students frequently mistake incorrect expressions for correct ones, which has a negative impact on their performance in English language exams.


Education is only now becoming accepted, as evidenced by increased enrolments over the last twenty (20) years; however, the consistent high rates in some major accounting and technical subjects have far-reaching consequences for national development due to the high wastage rate of schools in the country, which stems from the number of candidates eligible for certification. Students, in particular, have always devised a way out of examination malpractices in collaboration with corrupt teachers. After all, the end justifies the means, so special and miraculous centers become the order of the day.

This is most common in private schools and schools in outlying with little supervision. However, half-baked students who achieve good results but are unable to defend them have serious implications for producing quality students.

There is a need to investigate the causes of high failure rates and poor academic performance by finding answers to the following research questions.


Does the quality of English language teachers influence academic performance in FCT Secondary School students?
Is the availability of teachers related to the rate of failure in specific subjects?
Does the presence or absence of a workshop affect the rate of failure of candidates in the identified subject?
Is the absence of instructional materials considered poor academic performance?
Is student interest related to academic performance in secondary school?
Does parental support influence candidate failure rates in some identified subjects?
Does the presence of cultism in some schools have an impact on academic performance?


The purpose of the study was to assess the factors influencing the performance of fct students in English.

. The investigation was carried out in order to discover the causes of poor examination performance and the quality of students trained after their academic journey.

This will allow the researcher to make appropriate recommendations, which will lead to future performance improvements.


In this day and age, there is no room for compromise when it comes to ensuring educational quality. The study's findings will provide a wealth of information and assistance to educational planners, counselors, and administrators in ensuring that our educational system does not become obsolete. Resource planners in the state and federal governments will also benefit from it.

It will also serve as a guide for hiring qualified teachers in various fields and improving the learning environment. Finally, it will be a source of illumination for students, parents, institutions, government, and society as a whole.


The Research Project study examined all previous years' results and evaluated the students who graduated from five different schools during those years. This research study was limited to responses from public and private FCT schools concerning the relationship between the adequacy of teachers, infrastructures, available instructional materials, student interest, parental support, and quality of students produced, allowing the researcher to pass judgment on the causes of academic performance among Secondary School FCT students.


WAEC (West African Examination Council) administers school certificate exams throughout the country and the West African region.
NECO (National Examination Council) administers senior high school exams throughout the country (Nigeria).
They make and regulate education policy through NPE (national policy on education).
S.S.C.E. (senior secondary school certificate examination) is a senior secondary school examination.



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