WELCOME TO KENTERPRO:
EFFECTS OF COLLABORATIVE ACTIVITIES ON SENIOR SECONDARY SCHOOL II STUDENTS’ LEARNING OF LISTENING SKILLS IN PANKSHIN LOCAL GOVERNMENT AREA

CHAPTER ONE

INTRODUCTION

1.1 BACKGROUND TO THE STUDY

Language skills in English encompass the abilities to effectively comprehend, express, and interact using the English language. These skills include listening, speaking, reading, and writing, each serving a distinct purpose in communication. Proficient listening skills involve understanding spoken English, discerning meaning, and interpreting nuances. According to Idris (2018) speaking skills involve articulating thoughts coherently, using appropriate vocabulary and grammar, and engaging in meaningful conversations. Reading skills encompass the comprehension and interpretation of written English, analyzing various texts, and extracting information. Lastly, writing skills involve composing coherent and grammatically correct sentences, expressing ideas clearly, and tailoring the message to suit the intended audience. This is why Adams (2015) emphasized that developing these language skills in English enables individuals to communicate fluently and effectively in a wide range of contexts, fostering meaningful connections and facilitating success in various personal and professional endeavors.

Effective listening skills are paramount to the holistic growth and academic achievements of students, especially at the Senior Secondary School II level. Listening, as an essential component of communication, encompasses the vital abilities of comprehending, interpreting, and evaluating spoken messages. According to Kunle, (2017), a strong listening foundation empowers individuals to gather valuable information, grasp diverse perspectives, and actively participate in meaningful interactions. Nevertheless, cultivating these skills can prove to be a formidable endeavor for many students, as it demands active engagement and consistent practice. By honing their listening abilities, students can enhance their understanding of complex subjects, follow instructions accurately, and effectively collaborate with their peers. Proficient listening facilitates knowledge acquisition, as it enables students to absorb information presented in lectures, discussions, and audiovisual materials. It also, according to Eze (2019), nurtures empathy and cultural competence by promoting the comprehension of diverse viewpoints and fostering respectful dialogue. Active listening empowers students to ask relevant questions, seek clarification, and critically analyze information, thus enriching their cognitive and analytical capabilities.

Furthermore, effective listening serves as a valuable life skill, supporting personal relationships, professional growth, and future endeavors. In order to foster the development of effective listening skills, educators should employ innovative teaching strategies that prioritize active engagement, such as group discussions, role-playing activities, and multimedia presentations. Moreover, integrating technology and multimedia resources can create immersive learning experiences that stimulate students’ auditory comprehension and engagement (Malau, 2017). Additionally, providing constructive feedback and offering opportunities for reflection can empower students to identify areas for improvement and develop self-awareness. Ultimately, by nurturing effective listening skills, educators can equip students with an indispensable tool for academic success, personal growth, and lifelong learning.

Learning listening skills is crucial for effective communication and academic success, but students face various challenges in developing this essential skill. One major issue is the prevalence of distractions and technological dependence, as smartphones, social media, and constant connectivity make it difficult for students to focus on listening attentively during classes or discussions. According Obed (2021) this constant exposure to digital stimuli can lead to reduced attention spans and an inability to retain information effectively. Moreover, the modern educational system often prioritizes verbal communication through lectures, neglecting diverse learning styles and needs. Students who prefer visual or hands-on learning may struggle to grasp auditory information and become disengaged from the learning process. Active listening practice is often lacking in daily life, leading students to spend more time speaking or reading rather than truly comprehending information. Language barriers and varying language proficiency levels further hinder students’ ability to understand and interpret spoken content effectively, particularly for second language learners who may feel overwhelmed by the pace of conversation or struggle with specific accents and pronunciations.

Teaching listening skills presents challenges for educators as well. A significant issue is the lack of time and resources dedicated to listening instruction, with educational systems often prioritizing reading, writing, and standardized testing. This leaves little room for targeted listening activities and hampers teachers’ ability to implement effective listening instruction. Large class sizes also hinder individualized attention and feedback, making it challenging to address each student’s unique listening needs adequately. To Martins (2019) the use of technology in classrooms can be both beneficial and problematic, as online distractions and multitasking temptations can undermine students’ focus during listening activities. Moreover, traditional assessment methods, primarily focused on written exams and multiple-choice questions, may not accurately measure students’ true listening abilities, leading to challenges in accurately evaluating their listening proficiency. Addressing these issues necessitates a collaborative effort involving educational institutions, teachers, and students. Implementing strategies to minimize distractions, promoting active listening both in and outside the classroom, and providing appropriate resources and training for teachers can significantly enhance students’ listening skills and improve the overall learning experience.

In recent years, there has been a growing recognition among educational researchers and practitioners regarding the immense value of collaborative activities as an effective instructional strategy that can significantly enhance various aspects of learning, with a particular emphasis on the development of listening skills. Collaborative activities encompass structured learning experiences that require students to work together in groups or pairs, aiming to achieve specific learning objectives (Smith, 2021). By engaging in these activities, students are encouraged to actively participate and interact with their peers, thereby creating a dynamic learning environment that fosters meaningful discussions, knowledge sharing, and the construction of collective meaning. Collaborative activities provide students with opportunities to practice and refine their listening skills in real-world contexts, as they need to attentively listen to their peers’ thoughts, ideas, and perspectives. This active listening not only enhances their comprehension abilities but also promotes the development of empathy, respect for diverse viewpoints, and effective communication skills.

Additionally, collaborative activities offer a platform for students to collectively solve problems, engage in critical thinking, and take ownership of their learning. By working together, students can leverage their collective intelligence, build upon each other’s ideas, and gain a deeper understanding of the subject matter (Danladi, 2014). Moreover, through collaborative activities, students can develop vital skills such as active listening, turn-taking, paraphrasing, and providing constructive feedback. These skills are not only essential for academic success but also have practical applications in various professional settings. Furthermore, collaborative activities have been found to enhance students’ social skills, self-confidence, and sense of belonging, as they learn to collaborate, communicate, and negotiate with their peers. To effectively integrate collaborative activities into the classroom, educators should carefully design and scaffold these activities to ensure that all students actively participate, contribute, and benefit from the collaborative learning experience. Providing clear instructions, establishing group norms, and assigning roles and responsibilities can help create a supportive and inclusive learning environment. Additionally, in the opinion of Isa (2011), educators can leverage technology tools and platforms to facilitate online collaboration, enabling students to engage in collaborative activities regardless of physical proximity. In conclusion, collaborative activities have emerged as a powerful instructional strategy that not only enhances listening skills but also promotes a wide range of essential learning outcomes, including critical thinking, communication, problem-solving, and social-emotional development.

By embracing collaborative activities, educators can create enriching learning environments that empower students to become active learners, effective communicators, and collaborative problem-solvers, equipping them with the skills necessary for success in the 21st century. This study aims to examine the effects of collaborative activities on the learning of listening skills among Senior Secondary School II students in Pankshin Local Government Area.

1.2 STATEMENT OF THE PROBLEM

            Students in Senior Secondary School II are supposed to develop strong listening skills, a fundamental aspect of communication and learning, enabling them to comprehend, analyze, and synthesize information effectively. However, the development of listening skills appears to face so many challenges such as poor vowels and consonant pronunciation, wrong use of stress patter, non-observance of rhyme and rhythm. Other challenges included teaching difficulties e.g. wrong practices and methods of teaching. All these challenges leave students struggling to understand or retain spoken information. Various methods have been deployed to enhance listening skills, such as traditional lectures, auditory materials, individual exercises, and multimedia resources. Schools have attempted different pedagogical techniques, ranging from direct instruction to technology-assisted learning.

Despite these efforts, the problem persists. Many students in Pankshin LGA continue to struggle with listening skills, which affects their overall academic performance and interpersonal communication abilities. The poor listening skills negatively impact students’ learning across subjects, hinder participation in class discussions, and impair collaboration with peers and educators. This not only constrains their academic success but also affects teachers’ effectiveness and the overall educational environment.

The persistence and widespread nature of this problem underscore the need for a different approach. There’s a growing belief that collaborative activities could provide a novel way to improve listening skills. Such activities may engage students more fully and utilize social dynamics to facilitate learning, hence the need to investigate their effects on listening skills in Senior Secondary School II students.

While collaborative learning methods have been explored in various contexts, there seems to be limited research focused specifically on their impact on listening skills in Pankshin LGA. Previous methods have had varying success rates, and the uniqueness of the students’ background and educational setting in Pankshin LGA calls for a tailored investigation.

It is in light of these factors that this research seeks to explore the effects of collaborative activities on the learning of listening skills in Senior Secondary School II students in Pankshin LGA. By identifying the specific characteristics of collaborative activities that enhance or inhibit listening skills and understanding how these activities can be effectively integrated into the curriculum, this research aims to contribute to a more robust and nuanced understanding of how to foster listening skills. This could lead to improved pedagogical practices not only in Pankshin LGA but also in other similar educational contexts, ultimately benefiting students, educators, and the broader community.

This research is an essential step towards understanding a potentially innovative approach to an enduring educational challenge. It aims to fill a knowledge gap, offering insights that could redefine how listening skills are taught and learned in Pankshin LGA and potentially beyond. By employing collaborative activities as a focal point, the study intends to offer a new perspective on addressing a problem that has persisted despite various interventions. The results could have far-reaching implications for educational theory and practice, providing a fresh and locally relevant solution to a critical aspect of students’ development.

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 1.3 PURPOSE OF THE STUDY

            The main purpose of this study is to examine the effects of collaborative activities on Senior Secondary School II students’ learning of listening skills in Pankshin LGA. Other specific objectives of the study are to:

1. determine the effect of collaborative activities on students’ pronunciation of vowel sounds.
2. determine the effect of collaborative activities on students’ pronunciation of consonant sounds
3. measure the influence of collaborative activities on students’ performance in stress pattern.
4. find out the effect of collaborative activities on students’ performance in intonation.

1.4 RESEARCH QUESTIONS

The following research questions guided the study:

1. How does engaging in collaborative activities impact students’ pronunciation of vowel sounds?
2. What is the impact of collaborative activities on students’ pronunciation of consonant sounds?
3. To what extent does participation in collaborative activities influence students’ performance in stress pattern?
4. What is the relationship between collaborative activities and students’ performance in intonation?

1.5 Significance of the Study

This section highlights the significance and implications of the research. It discusses how various stakeholders, including students, teachers and educators, school administrators, curriculum developers, and the research community, can benefit from the study’s outcomes.

Firstly, the primary beneficiaries of this research would be the Senior Secondary School II students. By examining the effects of collaborative activities on their learning of listening skills, the study aims to provide valuable insights that can enhance their listening abilities and overall academic performance. The findings could contribute to the development of more effective teaching strategies tailored to improve listening comprehension, ultimately benefiting the students’ learning experience.

Teachers and educators would also greatly benefit from the study’s outcomes. The research can offer them a better understanding of how collaborative activities impact students’ learning of listening skills. Armed with this knowledge, teachers can design and implement more effective teaching strategies in the classroom, fostering an environment conducive to enhanced listening comprehension. By incorporating collaborative activities, teachers can create engaging learning experiences that improve students’ ability to comprehend and interpret spoken information.

School administrators can utilize the research findings to make informed decisions regarding curriculum development, resource allocation, and instructional practices. The information obtained from the study can guide administrators in implementing collaborative learning strategies that improve students’ listening skills. By aligning instructional practices with the study’s results, administrators can enhance the overall quality of education within the region and promote better academic outcomes.

Curriculum developers, at both regional and national levels, can benefit from the study’s results. The findings can inform them about the importance of incorporating collaborative activities into the curriculum to enhance listening skills. By integrating collaborative learning strategies and methodologies, curriculum developers can improve the listening abilities of students across various educational institutions. The study can guide curriculum developers in revising and adapting existing curriculum frameworks to incorporate effective listening skill development approaches.

Finally, the research community in the field of education and language learning can draw upon the study’s findings to expand the existing body of knowledge. Researchers and scholars interested in the impact of collaborative activities on listening skills can reference and build upon this study’s results in their own work. The study can serve as a valuable reference point for future research endeavors, stimulating further investigations and promoting advancements in the field.

1.6 Scope and Delimitation of the Study

This study focuses on the effects of collaborative activities on the learning of listening skills among Senior Secondary School II students in Pankshin Local Government Area. It specifically targets students in this level and aims to explore how collaborative activities influence the acquisition, development, and improvement of listening skills. The study is limited to the geographic scope of Pankshin LGA and assumes a consistent language medium of instruction and assessment for listening skills within the educational system. The study delimits its focus to Senior Secondary School II students, excluding other levels within the secondary school system. It narrows down its investigation to the domain of listening skills and does not address other language skills. The findings are specific to Pankshin LGA and may not be generalized to other LGAs or regions due to potential contextual variations.

1.7. Operational Definitions of Terms

Collaborative activities: For the purpose of this study, collaborative activities refer to interactive learning tasks or exercises that require the active participation and cooperation of Senior Secondary School II students in pairs or groups. These activities involve sharing ideas, discussing concepts, solving problems, and working together towards a common goal to enhance the learning of listening skills.

Senior Secondary School II students: In this context, Senior Secondary School II students are students in their pre-final year of secondary education, typically aged between 15 and 18 years old. These students have completed the preceding years of secondary education and are preparing for their final examinations.

Learning: In the context of this study, learning refers to the acquisition, understanding, and retention of knowledge, skills, and strategies related to listening skills. It involves the development of students’ abilities to comprehend and interpret spoken language, follow instructions, extract relevant information, and demonstrate effective listening behaviors.

Listening skills: Listening skills encompass the set of abilities and competencies required to receive, process, and interpret auditory information effectively. These skills involve attentiveness, comprehension, interpretation, and critical evaluation of spoken language, including understanding main ideas, details, context, and nuances conveyed through verbal communication.

Effects: The term “effects” in this study refers to the changes, impacts, or outcomes that result from the implementation of collaborative activities on Senior Secondary School II students’ learning of listening skills. It examines the influence of collaborative activities on the improvement of students’ listening abilities, performance, attitudes, and motivation in the context of their learning environment.