Abstract:
Many students in Senior High Schools are delayed from progressing in their studies to
higher levels simply because of their inability to obtain a qualified grade in the
English Language examination. This is so because the subject is a very important
requirement in obtaining admission into any tertiary institution in the country. The
main objective of this study was to find out the factors affecting the students’
performance in English Language in the West African Senior School Certificate
Examination (WASSCE) in Gushegu Senior High School. As a result, the study used
case study as a research design in collecting data and the analysis thereof. The units
for analysis were the Teachers, Students, the Head of Department and the Assistant
Headmaster for academics of Gushegu Senior High School. The data were analyzed
qualitatively and quantitatively using frequency tables, percentages, pie charts and
graphs. From the analysis, the study revealed that the factors affecting the poor
performance of the students in English Language in the school were lack of qualified
teachers of the subject, inadequate time allocation for the subject, inadequate teaching
and learning materials, and inability of teachers to cover the teaching syllabus before
the final examination. The study also focused on composition, comprehension,
grammar and summary as aspects of the English Language students have challenges
in understanding and hence, perform poorly in the subject during the WASSCE.
Based on the findings, recommendations such as school authorities liaising with the
Regional Directorate for more qualified teachers, students being guided by their
teachers on proper strategies in learning the subject, adequate supply of teaching and
learning materials were made to help address the problem of poor performance of
students in the school and for further studies by other researchers as far as English
Language is concerned
Description:
A dissertation in the Department of Communication and Media Studies,
School of Communication and Media Studies,
submitted to the School of Graduate Studies in partial fulfilment
of the requirement for the award of the degree of
Master of Arts
(Communication Skills)
in the University of Education, Winneba
