CHAPTER FIVE: A COMPARATIVE STUDY OF BENUE STATE AND FEDERAL CAPITAL TERRITORY (FCT)

CHAPTER FIVE

SUMMARY, CONCLUSION AND RECOMMENDATION

5.1    Introduction

The previous chapter acquainted us with the presentation, analysis of data and the discussions of the outcome of the findings. This chapter presents the summary, conclusion of this study and recommendations that are drawn from the findings. Finally, suggestions for further studies are enumerated.

5.2    Summary

This study represents an effort to compare FCT students’ NECO Oral French performance with Benue State students’ NECO Oral French performance in 2000, 2001 and 2002.

In chapter 1, the problem of the study was stated. The purpose was defined and the research questions were posed.

Chapter 2 focused on the review of previous works on this subject matter, highlighting the theoretical framework for the study and the gap this present research aims at filling.

Chapter 3 dealt with the research design, population, sample and sampling procedure, instrumentation, validity, reliability and the method of data analysis.

In chapter 4, the data collected were presented, analysed and the findings were discussed. The main findings could be summarized as follows:

-        That the FCT students performed better in 2002.

-        That in 2001 Benue State students scored higher.

-        That there is no significant difference in the students’ Oral French performance in NECO within each state in the years 2000, 2001 and 2002.

-        That there is a significant difference in the male and female student& performance across the states in the years 2000, 2001 and 2002.

-        That the mean scores of the Benue State students’ is higher than those of FCT.

-        That the FCT male and female mean scores are higher than those of Benue State.

5.3    Conclusion

This study is a comparative study of students’ Oral French performance in NECO examinations in Federal Capital Territory (FCT) and Benue State.

Based on the findings itemized above, it can be concluded that:

-       The presence of the French Embassy in FCT has contributed to the students better performance due to their commitment in the provision of books, in organizing workshops and seminars for the French teachers.

-       The students’ equal performance within each state is as a result of the teachers’ effective teaching method.

-       The students are not equally motivated to learn French language.

-       The Benue State earlier exposure to the learning of French language reflected in their higher mean scores.

-       All the schools in the country are not equally treated by the French Embassy as some are pilot schools, while others are not.

5.4    Recommendations

From the findings, the researcher would recommend the following according to the stakeholders involved:

(1)     The French language teacher: It is recommended that the French language teacher should make good use of modern teaching method and testing Oral French methods to teach and test French language students from JS1 to SS3 with emphasis on oral performance. More qualified and dedicated French teachers should be posted to Benue State where students’ performance is poorer.

(2) The students: The students in general and female students in particular should be made to realize that French language is a necessity in the modern world. Efforts should be made to make them speak it fluently and constantly. Students should know that French language is a tool language. It should be appreciated and spoken by students.

(3) The Government: The French Government in collaboration with the Nigerian Government should treat all the secondary schools ¡n Nigeria like the pilot schools so that they will be provided with appropriate textbooks and teaching aids by the French Government.

The Nigerian Government on their part should enforce the use of French language as the second official language. The citizens should be made to speak and write French language in an official, social, business and educational setting. Thus French language will be acculturated into the system.

(4) The Examination Bodies: NECO and WAEC examination bodies should emphasize and award more marks to Oral French. The importance of oral French should be emphasized in the NECO and WAEC syllabi. Oral French should be taught as a separate subject.

(5)     Due to the limited number of students that registered and sat for NECO Oral French examinations in the years under study and the use of the whole population as data, these results need further empirical assessment.

(6)     From the results of the findings, it is necessary to improve the teaching of French language among female students in Benue State as shown by the scores in the year 2001. The students concerned should be encouraged to speak French language constantly.

5.5    Suggestions for further Studies

The following topics are suggested for further studies:

(1)     Trends in students’ enrolment in French in Senior Secondary Schools based on experiences over the years: A case study of schools in FCT.

(2)     The influence of the Cognitive Approach to language learning on second language learners.

(3)     The influence of songs on Foreign Language Learning: A case study of FCT Private Primary Schools.

(4)     The effectiveness of Computer — Assisted language learning on Foreign Language Students.

(5)     Language Learning Strategies for Nigerian French language teachers.

(6)     Computers and Language Testing: Current theory and practice in Nigerian Examination Bodies.

(7)     A comparison between the acquisition of Oral French and Written French in an Anglophone country.

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