Analysis of the Role of English Language on Science Students Failure in Senior Secondary School Certificate Examinations (SSCE) in Minna Metropolis, Niger State, Nigeria

Abstract

This study analyzes the role of English Language in Science Students Failure in Senior Secondary School Certificate Examination in Minna Metropolis, Niger State. The sample of the study was 240 respondents-comprising Eighty (80) science student, eighty (80) parents and eighty (80) science teacher. The sample was randomly selected for the study. Three instruments were used which included: 1. Questionnaire for student on the role of English Language on science student’s failure in senior secondary school certificate examination (Q-STRELASS-FASSCE). 2. Questionnaire for teachers on the role of English language on science student’s failure in secondary school certificate examinations (Q-TTRELASS-FASSCE). 3. Questionnaire for parent on the role of English Language on student’s failure in secondary school certificate examination (Q-PTRELASS-FASSCE). The instruments were validated by experts and certified to have content validity. The method with the application of statistical package for the social science (SPSS). Version 20.0. The reliability coefficients (r) for each of the instrument were found to be r = 0.82, r = 0.85, and r = 0.80 respectively. There were six research questions and two hypotheses. It was found that majority of the respondents agreed that English Language is a factor that effect science student’s failure in Senior Secondary School Certificate Examination (SSCE). It was recommended that indigenous Language should be encourage to be used in teaching science in secondary schools. This could assist in improving student learning of scientific concept and consequently improve performance.