ABSTRACT
The study determined the factors that affect the academic achievement of students in English language in recent years with a concise attention paid to the students in Oyo West Local Government Area of Oyo State. It identified the possible factors that contribute to this alarming situation among Secondary School Students with the consideration of the penultimate class of Senior Secondary School two was identified to be the class in which students seek to write certificate examinations into tertiary institutions. The study adopted the descriptive survey design. The population consisted of participants in Senior Secondary School two in Oyo West Local Government Area of Oyo State. The sample for the study was 100 Senior Secondary School two students randomly selected in five schools. It was made up of 44 boys and 56 girls from the same class. A research instrument was used to collect the data which was the self-designed questionnaire titled ‘Questionnaire on the factors affecting the academic achievement of senior secondary school students in English language’. Data collected was analyzed using inferential statistical tool of research-mean rating. The result showed that the factors identified were germane to the ineffective achievement discovered among the students. The result further revealed that there are five factors that affect the academic achievement of students in a negative way. These factors were confirmed by the students during the cause of attending to the questionnaire. These factors are: Mother tongue Interference, Students’ Attitude, Teachers’ Attitude, the Paucity of Teaching and Instructional Aid was another factor and finally, Class Size was also discovered to contribute to the indifferent academic achievement of students in English language. The study concluded that the government especially the state government which is saddled with the management Secondary Schools at the state level should endeavor to check and balance their excesses through the intervention in the repositioning of Secondary School education with English language being a focal point as the importance of this subject cannot be overemphasized.

CHAPTER ONE
1.1 BACKGROUND TO THE STUDY
Language according to Webster dictionary (2004) is defined as the medium of any communication by a particular community of people. Language can as well be perceived as the medium of exchange of views or ideologies from a sender to a recipient. This implies that language could either be done orally or utilized through documentation that is written or expressed in human communication. Language can also be perceived to be any system of using symbols in a more uniform fashion by a number of people, who are thus enabled to communicate intelligibly with one another and any system of formalized signs, symbols, sounds, gestures used as a medium of communicating thought, emotion, etc.
The importance of English for enhancing educational attainment through improved communicative skills and ability can never be over emphasized. Students who have so much difficulties with their communication skill may not function effectively in English, not only in English language but in their academic and this is no reason than the fact that English language in Nigeria today is the language of textbooks and the language of instruction in schools (Aina et al 2013).
However, it is pathetic to note that students’ academic achievement in the so called “language of instruction” in Nigeria has been awfully embarrassing due to the poor level of achievement especially in public examinations in which English is not an exemption (Kolawole and Dele 2002).
To this effect, according to Iroegbu (2006) much emphasis is placed on the passing of English language at credit or distinction level in addition to other subjects to enable any candidate gain admission into any Nigerian Higher Institution of learning. Yet, this has not savaged the situation. Djihed (2013) also confirmed that even among the Arab Master students, students perform poorly in General English which compound their reading comprehension difficulties.
Abubakar (2005) admitted that the matter is serious because of the effect that English has on all the other subjects of the curriculum at the secondary school level as the only language of instruction. Ojo (2005) asserted that poor reading ability in students is a major catalyst towards the general poor academic achievement of students in schools as he relates this controversial debate on falling standard of education to be centered on the English language.
Forthwith, Odeh et al (2012) noticed the academic achievement in English among students in Nigeria has not only been very poor over the years but Nigerian students performed below other children in twenty-six other African countries.
To this effect, proficiency in the English language is essentially not only for academic success alone but to perform in life as various individuals. However, there is low proficiency in English language and this to a very large extent resulted in under-achievement among Nigeria Senior Secondary School students and those at the higher institutions.
However some factors has been identified and pinpointed to be of debilitating effect on student academic achievement in English Language and it is the aim of this research study to look into the factors that contributes to this sinister trend among students in Oyo West Local Government Area of Oyo State.
Mother tongue interference is one of the factors that affects students’ academic achievement in English language whereby children are exposed to two different languages i.e. L1 which is their native language and the L2 which is the English language. It is evident that parents expose their children to their indigenous languages more than the English language and as a result affects students’ proficiency in English language. Students find it difficult to express themselves in English language neither do they find it easy to write comprehensively well in English language. Hence, it also leads to language interference whereby students code-switch when communicating and to avoid this problem of interference, students should be exposed to both the L1 and L2 i.e. their native language and the English language.
Paucity in the provision of textbooks and research materials is another factor. This is as a result of government’s lackadaisical attitude towards achieving a quality education. Most schools lack the adequate teaching materials for efficient teaching and learning activities. There are aspects of English that requires the use of instructional material. For instance, senior secondary school students are lagging behind in the aspect of listening comprehension due to the paucity of recording tapes. This tends to affect students listening skills. Also, unavailability of textbooks in the school is as a result of students’ poor academic achievement in English language.
Paucity of inadequate teachers also contributes to the poor academic achievement of students in English language. Some schools, especially private schools do not have inadequate teachers for the subject. English language requires adequate teachers to cover all the aspect of the subject. Imagine just a single teacher handling Comprehension passages, Grammar, Oral English etc. Such an English teacher might not be able to cover up all the necessary aspect to be taught. More so, degeneration in duty creeps in because of the workload.
Inefficient motivation of teachers has an effect on the poor academic achievement of students whereby incentives are not provided to discharge their duty when due. When there is proper motivation, it leads to good academic achievement and high productivity to the sustenance of the national growth and development and also the welfare of the citizens. These are some of the factors identified. And these factors among others contribute to the stunted growth and reduced academic achievement of students in the English Language.
In the light of the above phenomenon, it becomes imperative to find out the causes of the students abysmal academic achievement in English and consequently to suggest necessary remedies.

1.2 Statement of the Problem
Our society has raised a great complaint about the poor standard academic achievement of students in both internal and external examinations. The consensus appears to be that the level of academic achievement in spoken and written English has regrettably fallen. The chief examiners of the Senior Certificate Examination Council lament yearly on the poor academic achievement of the candidates in English Language.
It is believed that students’ poor academic achievement in English particularly in the fallen standard of education in general can partly be blamed on following problems:
Poor tutoring as the facilities and modalities to ensure this is not
made available.
Another cited reason for this sinister development is the nonchalant
Attitude the students consciously and sub consciously has towards the subject.
Background defects, whereby students find it difficult to fully
adhere to the tenets of the language as they are conscripted to utilize their mother tongue in any discourse not within the school premises. Hitherto, a situation in which there is the interference of the mother tongue with English is arrived at.
With the poor academic achievement of students in English language in Nigeria, educators, parents and employers are worried and concerned. The problem therefore is what factors are responsible for the general poor academic achievement of Nigerian students in English as a second language.
1.3 The Purpose of the Study
The purpose of this research is aimed at finding out the factors affecting the poor academic achievement of students in English Language specifically;
To determine the extent to which paucity of adequate teachers can
Affect students’ academic achievement in English Language.
To examine the extent to which paucity of teaching materials and teaching aids can affect the academic achievement of students in English Language.
To investigate the extent to which students’ background can affect
The academic achievement of students in English Language.
To look into the extent to which teacher motivation can affect the
Academic achievement of students in English Language.
1.4 Research Hypotheses
With the poor academic achievement of students in English Language in Oyo West Local government area secondary schools, educators, parents, are worried and concerned. The problem thereby is to determine what factors are responsible for the general poor academic achievement of students in English as a second language.
The following research hypotheses are generated to guide the study:
There is no significant influence of mother tongue interference on students’ academic achievement in English language.
There is no significant effect of the use of instructional materials on students’ academic achievement in English language.
There is no significant effect of students’ attitude towards English language on their academic achievement in English language.
There is no significant effect of teachers’ attitude on students’ academic achievement in English language.
There is no significant effect of class size on students’ academic achievement in English language.