ASSESSING THE PEDAGOGICAL PROCESS OF GRAMMATICAL ERRORS IN SECONDARY SCHOOLS IN IDEMILI URBAN, ANAMBRA STATE

Abstract

The study was aimed at investigating the pedagogical process of English Syntax in secondary schools. The study was guided by three research questions. Related literature to the study was reviewed under four headings; conceptual framework, theoretical framework, empirical studies and the summary of the literature review. The instrument used for data collection was a structured questionnaire because the study used the survey research design. The respondents included One Hundred and Forty Two teachers from six Secondary Schools in Idemili North Local Government Area of Anambra State. The mean ratio was used to analyze the data. The findings revealed that most of the causes of poor English syntax among secondary school students can be traced not only to the factors emanating from the teacher for effective teaching syntax. It was also discovered that the poor knowledge of syntax among secondary school students has a link to their poor performance in both internal and external examinations. From the findings we also discovered that teachers need more instructional materials to be able to teach English syntax in Secondary Schools. It was based on the findings that conclusions were made and recommendations given.