Investigating Students’ Attitudes Towards the Study of English Language in Senior High Schools. A Case Study of Selected Senior High Schools in the Oforikrom and Ejisu Municipalities of the Ashanti Region
Chapter One
Objective of the study
The objective of the study is the investigate students’ attitudes towards the study of English language in senior high schools. A case study of selected senior high schools in the Oforikrom and Ejisu municipalities of the Ashanti region (ST. Louis SHS and Ejisu Senior High Technical). Specifically, the following objectives will be ascertained;
- To examine ST. Louis SHS and Ejisu Senior High Technical students’ attitude towards studying English language
- To find out the factor the influence ST. Louis SHS and Ejisu Senior High Technical students’ attitude towards learning of English language
- To find out the possible factors that positively and negatively affect ST. Louis SHS and Ejisu Senior High Technical students towards learning English language
CHAPTER TWO
LITERATURE REVIEW
Introduction
Attitude is considered to be one of the key factors one of the key successes for language learning, therefore several research studies have been conducted in the field of students’ attitudes towards learning language (Anwar, 2017). Anwar, (2016) discussed the significant relation between the nature student and the importance of language use. Though, information regarding the language attitudes of students in Ghana is not sufficient. Therefore, this research examines the students’ attitudes towards learning English at senior high schools in Ghana. Attitude has several definitions from the perspective of diverse aspects and contexts. Abdulla et al. (2017) defined Attitude as person’s belief regarding an attribute of executing the behaviour, prejudiced by assessments of attributes. Consequently, an individual has great belief that confidently valued consequences will outcome from. Anwar & Balcioglu, (2016) defined attitude as connected to an individual’s beliefs and values (Abdullah & Abdul Rahman, 2015). The Macmillan English Dictionary (2002) defined the attitude as “somebody’s thoughts or emotional state regarding to something, particularly as exposed in their behaviour (Faraj et al. 2021). All individuals have some attitudes towards everything, it could be negative or positive therefore, pupils’ attitudes towards learning English will not vary with mentioned statement, pupils could have negative attitudes towards learning English language on the other hand they could have positive attitudes towards the English language (Hameed & Anwar, 2018). According to Damit et al. (2019), attitude is a complex psychological construct. According to Anwar & Ghafoor, (2017), There are many factors that play a role in students’ success, and attitude is considered as one of the most influential factors. Also, teachers’ attitude plays a role in teaching English language such as teachers’ commitment and motivation (Prabhu et al. 2020). According to Anwar & Climis, (2017), Students’ attitude to the language is one of the personal variables that affect the learning of English language. Prabhu et al. (2019), pointed out that attitude consist of three components: cognitive, affective and behavioural. The cognitive component includes the thoughts regarding the object of the attitude. The affective component is related to the individual’s emotions and feelings towards an object, and the behavioural component contains the propensity to accept specific learning behaviours (Ali, 2016). Anwar & Qadir, (2017) defined the attitude as “an implication created on the basis of a compound of beliefs about the attitude object”. Abdullah & Rahman, (2015), argued the possibility of the three attitude components are so strictly interconnected. According to Van Els et al. (1984) discussed that no matter if three components or only. The link between all components is so strict that sufficient information on attitudes could be achieved by evaluating only a component. Abdullah, (2019) stated that language learning is linked to individual’s attitude towards the target language. Anwar & Louis, (2017) mentioned that positive language attitudes will have positive effects on learner to have positive direction towards learning language. Positive attitude will play positive role in learning language (Ali, 2014), also will be the main key for success concerning learning language (as stated by (Ali & Anwar, 2021).
Attitude towards Language Learning
According to Khan & Abdullah, (2019) several social and psychological features and attitude of learning the language towards second language impact the capability of the learners. Baker concentrated on the significance of the study regarding the impact of attitude on learning language (Anwar & Abdullah, 2021). According to Prabhu et al. (2020) argued the importance of affective component and its effect on learning language behaviour, the main reason the importance of affective component such us values, interests and attitude of pupils related to effect of future behaviour. This explains the main reason of paying attention to positive attitudes for pupils towards learning language because positive attitude will have positive impact on pupil’s future learning (Ganeshkumar et al. 2019). According to Abdullah & Afshar, (2019) Pupil’s capability, strategy and attitude clarify their accomplishment for learning language. Abdullah & Rahman, (2015) mentioned that the capability of the pupils to learn a second language does not only effect by the language and mental skills, nonetheless likewise on the pupils’ attitudes and opinions to the aimed language. Also, they pointed that the perception of the attitude can improve the whole language learning process, inducing the environment of pupil’s belief and behaviours to the target language, its community and culture, and also it would classify their propensity to obtain the target language. Ali et al. (2021) pointed a theoretical model, concentrating on the significance of accompanying attitudinal study in the field of learning language.
Chapter Three
Research methodology
Research Design
The research design adopted in this research work is the survey research design which involves the usage of self-designed questionnaire in the collection of data. Under the survey research design, primary data of this study will be collected from ST. Louis SHS and Ejisu Senior High Technical schools from Oforikrom and Ejisu municipalities of the Ashanti region in order to Investigate students’ attitudes towards the study of English language in senior high schools. The design was chosen because it enables the researcher to collect data without manipulation of any variables of interest in the study. The design also provides opportunity for equal chance of participation in the study for respondents.
Population of Study
The population of study is the census of all items or a subject that possess the characteristics or that have the knowledge of the phenomenon that is being studied (Asiaka, 1991). It also means the aggregate people from which the sample is to be drawn.
Population is sometimes referred to as the universe. The population of this research study will be Seventy-five (75) teachers from ST. Louis SHS and Ejisu Senior High Technical schools from Oforikrom and Ejisu municipalities of the Ashanti region
Sample Size and Sampling Techniques
The researcher made use of stratified sampling technique because all the members have the same probability of occurrence. The researcher narrowed down the samples to ST. Louis SHS and Ejisu Senior High Technical schools from Oforikrom and Ejisu municipalities of the Ashanti region in order to Investigate students’ attitudes towards the study of English language in senior high schools.
In this study, the researcher used the [TARO YAMANE FORMULA] to determine the sample size.
CHAPTER FOUR
DATA PRESENTATION, ANALYSIS AND DISCUSSION
This chapter is about the analysis and presentation of data collected from the field through questionnaire. The analysis of the data with particular question immediately followed by the presentation of findings.
As mentioned in chapter three, 75 questionnaires were administered and 50 were retrieved and necessary analysis was carried out on them and presented as follows:
CHAPTER FIVE
SUMMARY, CONCLUSION AND RECOMMENDATION
Introduction
It is important to ascertain that the objective of this study was to ascertain students’ attitudes towards the study of English language in senior high schools. A case study of selected senior high schools in the Oforikrom and Ejisu municipalities of the Ashanti region. In the preceding chapter, the relevant data collected for this study were presented, critically analyzed and appropriate interpretation given. In this chapter, certain recommendations made which in the opinion of the researcher will be of benefits in addressing the challenges of students’ attitudes towards the study of English language in senior high schools.
Summary
This study was on investigating students’ attitudes towards the study of English language in senior high schools. A case study of selected senior high schools in the Oforikrom and Ejisu municipalities of the Ashanti region. Three objectives were raised which included: To examine ST. Louis SHS and Ejisu Senior High Technical students’ attitude towards studying English language, to find out the factor the influence ST. Louis SHS and Ejisu Senior High Technical students’ attitude towards learning of English language and to find out the possible factors that positively and negatively affect ST. Louis SHS and Ejisu Senior High Technical students towards learning English language. The total population for the study is 75 teachers from ST. Louis SHS and Ejisu Senior High Technical schools. The researcher used questionnaires as the instrument for the data collection. Descriptive Survey research design was adopted for this study. The data collected were presented in tables and analyzed using simple percentages and frequencies
Conclusion
Many students have negative attitudes towards English. This indicates that students are not aware of the significance of the English language. ‘Attitude’ is considered as a necessary factor in language learning. Therefore, it is important to create a positive atmosphere in English classes to develop positive attitude in learners. Teachers should take account of the beliefs, feelings and behaviours of the learners of English. Students’ attitudes significantly vary with respect to their gender and the years of language education that they have had. This evidently emphasizes the need for particular attention in this area. Based on the statistical results, the researcher came to the conclusion that current students have positive attitude towards the learning English language.
Recommendation
Considering the results of the study:
- It is recommended that teachers should teach Standard English to the English language students.
- teachers should motivate and allow students to participate in class discussions.
- Teachers should provide a positive and comfortable class environment, so students will feel more relaxed to practice their English skill in class discussion.
- teachers should also organize appropriate class activities.
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