A Review of English Language Proficiency and Academic Performance in Science Subjects among Senior Secondary School Students in Nigeria

Abstract

English language proficiency and academic performance in science subjects among senior secondary school students in Nigeria was reviewed. The aim was to find out the relationship between students’ performance in English in relation to their performance in sciences. Numerous peer-reviewed studies were examined and relevant information related to the topic were compiled. Most of the authors said designating a foreign language to teach sciences and mathematics, without providing the necessary support and opportunities to develop adequate language proficiency, has resulted in structural barriers that especially disadvantage and marginalize students from economically depressed groups; thus, sustaining what has been termed as ‘linguistically structured inequalities.’ Also, most of the authors observed that the performance of students in Mathematics’ examination at Senior Secondary School Certificate Examination (SSCE) is poor but further stated that the performance in English is more impressive than that of Mathematics and this they linked to poor reading ability. It is then suggested that there is need to improve the teaching of English language to improve performance in science subjects and Mathematics’ education. This work showed that competency in English significantly determines performances in aptitude or academic tests.