ASSESSMENT OF THE USE OF ENGLISH COURSE IN POLYTECHNICS IN THE NORTH-WEST ZONE OF NIGERIA

ABSTRACT

The study assessed the Use of English Course in Polytechnics in North-West Nigeria.  The need for the study was born out of the seemingly falling standard of communicative competence demonstrated by students and graduates of polytechnics. In assessing the Use of English Course the study adopted the descriptive survey research design. The population of the study was 11,954 made up of Higher National Diploma students and Use of English lecturers. Three instruments were used in the study. To investigate the study, 1,517 copies of the questionnaire were administered to the respondents; 1350 copies on Higher National Diploma students and 167 copies on lecturers drawn from six polytechnics. One thousand three hundred and sixty six copies were returned. The researcher personally observed typical lecture sessions from two out of the six polytechnics.  Also, an interview protocol was used to elicit data from six coordinators of Use of English from the selected polytechnics.  A multistage sampling technique was used to select the sample.  Six  research  questions  guided  the study while  six  null  hypotheses  were formulated and tested at the probability of 0.05 level of significance. The data obtained were carefully analyzed using frequency counts, mean scores and standard deviation. The t-test statistics was used in testing the null hypotheses. The findings of the study revealed that while the objectives of the course were adequate, the underlying assumptions were defective and the needs were only being partially met. The instructional materials available for the implementation of the course were found to be grossly inadequate.  The lecture method was discovered to be the most popular method used by the lecturers. Thus, it was recommended, amongst others that the funding and facilities made available for implementation of the course be improved upon.  The National Board for Technical Education should review the Use of English course so that it can be more  English  for  Specific  Purposes  based.  The  syllabi  of  the  various  faculties  should  be separated based on their specialty areas. Government should encourage continuous training and retraining of English and Communication skills of lecturers in the Polytechnic system to keep them up-to-date on developments in their field.

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CHAPTER ONE

INTRODUCTION

Background of the Study

In Nigeria, the English language has become a determining factor for academic advancement and employment for the nation and most of her citizens. The need for a deliberate development of the skills of language is made compelling by the use of English as the medium of instruction at all levels of education in Nigeria.  This means that the English Language is a vital tool in academic and professional studies in Nigerian institutions and without adequate proficiency and competency in the language, lectures, tutorials and other classroom activities will be incomprehensible to the students (Atta and Obanye, 2016). They further stated that English is regarded as the common language all over the world.  It is used as the language to communicate in politics, economy, education in addition to many other fields.

The need for a language common to everyone has given English language much prominence and by this, the English language in the Nigerian polity has become a necessary and welcomed fact that people have to live with.  Ayeomoni (2012:14) posits that:

English has been more noticeable in use in Nigeria.  It serves various functions as well as official language of the nation.   It remains the language of bureaucracy of government, of education, of commerce, of science and technology, of inter-ethnic co-operation and contacts, etc.

In the same vein, Ayan (2012: 22) states that:

Nowadays, knowledge of English language has become an essential part of everyday life of the global world.   Many people are using English in nearly every sector and for international relations…One variable which has received a lot of attention recently in the language learning  process   is   the  belief   about   language   learning   that   is considered as central constructs in every discipline which deals with human behaviour.

As the need to communicate in English increases, teaching English becomes more significant in the nation as well as worldwide, and methodologies for the development of

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proficiency in English has already become a predominant research area (Tocmo, 2014). The development of English proficiency is now the concern of everyone most especially the stakeholders in education sector.

A lot of time, attention, and resources have been given to the teaching of English language in the Nigerian educational system where it is a school subject and the language of instruction  from  the last  three  years of primary school  to  the tertiary level.    The great attention given to it is to ensure that the Nigerian students are well grounded in the efficient use of the English Language to ensure effective communication in the school and in the society generally.  This has been the focus of English Language teaching and the language policy thrust as it affects the English Language in Nigeria.

The  importance  of  the  English  Language  is  very  much  noticed  in  the  field  of education in Nigeria.  English Language is the tool for the effective teaching and learning of other school subjects.  In every society, education provides the opportunity for an individual to develop to the maximum. This in turn, combined with the opportunities provided by the society, translate to national development. A major step in the direction of this realisation was the National Curriculum Conference of 1969 where Nigerians debated their own aims and contents of education in the country. Ojelab in Adewusi (2012) noted that a product of that conference was the document which came into existence in 1977, called the ‘National Policy on Education’. Since then, the Nigerian educational system has undergone major structural changes.

Resulting from the above is an educational sector which presently is guided by the National  Policy  on  Education.  English  language  is  a  means  of  global  communication. English  language  proficiency is  a  major  qualification  in  getting  a  job  whether  local  or international. As such graduates are expected to demonstrate the ability to communicate effectively both in speaking and writing (Jonalyn, 2017).

The importance of English language for enhancing educational attainment through improved communication ability can never be over emphasized.  Students who have so many difficulties with their communication skill in English language may not function effectively not only in English but in their academics (Abiola, 2013).

In Nigeria, Polytechnic education is that level of education which provides training in diverse fields relevant to the technological and economic development of the country. According to Alamu (2014) the polytechnic is a non-university higher educational institution focusing on vocational education. Polytechnic education is mainly vocational, and merely functional and work-driven. This level of education is very important to the technological advancement of the country because it equips industries, the economy, as well as the general labour market with middle level specialized man-power. The polytechnic work-force arrive

‘industry ready’ and is readily available to fill opening vacancies in industries through what is a close symbiotic relationship between the forces of labour and the forces of production (Alamu, 2014). According to Ojerinde (2015), the development of polytechnic education is key, if Nigeria must compete with other technologically advanced nations. The author stated that for Nigeria to be advanced technologically and scientifically, the political will to implement national objectives and plans must be formulated. Ojerinde further opined that Nigeria must get serious with the issue of technology and science-based education because this is where to begin.

The polytechnic education is important because it emphasizes practical based learning and the acquisition of certain life skills. Cognizance should be taken of the policy of the Federal Government as it affects the encouragement given to technical education in Nigeria. If policy on technical skills is adopted, the polytechnic education would help in providing manpower to the nation’s industries and firms and consequently reducing dependence on foreign expertise for industrial development (Ojerinde, 2015).   Any education that is not functional and impactful on the society is a waste.

Polytechnic education is out to produce graduates that will be able to earn decent living and contribute meaningfully to the society. The principal aim for the establishment of polytechnics in Nigeria is to turn out the middle level manpower needed for industrial and technological development of the country. No meaningful national development could be achieved by any nation without sound and qualitative technical education.

However, in as much as the emphasis is on the place of polytechnic education in the technological advancement of the country, such advancement can only be attained through necessary training and no training can be done without language, since language and knowledge are inseparable.   According to Atta and Obanye (2016), the power of English Language is almost overwhelming in an academic setting where language is the greatest repository of the desired skill and knowledge. So, if the skills of language are well developed with appropriate vocabulary, then students will be equipped for academic success and workforce across the globe.

In fact, the English Language has gained the status of a global language used by native and non-native speakers around the world.  In the context of globalization, it is also linked to a view that widespread proficiency in English language is a key indicator for expected economic development (Okunrobo, 2016). This is an indication that language is important in learning.

Language is central to learning. The nature of English language proficiency is pertinent in the context of the current emphasis on learning and the quality of education in current debates and in the context of the Education Sustainable development Goal.  There is a dominant instrumentalist view held by many policy-makers, which links the Use of English to  economic  growth  (Tembe  and  Norton,  2011).   Thus,  the  continuous  transfer  of technological knowledge from one generation to another or in institutions is via language.

The  English  Language  teaching  and  learning  in  tertiary institution  operates  as  a service course under the Use of English programme.  Considering the vital role of the English

Language to academic success, it is not surprising that the Nigeria University Commission (NUC) and National Board for Technical Education (NBTE) established the Use of  English as a compulsory course for all the first year students of tertiary institutions.   The Use of English was first introduced into the Nigerian university curriculum in 1966 and 1968 when the University of Nigeria, Nsukka, and University of Ife, respectively started the teaching of language skills to their freshman (Adedun, 2012).

In Nigeria, the main aim of this course today is to improve the communication skills in  English  of  tertiary  students  in  order  to  increase  the  effectiveness  of  manpower development and technology transfer through undergraduates education.   To communicate effectively and appropriately in real life and to use the English Language effectively for study purpose across curriculum.

It is in realization of the roles of the English Language in the educational sector and the nation generally that the National Board for Technical Education (NBTE)-the supervising body for the polytechnics- stipulated that English language courses be taught every semester at every level (NDI, NDII, HNDI and HNDII) compulsorily to students.  The Use of English is a three–credit course and has three main aims.

According to the NBTE (1999), the aims of teaching English language in the polytechnics are to:

(i) provide students with the language skills which will enable them to cope effectively with challenges of their courses;

(ii) prepare them to use English language effectively in their chosen professions; and

(iii) interact with others in the society.

In effect, the Use of English course is intended to equip the students with useful communicative  skills  for  reading,  speaking,  listening  and  writing  well  in  the  English Language as well as teaching them how to derive maximum benefits from the immense pool of knowledge and information available in the polytechnic libraries.   Although the aims of

the Use of English discussed here are similar to what is obtained in Polytechnics in the North- West Zone. The course would still attempt to fulfill the basic aims of general studies.

The Use of English has a pervasive influence not only on general studies, but on the entire Nigerian educational system.  The type of English Language envisaged is the English Language as opposed to the specialised and intensive study of language as taught in the Department of English where literary and linguistic analyses dominate the course content.  It is a working knowledge of the English Language that is required in certain fields, professions and occupations (Ngige, 2016).

The English language remains the only means through which the Nigerian students can have access to the scientific and technological knowledge of the world.  It is thus the key to science and technology. The Use of English education should be part of a more holistic language in education policy that promotes ‘sustainable additive resource to help meet educational  needs  and  the  rising  demand  for  English  (Benson,  2013).    English  crosses cultures, countries and industries and is often used as common tongue.

In the absence of any shared indigenous language in Nigeria, the English language has remained the only effective code in the hands of governments at various levels – as they dream, communicate and transmit their visions to their citizens (Gbenga, 2015).  Visions are articulated and relayed through language. Hence, the role of English in the transformation of Nigeria cannot be overemphasized.

In Nigeria, English has been a liberating force because it has served as unifying force and proved to be the weapon which the citizens were able to communicate with another in matters affecting their common destiny.  It is hardly feasible to have national transformation without natural development, just as no nation can develop without a language with which to run its affairs.  In fact, national development begets national transformation, and yet, both can only be hatched and sustained through language.

The role of English language in the transformation of Nigeria is perhaps most noticeable in the field of education.  Education remains a key factor in the transformation of any nation as it unlocks a nation’s potentials (Gbenga, 2015).  Technological advancement, scientific  discovery  or  breakthrough,  socio-economic  success,  internet  technology  and political transformation of any country derive their impetus from education. These are pertinent to educational transformation.

Equally important  to  educational  transformation  of  any nation  is  the medium  of instruction in schools and institutions. That is, a language that will meet the functional specialization of different disciplines in our schools that will put away ethno-linguistic group in Nigeria at a disadvantage of first going through linguistic immersion programme for one year or more before facing the real academic programmes in our institutions. The only language that qualifies in terms of two reasons given above is English.

The English language has launched this nation into the virtual world of internet which has spread most rapidly among the other English-speaking world. The importance of internet grows rapidly in al fields of human life including not only research and education but also market – economic, banking, politics, entertainments etc.

Though internet services themselves are generally easy to learn and use, one will find oneself isolated on the internet if one is not familiar with English language. This means that knowledge or lacks of knowledge of English is one of the most severe factors that cause polarization. Globally, English is necessary for living on the internet (Korpela, 2014).  This suggests  that  for  any  nation  to  be  transformed  through  internet,  English  must  play  an important role.

The English language is perhaps the most politically neutral language of wider communication  in  the  world  today,  former  colony  like  Nigeria,  the  neutrality  is  not  a neutrality only in the special context of conflict among different native language communities (Okurnbo, 2016). In line with above, one would have expected that polytechnic students,

especially after having learnt the English language for six years at their secondary education level would not have much problem with the language. However, the assumption may not hold because instruction in English language that is provided at the secondary education level in most cases, proves inadequate as a basis for the Use of English at the higher educational levels.  According to Agbatogun (2013), the mode of English teaching in Nigerian schools fails to promote communicative competence, which is the ability to use language correctly and appropriately to achieve communication goals in the language skills of the students.  It is pertinent to note that the focus on competence of teachers is not restricted to secondary schools.

This  resulted  in  the introduction  of a course  Use of English  (UOE)  or General studies’ into the curricular of tertiary institutions in Nigeria (UNN, 1966, and university of Ife, 1968), in order to remedy the deficiencies of secondary English syllabus (Anyadiegwu,

2012).  The author also identified the poor performance of university students in the ‘UOE’ course and proposed that the teachers should improve themselves for the achievement of better results. Abiola (2013) asserted that the availability of professional, skilled and committed teachers are determinants of the positive or negative outcome of any school project.

Effective teaching could be measured by the level of teachers, subject matter competence. Furthermore, Adeyemi & Adeyemi (2014) have noted that low academic in English language has persisted in tertiary schools.  A credit pass in English language is a necessity for admission into Nigerian universities. It has been pointed out that there is deficiency in the English language performance of tertiary students and graduates. Low English proficiency has been observed in the country and attributed to the low achievement of secondary and university students.   Entrants into universities and polytechnics are deficient in English language (Aina & Olanipun, 2013). Students are to an extent competent in the forms of the language but lack the competence to put this knowledge to use. For

example, students are usually able to pass tests of grammar but cannot communicate well both in speech and writing. Because the syllabus specification is descriptive, the lessons are also descriptive. Thus, students are taught things like definitions such as what is a noun? What is a verb? and so on.

The curriculum was overloaded with theories and irrelevant aspects that did satisfy the needs of students.   This view was corroborated by Obidike and Ogwuru (2013) when they mentioned that the prevailing pattern of education after independence was criticized on the grounds of irrelevant curriculum.   The necessity for relevance of a curriculum to the needs of students and values of a society cannot be overemphasized as the form the basis of a curriculum.

Added to this is the students’ preconceived idea that they are not in the polytechnic to study English language, an attitude which impacts negatively on their performance.  Tertiary institutions should design English for Specific Purposes (ESP), English for General Purposes (EGP), English for Academic Purposes (EAP), English for Occupational Purposes (EOP) courses that can best prepare learners for future professional communication.

In spite of the indispensability of the English Language in the country, it is observed that the performance of our students at all levels of education is in decline.   Employment skills of fresh graduates have constantly received considerable attention in the local media. In today’s world, where the students would be competing for job positions with a global workforce it would be their English language proficiency that would be tested to the maximum, as English is the most widely spoken language in the world at present ( Priya,

2012).

There is a mismatch between the skills students are graduating with and the skills required by the industries. Many are lacking the English language competence, communication and presentation skills and the ability to work as part of a team.  According to Istifci; Lomidazde and Demiray (2011) the English Language materials should be designed

according to recent developments in technology, learners’ needs and meta communicational elements  in  the use of English.  They should  include instances  of real  language use by different learners of English. This is because technology makes students gain  individual instructional materials designed to meet their specific needs and they may enjoy a lot relating inside instructions and illustrations to outside activities using technology thereby improve their performance.

Since individual learning interests differ widely, a uniform teaching material and methodology may not achieve the desired results.  There should be a viable, learner-centred methodology to march different learner groups for the acquisition of proper language skills (Priya, 2012).

Globalisation in science and technology education and research is a reality today, so the future technologists should be able to communicate effectively by means of the English Language with an aim to further innovative technologies and international interaction. Also, due to expansion of technology education in developing countries including Nigeria, there is need for intense research into English Language for Polytechnic students to match the expansion in English speaking countries.

Polytechnic lecturers all over the country have numerous complaints about the poor quality of the writing of their students.  It seems insufferable that the nation should tolerate people who cannot write and express themselves well.   Also, Patrick, Sui, Didan & Ojo (2014) stated that the poor performance of Nigerian students in external English language exams has become a source of concern to educational stakeholders.  In such reports, reference to students’ faults like weak handling of sentence structure, inability to control tenses, errors of agreement and unidiomatic use of prepositions are made.   In this regard also, the West African Examination Council (WAEC) Chief Examiners’ Reports for many years particularly

2012 and 2013 in English Language further showed the poor state of candidates in the West

African Senior School Certificate Examinations.

Furthermore, the declining fortune and poor performance of students in public examinations have been echoed by commentators on the subject.  Each statement when made, often refers to the low level of competence of students in English Language.  In this regard, Ngige (2016) stated that many graduates find it difficult to communicate effectively in the English language. According to her, not only graduates, even lecturers in other disciplines speak grammar that has concord disagreement. Samuel (2015:11) stated the goal of language education as thus:

Language education should impact the practical learning skills: Listening, speaking, reading and writing to enable the students use  the  language  effectively,  competently  and  intelligently. This is because the goals of language teaching are to improve the knowledge of language learners so that they can function better in their studies, in their work, and in their interaction with people from other cultures.

In spite of the persuasive role of the English language in Nigeria, it appears that our schools have been doing less than a good job in imparting the knowledge of the subject to the students.  In order to help the students to communicate effectively, Samuel (2015) stated that there is a need to re-engineer English language teaching and learning in order to make the graduates of Nigerian educational institutions contribute to sustainable development. The UOE lecturers will take into cognizance the goals of language education and the important roles the English language plays in the life of Nigerian users and tailor instructions to meet these goals.

Institutions  need  to  design  English  for specific  purposes  which  can  best  prepare learners for future professional communication. This makes the issue of assessment of the Use of English Courses (UOE) a major one in the process of preparing the polytechnic graduates.  Since the goals of nation building is to produce students who pass examination in order to contribute their quota towards the business of building the nation, the status of teaching and learning an important subject such as the Use of English in polytechnics should

be taken seriously. In doing this the focus will be based on the established objectives of the use of English course in polytechnics.

The following are the objectives of the Use of English course in Polytechnics. The course is designed to enable students acquire the necessary communication skills, know the techniques of correspondence and comprehend written materials, to consolidate the student’s competence in the Use of English. Furthermore, the course is meant to equip the student with the necessary competence and proficiency to enable him/her adapt to his/her professional environment; to improve the student’s level of proficiency and competence in language use; to increase the student’s ability to master and manipulate the various language skills of a higher level. Again, to further expose the students to the principles and practice of written communication; to enable the student continue to master skills in the Use of English in the various professions; to make the student to be fully equipped to fit into all establishments requiring extensive use of communication skills for general and specific purposes and to impart analytical, evaluative and interpretative writing and speaking techniques to the student (NBTE, 2010).

The Use of English course is expected to produce graduates with a good command and mastery of the English Language in oral and written communication but the command of English by most Polytechnic students is unfortunately below standard.   Language use is determined by different variables and these variables should determine what is to be taught and how it is to be taught. The decline in communicative competence still persists leaving educators, parents, and employers worried and concerned about the source and solution to the problem. This is an indication of a fallen standard of education.

Though many people would agree that there is an observable fall in standard of education in Nigeria, nobody in his/her widest imagination would have believed that the tertiary education in Nigeria has fallen to an abysmally low level as a World Bank Report issued in Onjewu (2012) indicated an abysmally low level of Nigerian graduates.  One of the

two major areas where this extremely low level of performance is glaring is in the graduates’

poor mastery of the English Language.  Onjewu (2012:3) quoted the World Reports thus: The shortcomings are particularly severe in oral and written

communication… Most employers of fresh graduates observe that the quality of university graduates has worsen. Poor abilities in oral and written expressions of English were mentioned almost like chorus.  Inadequate preparation in the English Language was especially noted by newspapers…where regular reporting and writing are required. As an illustration of the development of poor English proficiency, one banker told us that he “cannot get five correct drafted sentences in one paragraph from recent university graduates… Some graduates who were recruited as senior managers cannot write a memo of three paragraphs”

The  study  also  indicated  that  a  serious  disconnection  exists  between  university training and the needs of the labour market and this has been socially and economically costly  to  the  nation.    In  many  cases,  employers  of  labour  compensate  for  insufficient academic preparation by organizing remedial courses for new employees at great expense. This often increased the companies’ operating cost and reduced profitability (Staff, 2012)

It therefore becomes necessary that the teaching of the Use of English (UOE) in Polytechnics in the North-West Zone be assessed.  Only six (6) polytechnics were selected. Three (3) Federal and three (3) State Polytechnics. One polytechnic was selected from each state that is in North-West zone. The states in this zone have more polytechnics in the Northern Nigeria.  The heterogeneous nature of students’ population and poor performance in this zone were the reasons for the assessment of the Use of English Course in these polytechnics.

Assessment  is  a  means  of  focusing  our  collective  attention,  examining  our assumptions and creating a shared culture dedicated to continuously improving the quality of higher education.  It can assist an organisation to assess an aim, realizable concept/ proposal, or any alternative, to help in decision-making; or to ascertain the degree of achievement or

value in regard to the aim and objectives and results of any such action that has  been completed.

Thus, it can be said that a systematic and frequent assessment is a sine qua non while determining future strategies.  The primary purpose of assessment is to provide teachers with information regarding the learning needs of the students so as to provide a clear and up-to- date picture of students’ current capabilities, attitudes and progress (Mohammed, 2011). Systematically, assessment entails gathering of evidence on how well performance matches expectations, standards, analysing and interpreting the evidence and using the resulting information to document, explain and improve performance (Udo, 2012). This definition shows that assessment should focus on improving students’ learning though not to be limited to the classroom, but to include the wide range processes that influence learning.

In the context of assessing the UOE Course in polytechnics in the North–West Zone of Nigeria, a good starting point is the communicative, functional language teaching and social  interaction  theories  but  the  study  was  hinged  on  communicative  theory.  The acquisition of a second language is such a complex phenomenon that no two learners will get there by the same route.  In spite of the differences, it is possible to describe the processes that  are  common  to  large  numbers  of  people  struggling  with  a  new  language  by understanding more about the processes the learners share.

It is possible to develop language teaching principle and plan classroom experiences that are conducive to UOE learning.  In so doing, we develop the means by which language is made  accessible  to  UOE  learners.  It  is  these  principles,  experiences  and  processes  that theories embrace (Myles, 2013).

Communicative language theory was favored and adopted for conceptual framework because it is a lot more effective and it allows learners to express themselves in their second language   without   having   extra   pressure   of   being   grammatical   correct.   The   oral communication becomes the most important because it allows the students to possess the

basic knowledge of the second language that is necessary before applying grammatically correct sentences. This centres on knowledge of concepts.

The purpose of teaching lies in getting students to truly understand the concepts being  examined.  According  to  Istifci  et  al  (2011)  the  English  Language  instructional materials should include instances of real language use by different learners of English.  A good teacher must know what to teach in his/her classroom.   It is important that a teacher must have a solid knowledge of the subject matter being taught.  He/she should be aware of how  to  effectively  teach  his/her  course  content.  This  research  assessed  the  aims  and objectives of the UOE course in order to know the students and lecturers’ assessment of aims and objectives of the Use of English in Polytechnics. The course contents is another area that was assessed in UOE Course to ascertain the extent  they are adequate to equip the students the language skills required to meet the challenges of the course and also meet the needs of the students.

Instructional materials available for the implementation of the UOE Course were assessed. Apart from instructional materials, teaching methods used in the teaching of the course were assessed.   In addition to the teaching methods used, common problems confronting the implementation of the UOE Course were also assessed.

The Use of English Course needs to be assessed owing to the status it has assumed and its crucial role in the educational process and the determination of standards.  The ability to speak and write the English language and also to navigate into the world of information and knowledge using language skills should be seen as the yardstick for achieving high educational standards among students of  Nigerian Polytechnics.

Furthermore, it is important to assess the Use of English Course of the polytechnics in order to unveil the platform or objectives which can guide the making of curriculum decision and to give educators in process feedback about what students are learning or not learning so that instructional approaches, teaching materials, and academic support  can be modified

accordingly (Weaver, 2011). The need to assess the Use of English Course of polytechnics stems from the fact that over the years, not much has been done in the area, hence, this study has positioned itself to fill a knowledge gap in the UOE pedagogy in the North-West Polytechnics.

Statement of the Problem

In spite of the over-arching roles of the English Language in the country’s general communication and on the entire school systems, contact with graduates of different cadres of educational ladder and research findings have always indicated obvious deficiency in the English language usage of the polytechnic and similar institutions’ graduates. Of particular concern is the poor competence of students of polytechnics who consequently constitute the thrust of the nation’s technical manpower.

The National Board for Technical Education (NBTE) specification of the goals of teaching Use of English Course in the polytechnics suggests that the English Language programme should train students in the communication skills demanded of them by their various disciplines as well as equip them for work in their chosen professions. The skills that students would need to have to carry out their responsibilities in the workplace successfully should be part of their language and communication courses in these institutions, but, the present situation in the polytechnics is not so.

The   current   Use   of   English   and   Communication   Courses   being   offered   by polytechnics have the same content across disciplines, whereas the students have varying challenges to cope with in their varying chosen professions.   This made the researcher to believe that the present programme content may not be adequate to cater for the objectives of the UOE programme in North West polytechnics in the study area.

This scenario deserves attention to determine whether the different aims and contents of the UOE Course are in consonance with the needs of the polytechnic students in Nigeria. It is believed that the students are not doing the same course and that their language use and

requirements should differ as well.   Therefore, for the Use of English programme to be effective, it has to be diversified to meet these diverse needs.  Unless this is done, the purpose of mounting the Use of English would not be achieved.

In the light of the above, the researcher embarked on the assessment of the Use of English Course in polytechnics in the North-West Zone so as to improve the implementation of the Use of English course in the context of course objectives. It, therefore, becomes imperative for the study to explore the prevailing situation in polytechnics in North-West with a view to critically assessing the situation and at the same time proffering credible remedies.

Purpose of the Study

The main purpose of the study was to assess the Use of English Course for Higher National Diploma (HND) students in Polytechnics in the North-West Zone.  The study aimed at assessing the Use of English Course.  Specifically, the study intends to:

1.    determine the students and lecturers’ assessment of aims and objectives of the Use of

English Course in Polytechnics in the North West.

2.    ascertain the extent to which the Use of English Course contents were adequate to equip the students with the language skills required to meet the challenges of the course in the North West.

3.   determine the adequacy and instructional material, available for the teaching of the

Use of English Course in polytechnics in the North West.

4.   ascertain the methods used by the English language lecturers in teaching the course.

5.   determine  the  extent  the  current  Use  of  English  Course  meets  the  needs  of  the students of Polytechnics in the North West.

6.   ascertain the problems confronting the teaching and learning of the Use of English

Course in polytechnics in the North West.

Significance of the Study

An assessment like this ensured that the relevance of the Use of English Course is maintained.  It helped to assess the strengths and weaknesses of the course. The significant of this study emanates both from the theoretical and practical bases of assessment of Use of English Course. Theoretically, the study was hinged on the Communicative language theory. It provided a theoretical model for the assessment of the Use of English Course in polytechnics.  The model used in this study made it possible for both lecturers and students alike to see at a glance the major theories which contributed to the development of a method that has the potential of improving the effectiveness of the Use of English Course.

The results of the research was relevant to the activities of   both individuals and cooperate bodies, especially the NBTE, polytechnic lecturers, government, course material writers and developers, language syllabus and curriculum planners, and the society at large. The polytechnics in the North-West benefited from this research since it would afford the NBTE administrator the opportunity of reassessing the Use of English Course for effective services and improved implementation of Use of English course.

The outcome of the research provided an insight into the level of effectiveness of Use of English among students by facilitating students’ acquisition of communication skills.  The Use of English should empower the students with the communication skills that will enable them to communicate effectively and appropriately in real life. Assessments are useful for subjecting programmes and curricula to proper and continuous monitoring. Therefore, an assessment like this ensured that the relevance of the UOE Course is maintained.

The study provided awareness for the relevance of approaches and methods of the English language teaching in Nigeria to the peculiar needs of the Nigerian learner of the English language.  This is because, against the staggering influence of the mother tongue and the conflicting linguistic signals in the society, the Nigerian learner has to be carefully taught to master the correct use of the English language.

Course material writers and developers would also benefit from the outcomes of the study because the work would provide information on necessary items and materials to be included in preparing texts for teaching and learning. The curriculum development unit of the NBTE would also see the findings of the study as very useful materials in meeting the yearnings of making English language teaching in the Nigerian polytechnics more utilitarian.

Language syllabus and curriculum planners should appreciate the findings of this study as worthy materials to be utilized for innovation. The study would provide adequate means that  would lead  to improvement in infrastructure.  This is because the study had identified the difficulties, constraints, and the delimiting factors inherent in the teaching and learning of the Use of English Courses at the polytechnics.

It  would  spur  teachers  to  embark  on  strategic  training  which  will  increase  the students’ learning potentials, autonomy, and overall success, thereby providing remedies to the deteriorating standard of spoken and written English language by students in the polytechnics.   This would be achieved through continuous professional development of Language teachers through seminars, workshops and conferences to keep abreast of current trends in language teaching and learning.

It would improve students’ competence which is very crucial because competence in the English language is an index of possible success in the study of other subjects in the curriculum.

The findings from this study would provide intrinsic motivation for polytechnic students as they would see the utility value of their English language courses. The English language would not be regarded as an isolated subject having no direct bearing to their fields of study.  It is hoped that the students’ performance both in school and later at work would be better with the syllabus that would be recommended.

Teachers of English language in the various polytechnics would also benefit from the outcomes of this study as the findings would help them to know how to assist their learners

gain more from the teaching and learning process.  This is because, it is hoped that new set of competencies would emerge from the study of students’ overall performance in English language.  In addition, it is hoped that the findings would bring into focus the priorities of needs of the polytechnic students.  This will be informative to the ordering or sequencing and the extent of coverage of the skills in the syllabus content.  The study is expected to come out with a preferred methodological approach that will underlie language instruction in the polytechnics.

Finally, the NBTE would use this study as a point of reference in reviewing the syllabus of the Use of English Course of the polytechnics. Also the polytechnic authorities would be made to see evidence of the need and the effectiveness of these language courses. The findings and recommendations of this study could be easily applied to similar institutions of learning in other parts of the country.

Scope of the Study

The study was carried out in selected polytechnics in North-West Zone of Nigeria. With  regards  to  content  scope,  the  study  equally  assessed  the  lecturers  and  students assessment of the aims and objectives of the Use of English Course in polytechnics in the North  Zone,  the extent  the Use of English  course contents  were adequate to  equip  the students with the language skills required to meet the challenges of his/her course,     the instructional materials that were available for the teaching of the Use of English Course in polytechnics,  the  teaching methods used in the teaching of the course,  the extent the current Use of English Course meets the needs of the students in polytechnics, and among others the common problems confronting the implementation of the Use of English Course in polytechnics in the North West.

The study did not include National Diploma (ND) students.   The participants were selected from full time students.  It could be expected that most of the findings with HND

students  would  be  true  of  the  ND  students  since  the  context  of  teaching  of  all  these programmes is virtually the same.

Research Questions

The following research questions were posed to guide the study:

1.   What were students’ and lecturers’ assessment of aims and objectives of the Use of

English Course in Polytechnics in the North West?

2.   To what extent is the Use of English Course content adequate to equip the students with the language skills required to meet the challenges of the course in the North West?

3.   What is the adequacy of the instructional materials available for the teaching and learning of the Use of English Course in polytechnics in the North West?

4.   What are the methods used in the teaching of the Use of English Course in polytechnics in the North West?

5.   To what extent does the current Use of English Course meet the needs of the students in polytechnics in the North West?

6.   What are the common problems confronting the teaching and learning of the Use of

English language course in  polytechnics in the North West?

Hypotheses

As a result of the research questions formulated and the literature reviewed, the following hypotheses were formulated to guide the study:

Ho1: There is no significant difference between the views of the lecturers and students on the extent of the aims and objectives of the Use of English Course in the Polytechnic have been achieved.

Ho2: There is no significant difference between the mean responses of lecturers and students on the adequacy of the Use of English Course contents in equipping the students with the language skills required to meet the challenges of the course.

Ho3: There is no significant difference in the mean responses of lecturers and students on the adequacy of instructional materials available for the teaching and learning of the Use of English Course in polytechnics.

Ho4:    There is no significant between the views of UOE lecturers and students on the instructional methods used in teaching and learning the Use of English Course in polytechnics.

Ho5: There is no significant difference in the mean responses of lecturers and students on the extent to which the needs of the polytechnic students are catered for in the current Use of English course.

Ho6: There is no significant difference in the mean responses of lecturers and students on the common problems confronting the teaching and learning of the Use of English Course in polytechnics.

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