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Comparative Analysis of the English Language Usage of Pupils in
Public and Private Primary Schools in Ikere Local Government
Area of Ekiti State !igeria

#ladunni #. (e)i-*fu+e,% -elicia .o/i #0adare
(epart/ent of 1eneral Studies% Sc2ool of Education% 3ollege of Education I4ere% E4iti State
, E-/ail of t2e corresponding aut2or5 dunnide)iafu+e6g/ail.co/

Abstract
.2is stud+ e7a/ined t2e Englis2 language usage of pupils in pu0lic and pri8ate pri/ar+ sc2ools. .2e sa/ple
used for t2e stud+ consisted of fift+ (5& teac2ers fro/ pu0lic pri/ar+ sc2ools and fift+ (5& fro/ pri8ate
pri/ar+ sc2ools. * si/ple self de8eloped 9uestionnaire was used to get infor/ation fro/ t2e respondents
regarding t2e e7tent to w2ic2 pupils in pri/ar+ sc2ool use Englis2. .2ree researc2 2+pot2eses were tested at
&.&5 le8el of significance during t2e stud+. .2e findings indicated t2at t2ere was significant difference 0etween
t2e le8el of e7posure of pupils in pu0lic and pri8ate sc2ools to Englis2 at 2o/e: t2e usage of Englis2 language
in teac2ing and learning in pri8ate and pu0lic sc2ools: and t2e le8el of e7posure to Englis2 language of pupils at
sc2ool in pu0lic and pri8ate sc2ools. .2e stud+% t2erefore reco//ended t2at go8ern/ent s2ould /a4e necessar+
re8iew of language polic+ in order to /a4e it wor4a0le in our pri/ar+ sc2ools. It s2ould 0e noted t2at too /uc2
e/p2asis s2ould not 0e placed on /ot2er tongue education to t2e detri/ent of Englis2 and 8ice 8ersa.

Introduction
Englis2 language is t2e official language in /an+ countries of t2e world including Nigeria. Englis2 language as a
colonial legac+ 2as 0een t2e countr+;s official language since t2e e7it of t2e <ritis2 colonial /asters;
ad/inistration. It 2as assu/ed an e7alted position not onl+ as our lingua franca 0ut also as t2e language of trade%
education% )udiciar+% as well as language of t2e go8ern/ent and of instruction in our sc2ools. Its i/portance in
t2e educational sector and e8en in t2e la0our /ar4et cannot 0e o8er e/p2asi=ed. .2us% it is not an o8erstate/ent
to assert t2at Englis2 is of great i/portance in Nigeria. >ence% it is /ore prefera0le to learn onl+ Englis2 t2an to
learn ten ot2er languages% since wit2 t2e 4nowledge of Englis2 one can co//unication wit2 8irtuall+ an+ part of
t2e world (*+eni% 1??2. *s i/portant as Englis2 is% t2ere is t2e need to alwa+s re/e/0er t2at it e7ists alongside
/an+ indigenous languages co/peting wit2 it. .2is issue 2as contri0uted to /uc2 of t2e pro0le/s or c2allenges
faced 0+ its second language learners.
@uc2 of t2e pro0le/s arising in t2e use of Englis2 and attitude towards its teac2ing and learning in a second
language (A2 situation is tracea0le to t2e fact t2at Englis2 is not indigenous to t2e learnersBusers and teac2ers. In
a situation li4e Nigeria% t2ere are 9uite so/e factors (societal attitude% interference% /oti8ation% fa/il+
0ac4ground% teac2er% and t2e en8iron/ent of learning a/ong ot2ers influencing t2e attitude of e8er+ indi8idual
towards t2e use of Englis2. *s o0ser8ed 0+ Cainuwa and Dusuf% (2&13% learner;s /oti8ation towards language
learning is /ostl+ affected 0+ 2isB2er attitude. Aearners of Englis2 are not /oti8ated t2e sa/e wa+ to learn t2e
language. -or so/e% Englis2 learning /a+ 0e 8iewed pri/aril+ as /eans of interaction wit2 ot2er language
groups or wit2 outside world. -or ot2ers% it /a+ 0e an instru/ent of success or personal de8elop/ent or
e7posure to new 4nowledge and ideas (*de)u/o0i% 2&&7.

Use of English in Primary School
Aanguage in educational s+ste/ is 8er+ i/portant as it is t2e 8e2icle of t2oug2t peculiar to 2u/an 0eings.
Aanguage is 0elie8ed to 0e t2e 4e+ deter/inant of educational outco/e. .2e foundation of educational
attain/ent is laid in pri/ar+ sc2ool and it is a 4nown fact t2at w2en foundation is not solid t2e 0uilding is sure to
0e defecti8e and w2en a 0uilding is defecti8e% collapse is i//inent. #n t2is note% sc2olars% suc2 as -afunwa
(1?!7% E/enan)o (1??&% and <a/g0ose (1??1 a/ong ot2ers% 0elie8e t2at /ot2er tongue or language of
i//ediate en8iron/ent s2ould 0e t2e /ediu/ of instruction for pupils in t2e for/ati8e +ears. >ence% t2e
go8ern/ent stipulated a polic+ for pri/ar+ education t2at recogni=es t2e i/portance of 0ot2 t2e /ot2er
tongueBlanguage of i//ediate en8iron/ent and t2e Englis2 language.
.2e Nigerian National polic+ on education (NPE. 1?!1 states t2us5
1o8ern/ent will see to it t2at t2e /ediu/ of instruction in t2e pri/ar+ sc2ool is initiall+ t2e /ot2er tongue or
t2e language of t2e i//ediate co//unit+ and% at a later stage% Englis2
.2e polic+ 2as 0een geared towards t2e reinforce/ent of t2e /ot2er tongueBlanguage of i//ediate co//unit+.
<ut t2e c2allenge 0eing faced 0+ t2e go8ern/ent% t2e rele8ant agencies and t2e Nigerian citi=ens 2as 0een 2ow
to effecti8el+ i/ple/ent t2e polic+ in t2e face of t2e do/ineering role pla+ed 0+ t2e Englis2 language. E2at
operates in realit+ is t2at at t2e pre-pri/ar+ sc2ool le8el Englis2 is used as t2e /ediu/ of instruction. .2is
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2appens /ost co//onl+ in pre-pri/ar+ sc2ools w2ic2 are pri8atel+ owned. *t t2is le8el% t2e go8ern/ent 2as
not 0een a0le to control t2e language of instruction. #n t2e ot2er 2and% in t2e pu0lic pri/ar+ sc2ools t2e /ot2er
tongue-/ediu/ polic+ is +et to 0e properl+ /onitored and i/ple/ented for t2e lower pri/ar+ classes as
pronounced 0+ t2e polic+. @usli/i (1??? o0ser8es in a stud+ t2at /ost pu0lic pri/ar+ sc2ool teac2ers do not
use /ot2er tongue-/ediu/ alone. @ost of t2e pu0lic pri/ar+ sc2ools use 0ilingual /et2od as against t2e
/ediu/ stipulated 0+ t2e go8ern/ent in t2e language polic+. @ot2er tongue and Englis2 are used to 0e inept
t2ere0+ ensuing in a serious /ediu/ transition pro0le/ (#lao+e 2&&7. * critical loo4 at t2e polic+ state/ent
re8eals t2at t2e polic+ does not state precisel+ w2en at t2e later stage t2e /ediu/ of instruction s2ould /o8e
fro/ t2e /ot2er tongue to Englis2. *t present% we cannot reall+ pinpoint t2e /ediu/ of instruction at t2e
pri/ar+ sc2ool le8el. *ll t2is is pointing to t2e fact re/ains t2at t2e go8ern/ent is +et to get /ore in8ol8ed in
t2e i/ple/entation and /onitoring of t2e language polic+.
*s e7plained 0+ *4indele and *deg0ite (1??2% a Nigerian learner does not feel t2e urgenc+ to learn Englis2
since 2e alread+ 2as 2isB2er /ot2er tongue to cater for 2is or B2er i//ediate co//unication needs. In /ost
cases% t2ere is no s/oot2 transition of t2e Englis2 language use fro/ t2e 2o/e to t2e sc2ool. .2us% t2e A2 is
totall+ new to t2e learner w2o is e7pected to learn t2e language and at t2e sa/e ti/e learn ot2er su0)ects in it. >e
or s2e% t2erefore% ends up /e/ori=ing 0ot2 t2e language and content of su0)ects wit2out learning t2e /eans of
understanding and e7pressing 2i/self clearl+ in Englis2.
So/eti/es t2ere /a+ 0e derogator+ co//ents fro/ en8ious non-Englis2 spea4ing people or e8en fre9uent
corrections fro/ people w2o 4now t2e language 0etter and are e7pecting t2e pupil to ac2ie8e a 2ig2 proficienc+
in t2e language. Pupils affected 0+ t2is attitude are usuall+ scared and tend to end up not learning as e7pected.
*part fro/ t2e fact t2at pupils; predisposition and attitude towards Englis2 learning can affect t2eir language
de8elop/ent% ot2er agents of e7posure li4e teac2ers and reinforcers 2a8e t2eir own wea4nesses in ter/s of lac4
of co/petence% e7perience and dedication to dut+. *ll t2is deter/ines pupils; attitude towards learning.
.2e teac2er is supposed to 0e a /odel for t2e pupils. >e or s2e is responsi0le to so/e e7tent for influencing t2eir
pupils; learning attitude. <ut it is i/portant to note t2at teac2ers of Englis2 in Nigeria are Nigerians w2ose
proficienc+ in Englis2 is often 9uestiona0le. .2e teac2ers are also prone to errors 0ecause t2e+ t2e/sel8es are
non- nati8e users of t2e language. Det% t2e teac2er s2ould pla+ t2e role of a /odel to 2is or 2er students or pupils
particularl+ in language learning. #ne can t2en i/agine t2e 4ind of /odel a A2 teac2er is% w2o cannot produce
so/e peculiar Englis2 sounds% articulate consonant clusters nor sa+ w2et2er a sentence is gra//atical or not% or
w2o cannot 2elp spea4ing 2is or 2er /ot2er tongue w2ile teac2ing or interacting wit2 2is or 2er pupils
(*de)u/o0i% 2&&7. .o so/e teac2ers% it is 8irtuall+ not possi0le to totall+ drop t2e use of t2eir indigenous
languages in w2ic2 t2e pupils are also proficient w2en it co/es to Englis2 teac2ing.

Statement of the Problem
.2e issue of t2e Englis2 language use in our pri/ar+ sc2ools 2as drawn so /uc2 attention fro/ language
sc2olars% go8ern/ent% educationists% parents and teac2ers a/ong ot2ers. Englis2 0eing t2e language of
instruction in Nigerian sc2ools is 8er+ i/portant in t2e educational s+ste/ in Nigeria. >owe8er it is unfortunate
t2at t2e le8el of perfor/ance in t2e language is 8er+ low. E2ile t2e /a)orit+ of students in Nigeria perfor/
woefull+ in Englis2% )ust a few perfor/ well. .2is o0ser8ation propels t2e in8estigation into t2e Englis2
language usage of pupils at pri/ar+ sc2ool le8el. .2ere is t2e need to re8isit t2e 0ac4ground w2ic2 is usuall+ t2e
pri/ar+ sc2ool. #n t2is note t2e stud+ is set out to /a4e a co/parati8e anal+sis of t2e Englis2 language usage of
pupils in pri8ate and pu0lic pri/ar+ sc2ools in order to 0ring to fore w2ere t2e pro0le/s lie and also to gi8e
roo/ for solutions.

"esearch #ypotheses
1. .2ere is no significant difference 0etween t2e le8el of e7posure of pupils in pu0lic and pri8ate sc2ools to
Englis2 at 2o/e.
2. .2ere is no significant difference 0etween t2e usage of Englis2 language in teac2ing and learning in pu0lic
and pri8ate sc2ools.
3. .2ere is no significant difference 0etween t2e le8el of e7posure of pupils to t2e Englis2 language at sc2ool
in pu0lic and pri8ate pri/ar+ sc2ools.

$ethodology
* descripti8e sur8e+ design was used for t2is stud+. .eac2ers of Englis2 language in pu0lic and pri8ate pri/ar+
sc2ools in I4ere Aocal 1o8ern/ent *rea of E4iti State constituted t2e population for t2is stud+ w2ile t2e
sa/ples w2ic2 were rando/l+ selected co/prised fift+ (5& teac2ers fro/ pu0lic pri/ar+ sc2ools and fift+ (5&
in pri8ate pri/ar+ sc2ools.
.2e instru/ent used for t2is stud+ was a self-de8eloped 9uestionnaire wit2 Des or No option. .2e instru/ent
was 8alidated 0+ researc2 e7perts w2ose corrections were strictl+ ad2ered to. .2e 9uestionnaire was personall+
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ad/inistered 0+ t2e researc2er to en2ance good responses fro/ t2e respondents

%ata Analysis and &indings
#ypothesis '5 .2ere is no significant difference 0etween t2e le8el of e7posure of pupils in pu0lic and pri8ate
sc2ools to Englis2 at 2o/e.
(able '5 t-test statistics for le8el of pupils to Englis2 at 2o/e 0etween pu0lic and pri8ate sc2ools
$aria0les N " S( (- t-cal t-ta0le
Pu0lic
1&&
1&.3& 1.33
1! '.!? 2.1&
Pri8ate 13.2& 1.32
PF&.&5 (Gesult is significant
.2e result of anal+sis in ta0le 1 re8ealed t2e /ean and standard de8iation of 1&.3& and 1.33 respecti8el+ for t2e
le8el of e7posure of pupils in pu0lic sc2ool and t2e /ean and standard de8iation of 13.2& and 1.32 respecti8el+
for t2e le8el of e7posure of pupils in pri8ate sc2ools. .2e t-calculated ('.!? was found greater t2an t2e t-ta0le
(2.1& at &.&5 le8el of significance. .2is led to t2e re)ection of t2e 2+pot2esis w2ic2 i/plies t2at t2ere is
significant difference 0etween t2e le8el of e7posure of pupils in pu0lic and pri8ate sc2ools to Englis2 at 2o/e.
.2e /ean 8alue of pupils fro/ pri8ate pri/ar+ sc2ools was found greater t2an t2e /ean 8alue of pupils fro/
pu0lic pri/ar+ sc2ools. >ence% pupils fro/ pri8ate pri/ar+ sc2ools are /ore e7posed to t2e Englis2 language at
2o/e t2an pupils fro/ pu0lic pri/ar+ sc2ools.
#ypothesis )
.2ere is no significant difference 0etween t2e usage of Englis2 language in teac2ing and learning in pu0lic and
pri8ate sc2ools.
(able )5 t-test statistics for usage of Englis2 language 0etween pu0lic and pri8ate sc2ools
$aria0les N " S( (- t-cal t-ta0le
Pu0lic
1&&
33.!& 1.??
1! 5.52 2.1&
Pri8ate 3!.2& 1.55
PF&.&5 (Gesult is significant
.2e result of anal+sis in ta0le 2 re8ealed t2e /ean and standard de8iation of 33.!& and 1.?? respecti8el+ for
usage of Englis2 language in pu0lic sc2ools and /ean and standard de8iation of 3!.2& and 1.55 respecti8el+ for
t2e usage of Englis2 language in pri8ate pri/ar+ sc2ools. .2e t-cal (5.52 was found greater t2an t2e ta0le 8alue
(2.1& at &.&5 le8el of significance. .2is led to t2e re)ection of 2+pot2esis 2. >ence% t2ere is significant difference
0etween t2e usage of Englis2 language in teac2ing and learning in pri8ate and pu0lic sc2ool. Pri8ate sc2ools
/a4e /ore use of Englis2 language t2an pu0lic sc2ools as re8ealed in t2e /ean differences of pri8ate (3!-2&
and pu0lic (33-!&.
#ypothesis *
.2ere is no significant difference 0etween t2e le8el of e7posure of pupils to Englis2 language at sc2ool in pu0lic
and pri8ate sc2ools.
(able *5 t-test statistics for le8el of e7posure of pupils to Englis2 language at sc2ool in pu0lic and pri8ate
sc2ools.
$aria0le N " S( (- t-cal t-ta0le
Pu0lic
1&&
23.5& 1.27
1!

3.1'

2.1& Pri8ate 25.&& &.!2
PF&.&5 (Gesult is significant
.2e result of anal+sis in ta0le 3 re8ealed t2e /ean and standard de8iation of 23.5& and 1.27 respecti8el+ for le8el
of e7posure to Englis2 0+ pu0lic at sc2ool and t2e /ean and standard de8iation of 25.&& and &.!2 respecti8el+
for t2e le8el of e7posure to Englis2 language 0+ pri8ate at sc2ool. .2e t-calculated was found greater t2an t2e t-
ta0le w2ic2 led to re)ection of 2+pot2esis. >ence% t2ere is a significant difference 0etween t2e le8el of e7posure
to Englis2 language to pupils at sc2ool in pu0lic and pri8ate sc2ool. .2e /ean 8alue of pri8ate (25.&& was
found greater t2an t2e /ean of pu0lic sc2ool (23.5& w2ic2 i/plies t2at pri8ate sc2ools are /ore e7posed to
Englis2 language at sc2ool t2an pu0lic sc2ools.

%iscussion
.2e findings of t2is stud+ s2ow t2at pupils fro/ pri8ate pri/ar+ sc2ools are /ore e7posed to t2e Englis2
language at 2o/e t2an pupils fro/ pu0lic pri/ar+ sc2ools. .2is see/s to 0e pointing to t2e fact t2at pri8ate
sc2ools contain a larger proportion of c2ildren w2ose parents 2a8e c2aracteristics t2at contri0ute to learning t2an
do pu0lic sc2ools. *lt2oug2 under t2e National Polic+ on Education% it is stated t2at in pre-pri/ar+ education%
t2e /ediu/ of instruction will 0e principall+ /ot2er tongue or t2e language of i//ediate en8iron/ent% /ost
parents want t2eir c2ildren to 0e taug2t in Englis2 (#/odiaog0e% 1??1.
.2e findings also re8eal t2at pupils fro/ pri8ate sc2ools /a4e /ore use of t2e Englis2 language t2an pu0lic
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sc2ools. *ccording to @usli/i (1???% /ost proprietors and teac2ers of pri8ate sc2ools use t2e Englis2 /ediu/
and also encourage t2eir pupils to spea4 t2e language. .2is stands to confir/ t2e interest of /ost elite and
literate parents in Nigeria. #n t2e ot2er 2and% studies 2a8e s2own t2at /a)orit+ of t2e teac2ers in Nigerian pu0lic
pri/ar+ sc2ools use t2e 0ilingual /ediu/ as t2e+ loo4 for /ost co/forta0le and e7pedient approac2 of teac2ing.
.2is e7plains t2e reason pupils fro/ pri8ate sc2ools are /ore e7posed to t2e Englis2 language at sc2ool t2an
pu0lic sc2ools. #/o)uwa (1?!3 in *4indele and *deg0ite (2&&5 o0ser8ed t2at /an+ pri8ate pri/ar+ sc2ools
are elite institutions attended 0+ c2ildren of parents w2o wis2 t2at Englis2 0e used as /ediu/ of instruction for
t2eir c2ildren.

Conclusion and "ecommendations
-ro/ t2e foregoing discussion% it is clear t2at pupils w2o attend pu0lic pri/ar+ sc2ools are e7posed to t2e use of
Englis2 at a later stage of t2eir pri/ar+ education. .a4ing a critical loo4 at t2is issue% #)etunde (2&12 opines
t2at t2e pupils are li4el+ to 0e 2andicapped 0ecause t2eir le8el of proficienc+ in Englis2 at It2e later stageJ /a+
not reall+ 2elp t2e/ to learn t2e language or 0e taug2t in it efficientl+. #ca4 (2&&? o0ser8ed t2at /ost parents
0elie8e t2at a c2ild;s co//unication s4ills and self-confidence in language use de8elops 0+ earl+ i//ersion to
Englis2. Suc2 parents percei8e Englis2 to 0e t2e language of upward /o8e/ent and leads to t2e preference for
Englis2 fro/ as earl+ as possi0le. >ence% t2e+ c2oose to 0e spea4ing Englis2 to t2eir c2ildren at 2o/e and as
well send t2e/ to sc2ool w2ere Englis2 is purel+ used as t2e /ediu/ of instruction.
It 2as 0een a contentious issue as to w2en /ediu/ of instruction in pri/ar+ sc2ool s2ould c2ange fro/ t2e
/ot2er tongue to Englis2. .2e situation at present is t2e fact t2at we cannot reall+ pinpoint t2e /ediu/ of
instruction in our pri/ar+ sc2ools. .2erefore% it 2as 0een o0ser8ed t2at in /ost of our pu0lic pri/ar+ sc2ools%
pupils are su0)ected to a situation w2ic2 #lao+e (2&&7 descri0es as Idou0le traged+J in t2e sense t2at pupils are
not well grounded in t2e /ot2er tongue neit2er are t2e+ sufficientl+ 4nowledgea0le or literate in Englis2.
In Nigeria toda+% /a)orit+ of t2e proprietors of pri8ate sc2ools co/pel t2eir teac2ers to teac2 and co//unicate
wit2 t2e pupils in Englis2 w2ile teac2ers in pu0lic sc2ools are not co/pelled to use t2e /ot2er tongue /ediu/
in t2e lower pri/ar+ classes. .2us% /ost pu0lic pri/ar+ sc2ool teac2ers resort to switc2ing fro/ /ot2er tongue
to Englis2 and 8ice 8ersa. .2is 2as not reall+ 2elped language de8elop/ent of t2e pupils concerned. >ence t2e
stud+ reco//ends t2e following5
1o8ern/ent s2ould /a4e necessar+ re8iew of language polic+ in order to /a4e it wor4a0le in our pri/ar+
sc2ools. It s2ould 0e noted t2at too /uc2 e/p2asis s2ould not 0e placed on Englis2 to t2e detri/ent of
/ot2er tongue education and 8ice 8ersa.
.eac2ers s2ould 0e encouraged to ad2ere to t2e /ot2er tongue-/ediu/ polic+. .2e+ s2ould 0e well
infor/ed on w2en and 2ow to effecti8el+ transit fro/ t2e use of /ot2er tongue to Englis2.
*ll sta4e2olders in education s2ould 0e /ade to understand and appreciate t2e i/portance of /ot2er tongue
to c2ildren;s language de8elop/ent as t2is will foster effecti8e education and literac+ in Nigeria.
.2ere is t2e need for go8ern/ent and all ot2er rele8ant agencies to enforce national language polic+ on
education 0ot2 in pu0lic and pri8ate pri/ar+ sc2ools.

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#/odiaog0e% S.*. (1??2 I15& Dears on5 Englis2 in t2e Nigerian Sc2ool S+ste/ M Past% Present and -utureJ.
English Language Teaching /ournal. 'H% (1 1?-2!.
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Business, Economics, Finance and Management Journals PAPER SUBMISSION EMAIL
European Journal of Business and Management EJBM@iiste.org
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Journal of Economics and Sustainable Development JESD@iiste.org
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Journal of Developing Country Studies DCS@iiste.org
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Journal of Energy Technologies and Policy JETP@iiste.org
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Journal of Control Theory and Informatics CTI@iiste.org
Journal of Information Engineering and Applications JIEA@iiste.org
Industrial Engineering Letters IEL@iiste.org
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Historical Research Letter HRL@iiste.org
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