Using the integrated teaching method to teach the identification of head nouns; a study of form one business 1b students of Chiana Senior High School

Abstract

The essence of this study is to identify noun errors, why students commit such errors and suggest measures which can be used to enhance students‟ knowledge on the identification of head noun within a noun phrase by students of Chiana Senior High School. The study sets forth to ascertain the specific grammatical problem areas students of Chiana Senior High School (CHIANSEC) faced, to find out the possible factors that account for the challenge, and to suggest ways of solving it. Data were collected from Form One Business 1B students of the school by way of interview, questionnaires, an in-class objective test. Students‟ comprehension, composition and summary for end of term examination scripts were also analysed using percentage chart. The findings revealed that students of CHIANSEC could not identify noun head in context that is making them to commit the following errors, concord, selecting adjectives as nouns, using adjectives as post-modifiers, making pre-modifiers number and genitive problems and others. The findings also point to the fact that the challenge was due to the Effects of the Affective Factors (motivation, attitude, intelligence and anxiety). It was also disclosed that students attitude towards their personal study of English Language is the cause of the poor performance.