FACTORS MILITATING AGAINST SUCCESS IN ENGLISH LANGUAGE EXAMINATION AT THE SENIOR SECONDARY SCHOOL LEVEL IN AKOKO SOUTH WEST LOCAL GOVERNMENT AREA ONDO STATE

This study examined the factors militating against success in English Language examinations among senior secondary school students in Akoko South West Local Government Area of Ondo State, with a particular focus on Oroke High School. The research sought to determine how teachers’ instructional methods, classroom size, and parental socioeconomic status influence students’ academic performance, as well as to identify the most significant barriers to achievement in English Language. The study was premised on the understanding that English Language proficiency plays a central role in students’ overall academic success, and that persistent underperformance in the subject reflects deeper structural and pedagogical challenges within the Nigerian education system. A quantitative survey research design was adopted for the study. Data were gathered using a self-structured questionnaire administered to 109 English Language teachers, selected through convenient sampling, out of which 90 responses (representing 83%) were valid for analysis. The data collected were analysed using frequency distribution tables, simple percentages, and regression analysis with the aid of the Statistical Package for the Social Sciences (SPSS). This approach enabled the study to identify both the relative and combined effects of various school and family-related factors on students’ performance in English Language examinations. Findings revealed that teachers’ instructional techniques, such as interactive and student-centred methods, along with teacher expertise and manageable classroom sizes, significantly enhance students’ academic outcomes. Conversely, large class sizes, inadequate instructional materials, poor infrastructural facilities, and limited parental support were found to negatively affect performance. Furthermore, the study established that parental socioeconomic status—particularly income level, educational background, and access to learning resources—remains a strong predictor of students’ success. These findings highlight the interplay between teaching quality, school environment, and home background in determining learners’ achievement in English Language. The study concluded that addressing the multifaceted challenges affecting English Language performance requires comprehensive and collaborative interventions. It recommended continuous professional development programmes for teachers to improve pedagogical skills, the reduction of classroom overcrowding through improved staffing and infrastructure, and enhanced parental involvement in students’ learning processes. Additionally, the study advocated for government and community investment in educational resources and facilities to create a more conducive and equitable learning environment. Strengthening these areas will not only improve performance in English Language but also contribute to broader educational quality and student development.