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FACTORS RESPONSIBLE FOR POOR PERFORMANCE IN PHONETICS AND PHONOLOGY IN HIGHER INSTITUTION
Abstract
The study investigates the factors contributing to poor performance in phonetics and phonology among students in higher education institutions. Phonetics and phonology, as subfields of linguistics, are critical for understanding the sound systems of languages, yet students often struggle with these subjects. This research aims to identify the primary challenges that hinder students’ academic success in these areas. Utilizing a mixed-methods approach, the study collected quantitative data through surveys and qualitative insights from interviews with students and faculty members. Key findings indicate that a lack of foundational knowledge, inadequate instructional methods, and insufficient exposure to practical applications are significant contributors to poor performance. Additionally, language anxiety, limited access to resources, and negative attitudes towards the subjects further exacerbate students’ difficulties. The study underscores the need for improved teaching strategies, enhanced curriculum design, and greater support resources to foster better understanding and engagement in phonetics and phonology. By addressing these issues, educators can better equip students with the skills necessary for academic and professional success in linguistics and related fields.
Table of Contents
Chapter 1: Introduction
1.1 Background of the Study
1.2 Statement of the Problem
1.3 Objectives of the Study
1.3.1 General Objective
1.3.2 Specific Objectives
1.4 Research Questions
1.5 Significance of the Study
1.6 Scope and Limitations of the Study
1.7 Definition of Key Terms
Chapter 2: Literature Review
2.1 Theoretical Framework
2.1.1 Relevant Linguistic Theories
2.1.2 Educational Theories on Learning Difficulties
2.2 Overview of Phonetics and Phonology
2.2.1 Key Concepts in Phonetics
2.2.2 Key Concepts in Phonology
2.3 Factors Influencing Academic Performance
2.3.1 Cognitive Factors
2.3.2 Affective Factors
2.3.3 Environmental and Institutional Factors
2.4 Previous Research on Phonetics and Phonology Education
2.4.1 Studies on Student Performance
2.4.2 Challenges in Teaching and Learning
2.5 Gaps in the Literature
Chapter 3: Research Methodology
3.1 Research Design
3.2 Population and Sample
3.2.1 Population Description
3.2.2 Sampling Techniques
3.3 Data Collection Methods
3.3.1 Quantitative Methods
3.3.2 Qualitative Methods
3.4 Data Analysis Procedures
3.5 Ethical Considerations
3.6 Validity and Reliability
Chapter 4: Data Presentation and Analysis
4.1 Demographic Profile of Respondents
4.2 Quantitative Data Analysis
4.2.1 Statistical Findings on Performance
4.2.2 Analysis of Key Factors
4.3 Qualitative Data Analysis
4.3.1 Student Perspectives
4.3.2 Faculty Insights
4.4 Discussion of Findings
4.4.1 Correlation Between Identified Factors and Performance
4.4.2 Comparative Analysis with Previous Studies
Chapter 5: Conclusion and Recommendations
5.1 Summary of Findings
5.2 Implications for Teaching and Learning
5.3 Recommendations
5.3.1 Pedagogical Approaches
5.3.2 Curriculum Development
5.3.3 Student Support Services
5.4 Suggestions for Further Research
5.5 Conclusion
References
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