IMPACT OF SPEECH DEFECT IN ACADEMIC PERFORMANCE OF STUDENT IN ENGLISH LANGUAGE
CHAPTER ONE
1.0 Introduction
1.1 Background to the Study
Speech and language are central to the human experience. They are the vital means by which people acquire knowledge and express their thoughts, feelings, and other internal experiences. Acquisition of communication skills begins early in childhood and it is foundational to the ability to gain access to culturally transmitted knowledge, to organize and share thoughts and feelings, and to participate in social interactions and relationships. Speech and language skills allow a child to engage in exchanges that lead to the acquisition of knowledge in his or her community and the educational arena. Communication skills are crucial to the development of thinking ability, a sense of self and full participation in society. (Elaine, Daphna and Tara 2015)
Language as a means of communication has three major media, such as speech, writing and sign. However, each of these mediums requires competency for better understanding. In communication, both encoder and decoder of messages are to be very vocal and alert for better understanding of the message (Awoniyi and Malikana 2014). Hence, if any of the encoder or decoder has defect, it would be a barrier in the message. Therefore, Inability to articulate speech sound correctly should be accounted of some factors.
According to Hardman, et al. (2002) it was observed that speech sound defect could be caused by biological factors such as brain damage, damage to the nerves that is controlling muscles used in speech or gross abnormalities of the nerves cleft palate. Thus, it is evident that learners’ speech defect may emanate from biological disorder in the part of the body. Awoniyi and Malikana (2014) opined that speech and language defect refers to an impairment of speech or sound production, fluency, voice or language which significantly affects learners’ educational performance or their social emotional or vocational development. This show that when learners stutter or experience problems in articulating words or have a lisp or voice defects it may lead to poor academic performance, especially in English language which deals with sounds pronunciation or production
Indeed learners’ speech and language defect or disorders or disruptions in communication development can have wide-ranging and adverse impacts on the ability not only to communicate but also to acquire new knowledge and participate fully in teaching-learning process. Most children acquire speech and language by a seemingly automatic process that begins at birth and continues through adolescence. Oller et al. (2006) observed “typically that basic communication skills developed (although not complete) by the time a child enters kindergarten, enabling the child to begin learning from teachers and interacting fluently with peers and caregivers. Buttressing the above, Williams (2013) asserts that severe disruptions in speech or language acquisition have both direct and indirect consequences for child and adolescent development, not only in communication but also in associated abilities such as reading and academic achievement that depend on speech and language skills. When combined with other developmental risks such as poverty. Severe speech and language disabilities can become high-impact, adverse conditions with long-term cognitive, social, and academic sequela and high social and economic costs.
In childhood, Speech Sound Defect (SSD), deficits in spoken communication pose a barrier to academic and social participation whose impact may be lifelong (McCormack 2009). SSD affects an estimated 10% of preschool and school-aged children and makes up a substantial proportion of the typical caseload for speech-language pathologists (SLPs). Most children who present with speech errors early in life do go on to develop perceptually typical speech by 8 to 9 years of age. When speech sound errors extend past this age, they can be termed residual speech errors (RSEs) (Elaine and Tara 2015). These errors may continue even in children who have received months or years of intervention.
In essence, this study is aimed at evaluating the impact of speech defect in academic performance of student in English Language in selected secondary school in Atiba Local government.
1.2 Problem of the study
Over the years, series of studies have reported on the menace of poor academic performance in English Language among secondary schools students in Nigeria. Many related the problem to incompetency of English language teachers, while some related it to non-availability of instructional materials and poor learning environment. Nevertheless, they are parts of the problems leading to poor academic performance of the learners in English Language. Reflectively, there are other internal factors within the learners themselves that are affecting them in their learning processes, which later led to poor performance in their academics, especially in English Language among them are speech defect, spelling error, phobia etc.
However, it is evident that many learners find it difficult to express their thought, reluctantly contribute to matters in classroom or any other places; even they could hardly ask questions from their teachers. For instance, if what teachers have taught such students in the class is not well comprehended, and he/she could not be able to ask or call for redress, this may automatically tantamount to failure in such topic. In other words, it can be hypothesized that such learners who exhibit such attitudes have speech defect. Then, this study is set to examine impact of speech defect in academic performance of student in English Language in selected secondary school in Atiba Local government to manifest the veracity of the matter behind communication barrier in the teaching and learning process in the study area.
1.3 Purpose of the Study
The major purpose of this study is to examine the causes and the impacts of speech defect on students’ academic performance in English language and suggest likely solution to the problems.
1.4 Significance of the Study
This study aims at investigating the impact of speech defect on academic performance in English language in Secondary Schools. Hence, it is hope that this study will be of benefits to the following: school authorities, teachers and their students as well as the society at Large.
It is hoped that the finding of this study will afford teachers the opportunity of championing with problems of speech defect among students. e. g recognition individual difference among the Student. Also, it will direct them toward psychologist aspect i.e. use of reinforcement and avoidance of harsh words,
On the path of the government, it will help them to formulate and enforce the employment of specialist teachers for teaching and process of the students with speech defect and provide appropriate instructional materials for the students. Also, it would encourage government to organize periodical seminars and workshop to afford teachers the opportunity of learning modern ways of handling students with speech defects.
It is also hoped that the study will be useful to the students who are suffering from speech defect to see themselves as active members in the class and shun any trait of stigmatization they may be experiencing.
Finally, the study will be useful to the society at large; it will change their orientation and ideology towards individual that is suffering from speech defect, instead of mimicking or abusing them they have to embrace them to solve their problems.
1.5 Scope of the Study
This study exclusively focuses on impact of speech defect in academic performance of student in English Language in selected secondary school in Atiba Local government. Hence, the study will be restricted to only available students in four (4) of the public Secondary Schools in Atiba local government area of Oyo state.
Definition of Terms
Speech defect: it refers to any condition that interferes with the mental formation of words or their physical production in human communication. (Merriam-Webster Dictionary)
Academic performance: it refers to the measurement of students’ achievement. (Merriam-Webster Dictionary)
CHAPTER TWO
REVIEW OF RELATED LITERATURE
2.0 Introduction
This chapter focuses on reviewing of previous studies that are related with the current study. This is discussed under different sub headings.
2.1 Speech Defect in Children Language Learning
A student with a communication problem may present many different symptoms. According to AASEP (2020) these may include attending to a conversation, pronouncing words, perceiving what was said, expressing oneself, or being understood because of a stutter or a hoarse voice. A student's communication is considered delayed when the student is noticeably behind his or her peers in the acquisition of speech and/or language skills. Sometimes a student will have greater receptive (understanding) than expressive (speaking) language skills, but this is not always the case (SPECIAL EDUCATION ELIGIBILITY- AASEP 2020).
Most speech and language defects exhibited by students are developmental, that is, roots of the problem exist from birth and manifestations of the problem emerge as the child develops and it will become obvious their speech is uttered slower or atypical compared to peers. In a minority of cases, speech and language defects are acquired when a child suffers from an illness or accident that affects brain function. This type of speech defect is known as aphasia (American Speech-Language-Hearing Association (ASHA), 2000).
Speech defect refer to difficulties producing speech sounds or problems with voice quality. They might be characterized by an interruption in the flow or rhythm of speech, such as stuttering, which is called dye-fluency. Speech defects may be problems with the way sounds are formed called articulation or phonological disorders, or they may be difficulties with the pitch, volume or quality of the voice. There may be a combination of several problems. People with speech defect have trouble using some speech sounds, which can also be a symptom of a delay. They may say "see" when they mean "ski" or they may have trouble using other sounds like "l" or "r." Listeners may have trouble understanding what someone with a speech disorder is trying to say. People with voice disorders may have troubles with the way their voices sound (Morales, 2009).
A language defect is regarded as impairment in the ability to understand and/or use words in context, both verbally and non-verbally. Some characteristics of language defects include improper use of words and their meanings, inability to express ideas, inappropriate grammatical patterns, reduced vocabulary and inability to follow directions. One or a combination of these characteristics may occur in students who are affected by language learning disabilities or developmental language delay. Students may hear or see a word but not be able to understand its meaning. They may have trouble getting others to understand what they are trying to communicate (American Speech –Language-Hearing Association (ASHA), 2000).
2.2 Types of Speech Defects
Some types of speech defect as observed by Nadir (2016) include stuttering, apraxia, and dysarthria. Each of these types below:
2.2.1 Stuttering:
Stuttering refers to a speech disorder that interrupts the flow of speech. People who stutter can experience the following types of disruption:
• Repetitions occur when people involuntarily repeat sounds, vowels, or words.
• Blocks happen when people know what they want to say but have difficulty making the necessary speech sounds. Blocks may cause someone to feel as though their words are stuck. Prolongations refer to the stretching or drawing out of particular sounds or words.
The symptoms of stuttering can vary depending on the situation. Stress, excitement, or frustration can cause stuttering to become more severe. Some people may also find that certain words or sounds can make a stutter more pronounced. Stuttering can cause both behavioural and physical symptoms that occur at the same time. These can include:
• tension in the face and shoulders;
• rapid blinking;
• lip tremors;
• clenched fists;
• sudden head movements.
There are two main types of stuttering, namely:
• Developmental stuttering affects young children who are still learning speech and language skills. Genetic factors significantly increase a person’s likelihood of developing this type of stutter.
• Neurogenic stuttering occurs when damage to the brain prevents proper coordination between the different regions of the brain that play a role in speech.
2.2.2 Apraxia
The brain controls every single action that people make, including speaking. Most of the brain’s involvement in speech is unconscious and automatic. When someone decides to speak, the brain sends signals to the different structures of the body that work together to produce speech. The brain instructs these structures how and when to move to form the appropriate sounds. For example, these speech signals open or close the vocal cords, move the tongue and shape the lips, and control the movement of air through the throat and mouth.
Apraxia is a general term referring to brain damage that impairs a person’s motor skills, and it can affect any part of the body. Apraxia of speech, or verbal apraxia, refers specifically to the impairment of motor skills that affect an individual’s ability to form the sounds of speech correctly, even when they know which words they want to say.
2.2.3 Dysarthria
Dysarthria occurs when damage to the brain causes muscle weakness in a person’s face, lips, tongue, throat, or chest. Muscle weakness in these parts of the body can make speaking very difficult.
People who have dysarthria may experience the following symptoms:
• slurred speech;
• mumbling;
• speaking too slowly or too quickly;
• soft or quiet speech and;
• difficulty moving the mouth or tongue.
Symptoms: According to Nadir (2016) Symptoms of a speech defects can include repeating or prolonging sounds, rearranging syllables, and speaking very softly. The symptoms of speech defects vary widely depending on the cause and severity of the disorder. People can develop multiple speech defects with different symptoms. People with one or more speech defects may experience the following symptoms:
• repeating or prolonging sounds
• distorting sounds
• adding sounds or syllables to words
• rearranging syllables
• having difficulty pronouncing words correctly
• struggling to say the correct word or sound
• speaking with a hoarse or raspy voice
• speaking very softly
2.3 Causes of Speech Defects can include:
Speech defects can be caused by any of the following:
• brain damage due to a stroke or head injury
• muscle weakness
• damaged vocal cords
• a degenerative disease, such as Huntington’s disease, Parkinson’s disease, or amyotrophic lateral sclerosis
• dementia
• cancer that affects the mouth or throat
• autism
• Down syndrome
• hearing loss
Risk factors that can increase the likelihood of a person developing a speech defects include:
• being male
• being born prematurely
• having a low weight at birth
• having a family history of speech defects
• experiencing problems that affect the ears, nose, or throat
2.4 Effect of Speech Defect
According to Hardman, et. al. (2002), children with communication defects frequently did not perform as expected at grade level. They may struggle with reading, have difficulties in understanding and expressing language, misunderstand social cues, avoid attending school, poor social interaction, and in tests.
Problems with speech defect may involve difficulty expressing ideas coherently, learning new vocabulary, understanding questions, following directions, recalling information, understanding and remembering something that has just been said, reading at a satisfactory pace, comprehending spoken or read material, learning the alphabet, identifying sounds that correspond to letters, perceiving the correct order of letters in words, and possibly, spelling. Difficulties with speech may include being unintelligible due to a motor problem or due to poor learning. Sounding hoarse, breathy or harsh may be due to a voice problem. Stuttering also affects speech intelligibility because the student's flow of speech is interrupted (Ross, and Weinberg, 2006).
They may begin to compensate by producing only short, simple sentences on which they are not likely to make a grammatical error or they may avoid talking, except when necessary. They may also have difficulty in comprehending complex sentences and figurative language such as idioms and metaphors. Poor language skills put these children at risk for reading problems. Therefore, it is not surprising that even children with relatively mild language disorders may have academic problems (Plante and Beeson, 2004).
According to Smith and Tyler (2009), the early stages of an individual’s life span dictate the vulnerability and dependent on others to guide him or her. This responsibility comes to the parents to teach their children with speech and language disorders, the right from wrong according to their socially acceptable attitudes. A child also learns things from other members of the household such as siblings or other relatives. However, the predominant influence is that of the parents. Parents play major role because they are primarily in control of the individual during childhood and adolescent years. The involvement of parents can be a good ground for model behaviour. However, it could also have a negative impact on the child. Situations such as violent environment could greatly impact how children think, act and emotionally feel. Thomas (2009) postulated that children with speech and language defects needed additional opportunities to both talk and listen; yet due to their disability may be presented to fewer chances. Children with speech and language defects who could not get their message across may simply stop trying.
Morales (2009) argued that speech could seriously limit the manner in which an individual interacted with others in school, social, and even home environments. Inability to correctly form speech sounds might create stress, embarrassment, and frustration in both the speaker and the listener. Over-time, this could create aggressive response on the part of the listener for being misunderstood or out of embarrassment. Alternatively, it could generate an avoidance of social situations that created these stressful situations. Smith and Tyler (2009) supported the above assertion when they stated that language disorders created similar difficulties in communicating with others, but may also include difficulties in understanding what others were to say (receptive language). Because of the pervasive nature of language disorders, communicating, reading, writing, and academic success could all be compromised in these pupils. Similar to individuals with speech disorders, individual with language disorders also encountered a long term difficulties associated with school, social, and home environment. Blood, et. al. (2010) opined that children with speech and language disorders could easily be bullied and was more common in childhood. Bullying involves the consistent and intentional harassment of individual, and may be physical or verbal in nature. This trend has a great effect on the socialization of children with speech and language defects. Blood, et al. (2010) noted that the social implications of speech and language defects were so powerful that they had the potential to influence self-esteem, depression levels and academic success. Meanwhile, Blood, et. al (2003) equally indicated that the stigmatization associated with speech defects influenced self-esteem as children with speech defects often experienced depression, social isolation, and poorer performance on academic and standardized tests. Social acceptance, confidence, and overall life satisfaction could be at stake. Without the ability to hold fluent and successful conversations, many huge milestones such as maintaining friendships could be unsuccessful.
2.5 Remedial Approach to Speech Defect
Jamie (2019) suggests that kind of treatment for speech defects will typically depend on the severity and its underlying cause. Hence, treatment options can include:
• Speech therapy exercises that focus on building familiarity with certain words or sounds
• Physical exercises that focus on strengthening the muscles that produce speech sounds
Some of the treatment options for speech defects are discussed:
• Target Selection
Target selection involves a person practicing specific sounds or words to familiarize themselves with particular speech patterns. Examples of therapy targets may include difficult words or sounds that trigger speech disruptions.
• Contextual utilization
For this approach, it is necessary that people to recognize speech sounds in different syllable-based contexts.
• Contrast therapy
Contrast therapy involves saying word pairs that contain one or more different speech sounds. An example word pair might be “beat” and “feet” or “dough” and “show.”
• Oral-motor therapy
The oral-motor therapy approach focuses on improving muscle strength, motor control, and breath control. These exercises can help people develop fluency, which produces smoother speech that sounds more natural.
• Ear device
Ear devices are small electronic aids that fit inside the ear canal. These devices can help improve fluency in people who have a stutter. Some ear devices replay altered versions of the wearer’s voice to make it seem as though someone else is speaking with them. Other ear devices produce a noise that helps control stuttering.
• Medication
Some speech disorders can cause people to develop anxiety disorders. Stressful situations can trigger anxiety, resulting in more pronounced speech disorder symptoms. Anxiety medications may help reduce symptoms of speech disorders in some people.
Conclusively, from the reviewed literature, the causes of speech defect has been traced, it could be inferred that speech defects can have a great impact on students’ academic performance in English language. Moreover, proffer solutions to the problem had been reviewed as well. Thus, this study set forth to assess this problem among selected secondary school students in Atiba Local Government, Oyo state.
CHAPTER THREE
METHODOLOGY
This chapter deals with the procedure used in carrying out this study. It includes research design, population, sample and sampling techniques, instrumentation, methods of data collection and the analytical tools employed in the study.
3.1 Research Design
Descriptive method of survey type will be employed in the study. The design will be attempted to examine impact of speech defect in academic performance of student in English Language in selected secondary schools in Atiba Local Government. Thus, the researcher will try to gather data on the identified research problem without manipulating any of the variables in the study.
3.2 Population of the Study
The target population for this study comprises all secondary school student in Atiba Local Government area of Oyo State.
3.3 Sample and Sampling Techniques
The study employed simple random sampling technique. Thus, sample for the study consists of one hundred and twenty (120) secondary school students in four (4) schools in Atiba Local Government area of Oyo State. Hence, thirty (30) students will be randomly picked and the prepared questionnaire will be administered in each school.
3.4 Research Instruments
The instrument that will be used for the study is “questionnaire”. The questionnaire will be designed and will be addressed by the target population to obtain the necessary information required in achieving the objectives of the study. The questionnaire will be divided into two sections. Section ‘A’ will focus on the demographic information of the respondents and partly explains how the questionnaire is to be filled, while section B will focus on research questions.
3.5 Validity of the Instruments
The instrument will be subjected to both face and content validity to ensure that it measure what it is expected to measure. Face validity entails looking at questionnaire and deciding if it really measures what it is expected to measure. Content validity on the other hand, has to do with the use of recognized subject matter experts to evaluate whether the contents in questionnaire assess the defined target.
3.6 Reliability of the Instrument
Pilot test of the instrument will be carried out to observe how the respondents react to both questionnaires; whether the items are clear enough and easily understood, whether there is the need to include more items in certain areas, or whether there are some items to which they would not like to respond, etc. This will help determine the internal consistency and reliability of the questionnaires. A total of 5 students will be randomly selected as a sample outside the area of study; copies of the instrument will be administered as a small entity, and the results will be analysed to determining the validity of the instrument.
3.7 Method of Data Collection
Permission will sought from the schools and the participants will enlightened on how to attend to the Questionnaire, the participants thereafter will be asked to complete the questionnaire. Ethical issues of assurances will be given on the basis of confidentiality and discretion of the study. The participants will be informed of the purpose of the study and its seriousness and they will be encouraged to be truthful in their responses. The researcher administered the questionnaire with the assistance of one research assistant that assisted in the distribution and collection of the questionnaires.
3.8 Method of Data Analysis
Data collected will be analysed with the use of percentage. Each of the items will be calculated and analysed based on respondents’ responses to each item.
Conclusion, this chapter has set forth the necessary method for the successful flow of the study. Starting from research design, population, sample and sampling techniques, instrumentation, methods of data collection and the analytical tools employed in the study.
CHAPTER FOUR
DATA ANALYSIS AND DISCUSSION OF FINDINGS
4.1 DEMOGRAPHICAL DATA
Table 4.1: Gender distribution of respondents
Gender Frequency Percentage
Male 56 46.70
Female 64 53.30
Total 120 100.00
From table 4.1, it could be inferred that majorities of the respondents were females with the percentages 53.3%.
Table 4.2: Distribution of Respondents based on Level in Academic
Age Range Frequency Percentage
12 - 15 years 42 35.00
16- 20 years 73 60.83
20 and above 5 4.17
Total 120 100.00
From table 4.2, it could be inferred that majorities of the respondents were in between the age of 16 – 20 years with the percentage of 60.83%. The implication of this is that most of them are mature learners that can reflect on whatever that is happening them or affecting their academic activities.
4.2 Analysis of Research Questions
Table 4.3: Respondents’ responses on speech defects Symptoms among secondary schools students in Atiba local government area, of Oyo State
S/N Items Yes % No %
1. You speak slowly while speaking in English 103 85.83 17 14.17
2. You notice having difficulties in pronouncing English words correctly. 85 70.83 35 29.17
3. At times you repeat and prolong sound/words when speaking in English 98 81.67 22 18.33
4. You speak with hoarse or raspy voice 58 48.33 62 51.67
5. You struggle to say the correct words and sound while speaking.
89 74.16 31 25.84
From table 4.3, it could be inferred that majority of the respondents’ response showed that they were experiencing speech defects Symptoms in the course of their expression in English Language.
Table 4.4: Respondents’ responses on impact of speech defects on students’ academic performance in English language among secondary schools students in Atiba local government area of Oyo State
SN Items Yes % No %
1. Weakness in the speaking skills affects basics of English Language while speaking in class 89 74.16 31 25.84
2. I rarely communicate in English with my classmates to share feelings or discussing on matters pertaining to academic. 58 48.33 62 51.67
3. You find it difficult to learn new vocabularies, understand questions, recalling information 85 70.83 35 29.17
4. You experience stuttering which affect you in answering questions in class 98 81.67 22 18.33
5. You face reading problem which leads to your academic poor performance. 103 85.83 17 14.17
From table 4.4, it could be inferred that speech defect has great impact on the respondents in the course their activities in schools; it has affected them from being active as expected.
Table 4.5: Respondents’ responses on remedies to speech defects among secondary schools students in Atiba local government area of Oyo State
S/N Items Yes % No %
1. More practice of speaking motivates students for better communicative skill 73 60.83 47 39.17
2. Stimulating you for speaking can give you more confidence to obtain interest in English language 101 84.67 19 15.83
3. Learning more vocabularies can help learners to express their thoughts easily and clearly 92 76.67 28 23.33
4. Meeting with counselor on speech defects problem can assist one getting better. 77 64.17 43 35.83
5. Listening to best speakers and mimicking them can assist one solving speaking problem. 81 67.5 39 32.5
From table 4.3, it could be inferred that majority of the respondents agreed that the postulated remedies can serve as measures in curbing speech defect among learners in expressing themselves in English language.
4.3 Discussion of Findings
Research question one was on speech defects symptoms among secondary schools students in Atiba local government area, of Oyo State. From the result of the finding, it was revealed that majority of respondents speak slowly while speaking in English, are having difficulties in pronouncing English words correctly, repeat and prolong sound/words when speaking in English, speak with hoarse or raspy voice, and struggle to say the correct words and sound while speaking. All these aforementioned are symptom of speech defects experience by students in Atiba local government area of Oyo state. This result correlated with submission of Nadir (2016) symptoms of a speech defects can include repeating or prolonging sounds, rearranging syllables, and speaking very softly. The symptoms of speech defects vary widely depending on the cause and severity of the disorder. People can develop multiple speech defects with different symptoms
Research question two was on impact of speech defects on students’ academic performance in English language among secondary schools students in Atiba local government area of Oyo State. The findings of the study revealed that speech defect impact such as: weakness in the speaking skills affects basics of English Language while speaking in class; rarely communicate in English with classmates to share feelings or discussing on matters pertaining to academic; difficult to learn new vocabularies, understand questions, recalling information; stuttering experience which affect in answering questions in class; and reading problem which leads to academic poor performance have battling by students in the studied area. The result of these findings equate with observation of Hardman, et. al. (2002), children with communication defects frequently did not perform as expected at grade level. They may struggle with reading, have difficulties in understanding and expressing language, misunderstand social cues, avoid attending school, poor social interaction, and in tests. Also, with the findings of Rose and Weinberg (2006) Problems with speech defect may involve difficulty expressing ideas coherently, learning new vocabulary, understanding questions, following directions, recalling information, understanding and remembering something that has just been said, reading at a satisfactory pace, comprehending spoken or read material, learning the alphabet, identifying sounds that correspond to letters, perceiving the correct order of letters in words, and possibly, spelling.
Research Question three was on remedies to speech defects among secondary schools students in Atiba local government area of Oyo State. From the result of the findings, it was revealed that some measures, such as: more practice of speaking motivates students for better communicative skill; stimulating students for speaking can give them more confidence to obtain interest in English language; learning more vocabularies can help learners to express their thoughts easily and clearly; meeting with counselor on speech defects problem can assist one getting better; and listening to best speakers and mimicking them can assist one solving speaking problem, could be adopted in solving speech defect problems among students in Atiba local government area of Oyo state.
CHAPTER FIVE
SUMMARY, CONCLUSION AND RECOMMENDATIONS
This chapter presents the summary of the major findings; it also puts forth the conclusion made based on the finding. It is the hope of the researcher that useful recommendations made in the study will be implemented by the government, education administrators, heads of schools, and educators, especially, English teachers where this study was based.
5.1 Summary of the Study
The study focused on impact of speech defect in academic performance of student in English Language in selected secondary school in Atiba Local government. Comprehensive review on concepts of speech defect, symptoms, causes, and effects on students in English Language have been clarified; as well as the remedies to be adopted in curbing speech defect among students learning and using English language as a medium of instruction and expression and respectively.
However, the study was structured into five chapters. Chapter one gave the background to the study, statement of the problem, research questions significance of the study, scope of the study, and definition of terms were given within the chapter. Chapter two consisted of the review of the related literatures to the study. Chapter three gave the methodology used in study. The result and discussion of the findings from the analyzed data were presented in chapter four. This chapter is also made up of the description of the findings, the opinion of the respondents on the examined content. In all, three research questions were analysed. From the result, the analyses revealed that there are symptoms of speech defect among students in Atiba local government, such as: difficulties in pronouncing English words correctly, repeat and prolong sound/words when speaking in English, speak with hoarse or raspy voice, and struggle to say the correct words and sound while speaking; consequently, these have affected their academic performance in English language. Meanwhile, the finding of the study revealed that some measures could be adopted to curb speech defect among student in English language teaching and learning process.
5.2 Conclusion
Based on the findings of this study, it could be clearly decoded that the performance of students with speech defect in English language may continue to be low if the appropriate measures are not adopted. Hence, the performance of learners can be encourage by recognizing their problem related to the defect and make the necessary things to keep them awake.
5.3 Recommendations
In view of the findings in this study as enumerated above it has made it necessary to make some recommendations for certain measures which will help in the provisions, acquisition and enhancement of effective in teaching-learning of English Language in public secondary schools in Atiba Local Government Area, Oyo state as well as the whole state at large. The study recommends that:
• Schools should be provided with language labs or at least with some educational techniques, so as to introduce classroom communication activities in good and interesting manners
• Text book should be well prepared to motivate and encourage students to speak the language and they should be given enough time to practice speaking skills.
• Teachers should pay attention for teaching and developing learners' speaking skills.
• The schools should be provided with motivation speaker to rid the students from negative psychological factors.
• Enough time should be given to student and teachers for practicing speaking skills.
• English language teaching strategies, method and syllabus should be changed to enable the teachers and students to develop speaking skills.
5.4 Limitation of the Studies
This study was able to cover only one Local Government in Oyo state; also, four schools were able to be captured in the study area due to economy and time constraints. Hence, the captured schools were:
• Alaafin High School, Oyo;
• Community Grammar School, Oroki, Oyo;
• Community Secondary School, Oke Olola, Oyo.
• Isale Oyo Commercial Secondary School, Koso, Oyo
5.5 Suggestions for Further Study
A study of this nature cannot cover every area; hence the following suggestions for further studies have been made:
i. The study was carried out in an urban co-educational day secondary public schools, it should be extended to rural co-educational day or boarding public secondary schools.
ii. The study may also be extended to include learners’ attitude toward becoming competence in English Language.
iii. Other important concepts in English Language curriculum apart from the one examined in this study should be examined.
iv. More experimental work should be carried out by other researchers
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