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

The facilities that are needed to facilitate effective teaching and learning in English language in an education institution include the classroom, offices, libraries, laboratories, conveniences and other building as well as furniture items and sporting equipment. The quality of infrastructure and learning environment has strong effect on students’ academic performance  in English language which is an index of quality assurance in the school. For instance, Earthman (2002)  revealed that comfortable classroom temperature and smaller classes enhance English teachers effectiveness and provide opportunities for students to receive more individual attention, ask more questions  participate more fully in discussions reduce discipline problems and perform better than students in school with sub-standard building by several percentage points.
The National Policy on Education (2004) recommended that the teacher-pupil ratio should be 1;35. In emphasizing the importance of class size to the teaching/learning process, the All Nigeria Conference of Principals of Secondary Schools (ANCOPSS)recommended a maximum of forty students per class for effective management and better control .
Teachers of English language and Students Academic Performance at the JSS Level
Teaching effectiveness has been accepted as a multidimensional construct since it measures a variety of different aspects of teaching such as subject mastery, effective communication, lesson preparation and presentation (Onyeachu, 1996).The influence of teachers’ teaching effectiveness on the learning outcome of students as measured by students’ academic performance has been the subject of several studies (Adediwura and Tayo 2007;Adu and Olatundun 2007; Lockhead and Komenan, 1988; Schacter and Thum 2004; Starr, 2002).The above studies suggest that effective teaching is a significant predictor of students’ academic achievement. Therefore, an effective English teacher should produce students of higher academic performance in English language.
    Poor academic performance of students in English Language in Nigeria has been linked to poor performance by the teachers of English in term of accomplishing the teaching task. Negative attitude to work and poor teaching habit have been attributed to poor motivation (Ofoegbu, 2004). Abe and Adu (2013) and Wiki (2013) opined that a teaching qualification  is one of a number of academic and professional degree that enables a person to become a registered teacher in primary or secondary school. Such  professional qualifications include, but are not limited to the Postgraduate Certificate in Education (PGDE),the Professional Diploma in Education (PDE).Bachelor of Education (B.ED) and the Nigeria Certificate in Education (NCE).
Academically qualified teachers’ of  English  refer to those who have academic training in English Language as a result of enrolment into educational institution and obtained qualifications such as  B.A and M.A while professional training gave them professional knowledge skills techniques, and aptitudes as different from the general education (Edu & Kalu, 2012). They hold degree like B. A Ed,  M.Ed and so on. On the other hand, there are studies that have found no significant relationship between teacher educational qualification and students academic performance. For instance, Igwe (2009) investigated the influence of teachers qualification on academic performance of student. The research found no significant relationship between teachers’ qualification and students’  performance.
Ahiauzu, and Pricewell ( 2011) opined that student do not understand Mathematics and some other subjects when taught by an ineffective teacher. Izumi and Evess (2002) buttressed this by saying that teacher quality is the most important among other critical factor like quality curricular, funding, small class size and leaning situation. In teaching English language, Adebgija (2002) and Igweike (2002) opined that with an exception of holders of minimum of B.A in English language, many other teachers would be confronted with problem of teaching secondary school English language syllabus effectively. Hence Lussa (1985) argued that no one gives what he/she does not possess. He further said that no matter how good a course curriculum is, if we do not have well trained qualified and motivated teachers, we may not achieve the desired goals.