Determinants of basic school pupils’ low performance in English composition-the case of Agona east district

Abstract

The purpose of this study was to establish the determinants of basic school pupils’ low performance in English composition in Junior High Schools within the Agona East District. The objectives were to identify the factors contributing to low academic performance of the pupils in English composition, to examine how these factors contributes to low academic performance of the pupils in English composition, to examine teachers’ instructional strategies and their effect on the pupils’ poor performance in English Composition and to evaluate pupils’ attitude towards English composition and their effect on their low academic performance in the subject. The study made use of the mixed method research approach comprising both quantitative and qualitative approaches to find answers to the research questions. The target population was made up of all head teachers, English language teachers and pupils of basic schools in the Agona East District of Central Region of Ghana. Purposive and simple random sampling techniques were used to select 120 respondents for the study. Both primary and secondary sources of data were used. Semi structured sets of questionnaires and interview guide where appropriate, were used to elicit responses from the respondents. The research found that pupils’ performance is affected by different factors such as family background, learning environment and pupils’ role in the learning process. Pupils’ perceptions and teachers’ teaching strategies were also identified to be a major contributing factor to pupils’ downslope academic performance in English composition. It was recommended that more textbooks should be procured especially in English composition to enable pupils get access to reading material and possibly enable them borrow them to study at home. Teachers should also be encouraged to vary their teaching strategies with greater motivation.