CHAPTER FOUR

RESULTS AND DISCUSSIONS

This chapter is based on the presentation, analysis, as well as interpretation of the

data that were collected in the course of this study.

Results

Demographic Analyses of the Students’ Respondents

Table 1: Distribution of Student Respondents based on Gender

Frequency Percent
Valid MALE 105 52.5
FEMALE 95 47.5
Total 200 100.0

The table above reveals that 105 (52.5%) of the students’ respondents were

male while the remaining 95 (49.5%) were female respondents.

Table 2: Distribution of Respondents Based on Age

Frequency Percent
Valid 8-10 years 15 7.5
11-14 years 60 30
15 years and above 125 62.5
Total 200 100.0

Table 2 indicates that, 15 (7.5%) of the respondents were within the age

range of 8-10 years, 60 (30%) of the respondents were within the age rage of 11-14
while, 125 (62.5%) of the rest of respondents were within the age range of 15 years

and above. This implies that, majority of the students examined are within the age

range of 15 years and above.

Table 3: Distribution of Respondents based on Religion

Frequency Percent

Valid Christian 137 68.5

Muslim 63 31.5

Other - -

Total 200 100.0

The table above reveals that, 137 (68.5%) of the respondents were Christians,

while 63 (31.5%) were Muslims. By implication, majority of the respondents were

Christians.

Table 4: Distribution of Respondents based on Class level

Frequency Percent
Valid JSS One 30 15
JSS Two 33 16.5
JSS Three 42 21
SS One 47 23.5
SS Two 25 12.5
SS Three 23 11.5
TOTAL 200 100.O

Table 4 indicates that, 30 (15%) of the respondents were in JSS One, 33

(16.5%) of the respondents were in JSS Two class, 42 (21%) of the respondents
were in JSS Three class, 47 (23.5%) of the respondents were SS One class, 25

(12.5%) of the respondents were in SS Two class, while, 23 (11.5%) of the rest of

respondents were in SS Three class. This implies that, majority of the students

examined are in SS One class.

Table 5: Distribution of Respondents based on English Proficiency level

Frequency Percent

Valid Beginner 35 17.5

Intermediate 64 32

Advanced 101 50.5

Total 200 100.0

The table above reveals that, 35 (17.5%) of the respondents were beginners based

on their English proficiency level, 64 (32%) of the respondents were at

intermediate level based on English proficiency, while 101 (50.5%) were at

advanced level. By implication, majority of the respondents were at advanced level

in English proficiency level.

Table 6: Distribution of Respondents based on Years of Studying English

language

Frequency Percent
Valid One Year 30 15
 Two Years 33 16.5
Three Years 42 21
Four Years 72 36
Five Years 23 11.5
TOTAL 200 100.O

Table 6 indicates that, 30 (15%) of the respondents were in year one of their

studying of English language, 33 (16.5%) of the respondents were in year two of

their studying of English language, 42 (21%) of the respondents were in their year

three of studying English language, 72 (36%) of the respondents were in their year

four of studying English language while, 23 (11.5%) of the respondents were in

their year five of studying English language. This implies that, majority of the

students examined were in their year four of studying English language.

Research Question one: What are the learning patterns that exist among English
language students in Akoko South-west secondary schools?
Table 7: Analysis of the Students’ Responses Based on the learning patterns
among the selected secondary schools in Akoko South-west.

S/N ITEMS SA A D SD
F F F F
% % % %
1. Does revising English language 137 45 11 7
 content outside of class helps you 68.5 22.5 5.5
3.5
know more about what you are been taught

2. Do you learn better in classroom when teacher writes 65 63 47 25

32.5 31.5 23.5
12.5
3. Do you learn better by reading what is written on 71 59 33 37
the chalkboard 35.5 29.5 16.5
18.5
4. Do you learn more when you can make a model 87 62 33 18
of something 43.5 31.0 16.5 9.0
5. Do you engage in group studying 115 55 18
12
57.5 27.5 9.0
6.0
6. Do you understand better when 110 70 13 7
someone tells you something in class 55.0 35.5 6.5
3.5
7. Does learning through your friend helps you to 130 40 25
5
participate in questioning and answers in classroom 65.0 20.0 12.5 2.5
8. Do you work hard in school for 60 35 90 15
rewards from the teacher 30.0 17.5 45
7.5
9. I work harder when i get good marks in 132 45 3 20
English Language 66.5 22.5 1.5
10.0
10. I have a designated study space for 121 59 5 15
English language learning at home 60.5 29.5 2.5 7.5
Mean 2.6960
Grand total standard deviation 0.5616

The table above revealed students’ responses on research question on the learning
patterns among the selected secondary schools in Akoko South-west. Item 1 affirmed
that 182 (91%) of the respondents agreed that they revised English language content
outside of class to help them more about what they are been taught while, 18 (9.0%)
of the respondents disagreed. On item 2, 128 (64.0%) of the respondents agreed that
they learn better in classroom when teacher writes while, 72 (36.0%) of the
respondents disagreed with the statement. Furthermore, item 3 avowed that, 130
(65.0%) of the respondents agreed while, 70 (35.0%) disagreed with the assertion that
they learn better by reading what is written on the chalkboard. More so, on item 4,
149 (74.5%) of the respondents agreed while 51 (25.5%) of the respondents disagreed
with the claim that they learn more when they can make a model of something. On
item 5, 170 (85.0%) of the respondents agreed that they engage in group studying
while 30 (15.0%) disagreed. On item 6, 180 (90.5%) of the respondents agreed that
they understand better when someone tells them something in class while 20 (19.5%)
disagreed. More so, on item 7, 152 (76.0%) of the respondents agreed while 48
(24.0%) of the respondents disagreed with the claim that their teachers supports their
academic performance in English Language. On item 7, 170 (85.0%) of the
respondents agreed that learning through their friends help them to participate in in
questioning and answers in classroom while 30 (15.0%) disagreed. Furthermore, on
item 8, 95 (47.5%) of the respondents agreed that they work hard in school for
rewards from their teacher while 105 (52.5%) disagreed. Also, on item 9, 177
(89.0%) of the respondents agreed while 23 (11.0%) of the respondents disagreed
with the claim that they work harder when they got good marks in English Language.
On the last item, 180 (90.0%) of the respondents agreed that they have a designated
study space for English language learning at home while 88 (44.0%) disagreed.

From the outcome of the table above, with the grand total means of 2.612

which was above the bench mark of 2.5, it could be deduced that learning pattern
exist among the students of selected secondary schools in Akoko south-west which

influence their academic performance in English Language.

Research Question two: To what extent does learning pattern affect the achievement
of students in English Language in Akoko South-west secondary schools?
Table 8: Analysis of the Students’ Responses Based on how learning patterns
affect the achievement of students in English Language in secondary schools in
Akoko South-west.

S/N ITEMS SA A SD D
F F F F
% % % %
1. I seek help from your English language 62 51 40 47
teacher when I encounter difficulties 31.0 25.5 20.0 23.5
with the course content?

2. I do engage in extracurricular activities89 57 27 27

related to the English 44.5 28.5 13.5 13.5
language (e.g., language clubs, debates,
drama, reading groups)
3. Do you spend time on English language- 84 55 19 42
related activities outside of Class per 42.0 27.5 9.5 21.0
week (e.g., homework, self-study,
practice)
4. Are confident with your English 89 39 36 36
language skills. 44.5 19.5 18.0 18.0
5. Do you perceive your overall 119 45 17 19
academic achievement in English 59.5 22.5 8.5 9.5
language courses to be better.
6. Do you achieve more better when you 104 48 22 26
study with a group. 52.0 24.0 11.0 13.0
7. Has your average grade/score in English 102 51 24 23
language assessments over the past year 51.0 25.5 22.0 11.5
improved.
8. Do you feel that the available learning 83 29 46 42
 resources and support adequately help 41.5 14.5 23.0 21.0
you to achieve more in English language.
Mean 2.612
GRAND TOTAL standard deviation 0.5705

The table above revealed students’ responses on research question

on what extent learning pattern affects the achievement of students in English
Language in Akoko South-west secondary schools. Item 1 affirmed that 113
(56.5%) of the respondents agreed that they seek help from their English
language teacher when they encounter difficulties with the course content while,
43.5 (87.0%) of the respondents disagreed. On item 2, 146 (73.0%)
of the respondents agreed that they do engage in extracurricular activities
related to the English language while, 54 (27.0%) of the respondents
disagreed with the statement. Furthermore, item 3 avowed that,
139 (69.5%) of the respondents agreed while, 61 (30.5%) disagreed
with the assertion that they spend time on English language-related activities
outside of Class per week More so, on item 4, 128 (64.0%) of the
respondents agreed while 72 (36.0%) of the respondents disagreed
with the claim that they are confident with their English language skills. On
item 5, 150 (75.0%) of the respondents agreed that Covid-19
helped them to acquire vocational skills while 50 (25.0%) disagreed.
On item 5, 164 (82.0%) of the respondents agreed that they perceive
their overall academic achievement in English language courses to be better while
36 (18.0%) disagreed. More so, on item 6, 152 (76.0%) of the
respondents agreed while 48 (24.0%) of the respondents disagreed
with the claim that they achieve much better when they study with a group.
On item 7, 153 (76.5%) of the respondents agreed that their average
grade/score in English language assessments over the past year has improved. while
47 (23.5%) disagreed. On the last item, 112 (56.0%) of the
respondents agreed that they feel that the available learning resources and
support adequately help them to achieve more in English language while 88
(44.0%) disagreed.

From the outcome of the table, with the grand total means of
2.612 which was above the bench mark of 2.5, it could be
deduced that learning pattern affect the achievement of students in English
Language in Akoko South-west secondary schools.

Research Question Three: To what extent does learning pattern motivate

students in studying English Language?

Table 9: Analysis of the Students’ Responses Based on learning pattern that

motivate students in studying English Language

S/N ITEMS SA A SD D
F F F F
% % % %
1. Have you participated in any 93 41 34 32
workshops, seminars, or additional 46.5 20.5 17.0 16.0
classes to enhance your English
language skills outside of the regular
curriculum.
2. I try to do well at school to please my 145 37 8 10
teachers 72.5 18.5 4.0 5.0
3. Will getting merit certificates make 67 53 39 41
you work harder at school. 33.5 26.5 19.5 20.5
4. Do you plan to improve your English 77 50 31 42
language skills to achieve your goals 38.5 25.0 15.5 21.0
in English
 5. I will pick up any related course to 104 46 24 26
English in the future to enhance my 52.0 23.0 12.0 13.0
knowledge in English
6. If you have the opportunity to teach 74 53 30 43
English language in the future, will it 37.0 26.5 15.0 21.5
attract you

Mean 2.6960
Grand total standard deviation 0.5616

The table above answered the research question on the learning pattern that

motivate students in the selected schools in studying English language. On item 1,

findings revealed that 134 (67.0%) of the respondents agreed that they participated

in workshops, seminars, or additional classes to enhance their English language

skills outside of the regular curriculum while, 66 (33.0%) of the respondents

disagreed. On item 2, 182 (91.0%) of the respondents agreed that they try to do

well to please their teacher while, 18 (9.0%) of the respondents disagreed with the

statement. Furthermore, on item 3, 120 (60.0%) of the respondents agreed while,

80 (40.0%) disagreed with the assertion that getting merit certificates will make

them to work harder at school. More so, on item 4, 127 (63.5%) of the respondents

agreed while 73 (36.5%) of the respondents disagreed that they plan to improve

their English language skills to achieve their goals in English. On item 5, 150

(75.0%) of the respondents agreed that they will pick up any related course to

English in the future to enhance their knowledge in English while, 50 (25.0%)

disagreed. On the last item, 127 (63.5%) of the respondents agreed that If they
have the opportunity to teach English language in the future, it will attract them

while 50 (25.0%) disagreed.

The grand total mean from the table above which stood at 2.690 was above the

bench mark of 2.5. This implies that learning pattern motivate students in studying

English Language in the selected secondary schools in Akoko south west.

Test of Hypotheses

Hypothesis 1:There is no significant learning pattern that exist among English

Language students in Akoko South-west secondary schools

Sum of Mean
Squares Df Square f-cal f-tab
Between Groups 760.416 13 58.494 6.924 1.8337
Within Groups 1571.404 186 8.448
Total 2331.820

The table 25 shows that f -cal (6.924) is greater than f -tab

(1.8337) at p<0.05 level of significance, since, the calculated t-

value is greater than table value, therefore the null hypothesis is

hereby rejected. This implies that there is significant influence

learning pattern that exist among English Language students in Akoko South-west

secondary schools.
Discussion of Findings

Findings from the result of the first research hypothesis,

indicated that there is significant influence of learning pattern that exist

among English Language students in Akoko South-west secondary schools. The

result was in support of the research on Factors influencing learning styles in the

study area. This was however in line with what (Slater et al., 2007) says

that students' learning style preferences include their classification and course

level, environmental factors like school teaching methods and educational settings.

Individual characteristics, past experiences, and ethnic background also affect

students learning styles. The fact that students majorly in a given discipline are

more likely to have a particular learning style characteristic or common to that

faculty and practitioners in that field may seem entirely consistent with common

sense notions of expert competence. On the other hand, (Kolb 1984) has pointed

out that selection and socialization processes may lead to such a homogenous

disciplinary culture that becomes impermeable to other influences.

Furthermore, the outcome of the research question three

affirmed that learning pattern motivate students in studying English Language

in the selected secondary schools. This was in line with the opinion of

Piaget that learning occurs through equilibration of the dialectic processes of

assimilating new experiences into existing concepts and accommodating existing

concepts to new experience. Learning is the process of creating knowledge. The

findings emphasise participation in workshops, seminars, or additional classes to

enhances students English language skills. This review aims to provide valuable

insights for educators, policymakers, and researchers interested in enhancing

secondary school learning patterns and their academic performance in English

language.

On the other way round, Abraham and Vann and Vann and Abraham in Su

& Min-Hsun (2005) claim that the difference between successful and less

successful learners is the degree of flexibility the learners showed when choosing

strategies, and the learners’ ability to appropriately apply strategies in their own

learning situation. Base on the findings from this research, students success in their

academic pursuit is largerly depend on the learning partterns as they can easily be

motivated by their own chosen style of learning and the ability of such student to

apply the chosen learning parttern in actualising their goals academically.