CHAPTER ONE

INTRODUCTION

1.1 BACKGROUND OF THE STUDY

Classroom observation, classroom quality, low- and middle-income countries, 21st-century skills, reflective practice, teacher professional development. Classroom instructional quality (and its relationship to learning outcomes) can serve as a critical lever for educational change. However, there is much still to be learned about what actually goes on inside classrooms, particularly in low- and middle-income countries (LMICs).

        The 21st-century skillset is generally understood to encompass a range of competencies, including critical thinking, problem solving, creativity, meta-cognition, communication, digital and technological literacy, civic responsibility, and global awareness (for a review of frameworks, see Dede, 2010). And nowhere is the development of such competencies more important than in developing country contexts, where substantial lack of improvements in learning outcomes has suggested that the task of improving instructional quality is urgent. A challenge in bringing about the desired improvements lies in the lack of context-specific understanding of teaching practices as well as meaningful ways of supporting teachers in their professional development (Seidman et al., 2018; UNESCO, 2016; Wolf et al., 2018). Feedback of performance has been demonstrated to be a powerful tool in improving practice in a wide array of arenas from individual behavior to organizational performance (Butler and Winne, 1995). In recent years, there has been ample demonstration of the power of feedback in teaching and other human services (Allen et al., 2011; Becker et al., 2013; Cappella et al., 2012; Glisson et al., 2006; Smith and Akiva, 2008).

        Teachers’ skills of good communication are the basic need of academics success of students (Feras, 2015). Communication skills involve listening and speaking as well as reading and writing. Effective communication skills are important for teachers in transmitting information and management of interaction with students in the classroom (Alamgir, K.; Salahuddin,K.; Syed, Z. & Manzoor, K.,2017). According to Farrell (2009), teachers use communication in the classrooms in order to accomplish three things: to elicit relevant knowledge from students, to respond to things that students say and to describe the classroom experiences that they share with students. Teachers must be good in communication in order for him/she to be effective in teaching. Teacher with poor communication skills may cause academic failure of students (Feras, 2015). Loss (2000), recommended that teachers should communicate in clear and understandable manner. Other teachers’ skills that affect students’ performance is teacher commitment. Mustafa, 2017 describes teacher commitment as internal force that derives teachers to invest more time and energy in keeping up involvement in the school activities. Teacher commitment is associated with creating an effective learning environment in which students enhance their abilities for greater achievement in school work. Teacher’s commitments take into consideration; commitment to the school, students, teaching profession and professional knowledge (Tyree, 1996; Yong, 1999). Teacher’s commitment to teaching is an important factor which contributes to students’ achievement. Moreover, teachers with high level of commitment can make a difference in impacting knowledge to their students.(Mustafa, 2017). Committed teachers are satisfied with teaching and always strive to accomplish good interactions with the students (Somech & Bogler, 2002). Their loyalty to the school is beyond doubt and their desire towards accomplishment of school objectives is obvious (Carbonneau et al., 2008).

1.2   STATEMENT OF THE PROBLEM

English language is a very important subject for students who want to pursue social science related disciplines at the tertiary level. English language is the foundation of all environmental professions. Science students must learn and pass it before they can advance to higher institutions.

Many have been denied admission due to inability to meet the basic entry requirements. In a good learning environment where the best teaching methods for English language and instructional materials have been utilized, successful English language learning may not still be achieved if the students lack necessary characteristics that are associated with successful English language learning. The performance of English language students in examinations continue to fall below average; this could be as a result of lack of trained teachers, lack of instructional materials, inconsistency in a method of teaching, lack of proper supervision etc. Finally, several researches has been carried out on the effect of guided inquiry methods on students’ achievement and interest in basic science but not even a single research has been carried out on a comparative study of the effectiveness of discussion versus demonstration on students achievement and retention in English language.

1.3   AIMS AND OBJECTIVES OF STUDY

        The main aim of the study is to explore the effectiveness of 21 century teaching skills in improving secondary school students’ retention ability in English language. Other specific objectives of the study include;

1. to determine the difference between communication and creativity teaching skills as 21st century skills and their effect on the academic achievement and retention in English language.
2. to determine the academic achievement and retention of female English language students using the communication and creativity teaching skills.
3. to determine the academic achievement and retention of male English language students using the communication, leadership and creativity teaching skills.
4. to proffer possible solution to the problems.

1.4   RESEARCH QUESTIONS               

1. What is the difference between communication and creativity teaching skills and their effect on the academic achievement and retention in English language?
2. What is the academic achievement and retention of female English language students using the communication and creativity teaching skills?
3. What is the academic achievement and retention of male English language students using the communication, leadership and creativity teaching skills?
4. What are possible solutions to the problems?

1.5   STATEMENT OF RESEARCH HYPOTHESIS

H0: there is no variation in the rate of assimilation and retention among student in English language under various teaching skills

H1: there is variation in the rate of assimilation and retention among student in English language under various teaching skills.

1.6   SIGNIFICANCE OF STUDY

        The study on exploring the effectiveness of 21 century teaching skills in improving secondary school students’ retention ability in English language will be of immense benefit in the sense that it would allow the teachers of English language to use the method of teaching that is best fit for the teaching of English language and which would equally be beneficial to both gender. The study will also enable the employer to employ teachers that are sound and are fit to handle English language subjects in school. The study will also enable the students to allow themselves to be taught effectively by the teachers and also enable them to participate in which ever method that is used. Finally, the study will contribute to the body of existing literature and knowledge to this field of study and knowledge to this field of study and basis for further research.

1.7   SCOPE OF STUDY

        The study covers on exploring the effectiveness of 21 century teaching skills in improving secondary school students’ retention ability in English language.

1.8   LIMITATION OF STUDY

Financial constraint- Insufficient fund tends to impede the efficiency of the researcher in sourcing for the relevant materials, literature or information and in the process of data collection (internet, questionnaire and interview).

Time constraint- The researcher will simultaneously engage in this study with other academic work. This consequently will cut down on the time devoted for the research work.

1.9   DEFINITION OF TERMS

Retention:      The ability to keep or continue having something

English language: English is a West Germanic language in the Indo-European language family, whose speakers, called Anglophones, originated in early medieval England on the island of Great Britain