ANALYSIS OF THE FACTORS RESPONSIBLE FOR SECONDARY SCHOOL STUDENTS’ LOW INTEREST IN LEARNING ENGLISH LANGUAGE IN

This study investigates the factors contributing to secondary school students' low interest in learning English in Ondo State, Nigeria. The research employed a descriptive survey design, sampling 150 students from five public secondary schools in the Akoko South-West area. The study examined socio-economic factors (family income, family size, parental occupation), teaching methods (lecture-based, discussion-based, gamification, project-based), parental support (homework assistance, school fees payment, book purchases), and the availability of learning resources (textbooks, journals, podcasts). Findings revealed that higher family income significantly enhances access to English learning resources, while large family sizes and low-income occupations hinder parental support. Interactive teaching methods, particularly project-based learning and gamification, were found to increase student engagement. Parental attitudes and timely payment of school fees positively influenced students' motivation. Limited access to digital resources, such as podcasts and journals, was identified as a barrier to engagement. Recommended strategies include adopting interactive teaching techniques, increasing access to learning materials, and fostering parental 7 involvement. The study underscores the need for targeted interventions to improve English language learning outcomes in Ondo State.