Effect Of School’s Factors On Students’ Academic Performance In English Language
[A CASE STUDY OF EWEKORO LGA, OGUN STATE]

CHAPTER TWO
REVIEW OF RELATED LITERATURE
    A review of related literature to this study is carried out under the following sub-headings:
1.     Status of English Language in JSS curriculum
2.    Instructional, Infrastructural Materials and Students Academic Performance
3.     Teachers of English language and Students’ Academic Performance
4.    Trends of Students’ Performance in JSSCE Examination
5.     Appraisal of Reviewed Literature
Status of English Language in JSS curriculum
    The status of English language makes it relevant in the JSS curriculum. The reason is that English language is a subject in the school curriculum and the medium of teaching all the other subjects of the curriculum. JSS 3 examination success of a student and his progress to the senior secondary school is based on his/her getting a credit pass in English language at the Basic Education Certificate Examination (BECE). The presence of English language has bridged the gap among Nigeria linguistic group (Awolola, 2012). This  informed Awonusi’s (2007) submission that English language promotes unity, brotherhood and importantly, the Nigeria Education depends on it. Olusoji (2012) further states that the tremendous success of the National Youth Service Corps (NYSC) scheme in Nigeria today is a by-product of English language in Nigeria education. At every NYSC camp  in each state, youths from different  linguistic backgrounds congregate yearly to undergo a one year national service. Without English language performing the role of communication-bridge, the achievement of the scheme would have been a nightmare.
    Considering the status of English language in the Nigerian education system, Obanwa (2000) believes that English language is an instrument of national development. According to Obanwa, this is the reason for its inclusion in the education curriculum right from the primary school level that is the bedrock for education attainment. 
 
Instructional, Infrastructural Materials and Students’ Academic Performance
Instructional resources which are educational inputs are of vital importance to the teaching of any subject in the school curriculum most especially English. Abdullahi ( 2005) was of the opinion that the use of instructional resources would make discovered facts glued firmly to the memory of students. Abolade (2000) added that a well planned and imaginative use of visual aids in lessons should do much to banish apathy, supplement inadequacy of books as well as arouse students’ interest by giving them something practical to see and at the same time helping to train them to think out themselves Chandrika Mohan (2012) discussed the importance of instructional resources which are Visual aids, Audio aids, Audio-Visual aids and Activity aids that are good for teaching English Language. Chandrika Mohan (2012) opined that instructional resources reinforce the spoken or written words with concrete images and thus provides rich perceptual images which are the bases to learning. When these materials are used in an interrelated way they make English language learning permanent. They provide for a great variety of teaching method for English language teacher which would bring about positive effects on students academic performance. They bring the outside world into the classroom and make English language  teaching effective in order to derive the advantages of using instructional resources, A teacher of English needs the knowledge of different types of instructional resources available, their place in teaching-learning process of English language and  their methods of  evaluation. Instructional resources supplement the English language teachers and they do not supplant them. According to Adedimeji (2000), instructional resources arrest students’ attention and make them to learn quickly, the implication for this is that without adequate instructional materials effective teaching of English language may not be achieved.
     There is actually a general belief that the condition of school learning environment including infrastructure has an important impact on teacher’s effectiveness and student’s academic performance. The school learning infrastructure refers to the site, building, furniture and equipment that contribute to a positive learning environment and quality education for all students  (Earthman, 2002).The quality of learning facilities available within an education institution has positive relationship with the quality of teaching and learning of English language activities which in turn leads to the attainment of goals set.
A good environment reinforces the efforts of the English language teacher by providing a good stimulus for effective teaching and learning to take place. Such  stimulus is not only provided by ensuring good physical plant planning but also through proper maintenance of such physical facilities. A good school environment where good working facilities exist is a catalyst for effective teaching and learning of English language.  In a school where there is  enough space for  English language teacher to walk  round in the classroom while delivering his lesson, will promote rapt attention of students and their good academic performance in English language       (Dixon, 2004)