By Eze, E. Obiageli
This study was designed to identify the strategies that can be used to improve listening comprehension among junior secondary school students in Nsukka Education Zone. Descriptive survey design was adopted for the study. To carry out the study, a review of literature was done in order to determine the extent of work already done and to know the area to focus attention on. Three research questions and two hypotheses were formulated to guide the study. The hypotheses were tested at alpha level of 0.05 level of significance. A sample of 108 English language teachers was drawn from 35 public schools in Nsukka Education Zone. Three (3) sets of carefully structured fifty seven (57) item questionnaires were developed by the researcher and validated by research experts in Education. These sets of questionnaires were used in collecting relevant data from the respondents. Mean score and standard deviation were used to collate and analyze the data. At the end of the study, it was found out that most of the identified strategies and skills enhance listening comprehension in students. The hypothesis that there is no significant difference in the mean ratings of male and female English language teachers in the strategies they use for improving listening comprehension in students was accepted. The study also shows that there is no significant difference in the mean ratings of N.C.E. and Degree English language teachers in the teaching strategies they use for improving listening comprehension in students. It was also found out that listening skill is the most neglected of all the language skills. It is not even well taught in schools. The researcher therefore recommends that teachers should be trained on this language skill so that they can help the students. The curriculum planners, the government and the students should play their parts effectively so as to enhance listening comprehension among students.