INVESTIGATING THE LOW PERFORMANCE OF STUDENTS’ ENGLISH IN THE BASIC EDUCATION CERTIFICATE EXAMINATION IN THE SUNYANI MUNICIPALITY

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ABSTRACT

The low performance of students in government schools in the area of English Language during the Basic Education Certificate Examination has been a source of worry to all educational stakeholders.

The study therefore was aimed at investigating the low performance of students’ English in the Basic Education Certificate Examination in the Sunyani municipality. The study examined the factors that impede the acquisition of English as a second language leading to dismal performance in the B.E.C.E. Subjects for the study included circuit supervisors, head teachers, teachers of English, parents and students.

Findings revealed that insufficient teaching and learning materials, large class size, misuse of instructional time, incompletion of the English syllabus, teachers’ limited proficiency in English, students’ negative attitude to the study of English and lack of supervision among others have contributed to the low performance of students in the B.E.C.E. in the Sunyani municipality.

Consequently, it has been suggested that schools and communities should establish reading clubs where students who read extensively are rewarded. Government should improve basic school libraries and provide schools with the needed teaching and learning resources to facilitate the teaching and learning process. Special attention should also be given to the teaching of phonetics and phonology in the colleges of education. This is because the exposition of students to the sound systems of the English language sharpens their pronunciation, spelling and reading skills. Students in the various colleges of education should be given the opportunity to either major or minor in the English language as it is done in the universities. This would give them an in- depth knowledge in the teaching of the English language.

TABLE OF CONTENTS

TITLE PAGE……………………………………………………………………………………………. i

DEDICATION…………………………………………………………………………………………. iii

ACKNOWLEDGEMENT…………………………………………………………………………… iv

ABSTRACT……………………………………………………………………………………………… v

LIST OF TABLES……………………………………………………………………………………… x

LIST OF FIGURES……………………………………………………………………………………. xi

LIST OF ABBREVIATIONS……………………………………………………………………… xii

CHAPTER ONE………………………………………………………………………………………… 1

GENERAL INTRODUCTION……………………………………………………………………… 1

  1. Introduction……………………………………………………………………………………… 1
    1. Background to the Study…………………………………………………………………….. 1
      1. The Importance of Teaching the English Language in Basic Schools…………….. 9

1. 2 Statement of the Problem………………………………………………………………….. 10

CHAPTER TWO……………………………………………………………………………………… 17

THEORETICAL FRAMEWORK AND LITERATURE REVIEW………………………. 17

  1. Introduction……………………………………………………………………………………. 18
    1. Theoretical Framework…………………………………………………………………….. 18
    1. The Literature Review………………………………………………………………………. 20
      1. Government Related Factors that Lead to Poor Performance of Students in English…………………………………………………………………………………………….. 21
        1. The Language Policy and Problems Associated with its Implementation in Basic Schools………………………………………………………………………………………….. 22
        1. Lack of Flexibility in Changing the English Curriculum in the Schools…. 25
        1. Overload of Content in the Syllabus……………………………………………. 26
      1. Teacher Related Factors that Contribute to Poor Academic Performance of Students in English…………………………………………………………………………….. 26

2.2.2.1 Teacher’s Method of Teaching……………………………………………………… 27

……………………………………………………………………………………………………………… 47

  • Monitoring Mechanisms that Exist in Schools that can Help Improve Academic Performance…………………………………………………………………………………….. 51

2.2.7. Summary…………………………………………………………………………………. 52

CHAPTER THREE…………………………………………………………………………………… 53

METHODOLOGY…………………………………………………………………………………… 53

  1. Introduction……………………………………………………………………………………. 53
    1. The Research Design………………………………………………………………………… 53
    1. Population………………………………………………………………………………………. 55
    1. Sample…………………………………………………………………………………………… 56
    1. Sampling Technique…………………………………………………………………………. 56
    1. Research Instruments……………………………………………………………………….. 57
      1. Questionnaire……………………………………………………………………………………. 58
      1. Interview………………………………………………………………………………………….. 60
      1. Observation……………………………………………………………………………………… 60
    1. Validity of Instrument………………………………………………………………………. 61
    1. Reliability of Instrument……………………………………………………………………. 61
    1. Procedure for Data Collection……………………………………………………………. 62
    1. Analysis of Data from Questionnaire…………………………………………………… 63
    1. Analysis of Data from Interviews……………………………………………………… 63

CHAPTER FOUR…………………………………………………………………………………….. 64

PRESENTATION OF RESULTS………………………………………………………………… 64

  1. Introduction……………………………………………………………………………………. 64
    1. School Environment Factors………………………………………………………………. 64
    1. Teacher Related Factors……………………………………………………………………. 69
      1. Academic Qualification and Ranks of Head Teachers and Teachers of English.         75
      1. Report on Lesson Observation……………………………………………………… 77
    1. Learner Factors……………………………………………………………………………….. 78
    1. Social Factors………………………………………………………………………………….. 81
    1. Mechanisms for Monitoring Students’ Performance in English in the Sunyani Municipality………………………………………………………………………………………… 85
      1. Comments by Circuit Supervisors…………………………………………………. 89
    1. Summary……………………………………………………………………………………….. 89

CHAPTER FIVE……………………………………………………………………………………… 90

DISCUSSION OF RESULTS……………………………………………………………………… 90

5.0 Introduction……………………………………………………………………………………. 90

5. 1 School Environment Factors……………………………………………………………… 91

5.1.1 School Environment Problems……………………………………………………… 91

5. 2 Teacher Related Factors…………………………………………………………………… 92

5. 2. 1 Classroom Activities of Teachers of English………………………………….. 93

5. 2. 2. Teachers’ Ability in Certain Relevant Areas in the Teaching of the English Language…………………………………………………………………………………………. 97

5. 2. 3. Teachers’ Attitude to Work………………………………………………………. 97

5. 2. 4 Remarks on Lesson Observation……………………………………………….. 100

5. 3 The Learner Factors……………………………………………………………………….. 100

5. 4 Social Factors……………………………………………………………………………….. 102

5. 5 Monitoring Mechanisms…………………………………………………………………. 103

5. 6 Summary……………………………………………………………………………………… 104

CHAPTER SIX………………………………………………………………………………………. 105

FINDINGS, CONCLUSIONS AND RECOMMENDATIONS…………………………. 105

  1. Introduction………………………………………………………………………………….. 105
    1. Summary of Major Findings……………………………………………………………. 106
    1. Recommendations…………………………………………………………………………. 108
    1. Recommendations for Further Research……………………………………………. 111

REFERENCES………………………………………………………………………………………. 111

APPENDIX A……………………………………………………………………………………….. 128

APPENDIX B……………………………………………………………………………………….. 136

APPENDIX C……………………………………………………………………………………….. 140

APPENDIX D……………………………………………………………………………………….. 141

APPENDIX E………………………………………………………………………………………… 143

APPENDIX F………………………………………………………………………………………… 144

LIST OF TABLES

Table 1: Statistics on BECE English Language Results of Students in the Sunyani Municipality from 2008 to 2012…………………………………………………………………… 8

Table 2: Responses of Teachers and Head Teachers on the Availability of Teaching and Learning Resources………………………………………………………………………………….. 65

Table 3: Responses of Head Teachers on School Environment Problems…………… 67

Table 4: Head Teachers’ Responses to Classroom Activities of Teachers of English.69 Table 5: Head Teachers’ Evaluation of Language Teachers’ Ability in Certain Relevant Areas in the Teaching of the English Language………………………………………………. 71

Table 6: Responses of Head Teachers on Attitude of Teachers to Work…………….. 72

Table 7: Some Errors made by Teachers of English During Lesson Observation…. 77

Table 8: Views of Respondents on Learner Characteristics in the Study of English. 78

Table 9: Responses to Parental Involvement in Students’ Education………………….. 81

Table 10: Teachers’ Responses on the Supervisory Roles of Head Teachers

and Circuit Supervisors…………………………………………………………………………….. 85

Table 11: Head Teachers’ Responses on the Supervisory Roles of Teachers and Circuit Supervisors…………………………………………………………………………………………….. 87

LIST OF FIGURES

Figure 1: Head Teachers and Teachers’ Qualification……………………………………. 75

Figure 2: The Rank of Head Teachers and Teachers of English………………………. 76

LIST OF ABBREVIATIONS

  1. B E C E – Basic Education Certificate Examination
  • C R T – Criterion Referenced Test
  • CHILD S C O P E – Child School Community Progress in Education
  • D B E – Diploma in Basic Education
  • E F L – English as a Foreign Language
  • E Q U A L L – Education Quality for All
  • E S L – English as a Second Language
  • F C U B E – Free Compulsory Universal Basic Education
  • F G – Focus Group
  1. G E S – Ghana Education Service
  1. G N A T – Ghana National Association of Teachers.
  1. G S F P – Ghana School Feeding Programme
  1. I C T – Information and Communication Technology
  1. J H S – Junior High School
  1. L I – M other Tongue
  1. L 2 – Second Language
  1. L A D – Language Acquisition Device
  1. M O E S S – Ministry of Education , Science And Sports
  1. N A L A P – National Literacy Acceleration Programme
  • N P P – New Patriotic Party
  • P T A – Parent – Teacher Association
  • Q U I P S – Quality Improvement in Primary School
  • S P S S – Statistical Product and Service Solution
  • T L M – Teaching and Learning Materials

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  • T V    – Television
  • U N E S C O – United Nation Education and Science Commission.
  • U N I C E F – United Nation International Children’s Emergency Fund
  • U S A I D – United State Agency for International Development
  • U T D B E – Untrained Teacher Diploma in Basic Education
  • W A E C – West African Examination Council

CHAPTER ONE

GENERAL INTRODUCTION

           Introduction.

Modern English is sometimes described as the global Lingua Franca, (Graddol, 1997). Millions of people all over the world speak English since a working knowledge of English is required in certain fields, professions and occupations. In Ghana, many languages and dialects are spoken. In view of the linguistic and associated cultural differences, and as a result of the country’s colonial past, English has been adopted as Ghana’s official language. Unfortunately, examination results clearly show that the standard of English keeps falling. Therefore there is the need to find out factors that have contributed to this poor state of affairs.

In this introductory chapter, the following issues are discussed: Background to the Study, Statement of the Problem, Purpose of the study, Objectives of the Study, Research Questions, Significance of the Study, Scope of the Study, Delimitation and Organization of the Study.

Background to the Study.

Language, according to the UNESCO report 2000, is one of man’s major means of expression. It enables people to communicate things and phenomena that they would never be able to do without a language. Language is the most important tool in the teaching and learning process. The choice of the language of instruction used in school is of utmost importance. The importance of its effective use in basic education cannot therefore be overemphasized.

The importance of English language acquisition as a spring board for proficiency in other school subjects cannot be overestimated. Its prominence as a school subject derives mainly from its utilitarian value to the Ghanaian society. The teaching syllabus for the basic schools demands that teachers teach students how to speak and write English very well which will develop them socially, economically and occupationally. The rationale behind the teaching of English language therefore is to teach students to be able to communicate effectively.

Bamgbose (1996) as cited in Markin- Yankah (1999:14) opined that in formal education the degree of mastery of instruction greatly influences schools’ achievement. However, it is sad to note that fifty seven years after independence, Ghana is still grappling with which language to use as the medium of instruction in the lower primary schools.

Basic education in Ghana embraces two languages: L1, being the child’s mother tongue and L2, being the English Language which has a much wider use in education. For many decades, the official policy regarding these two languages in education has been the use of mother tongue as a medium of instruction as well as one of the subjects to be studied at lower primary (P1-P3), while the English language is a subject. From primary 4 the English language becomes the medium of instruction as well as a subject.

This policy worked almost perfectly until it began to generate a controversy between policy makers and language professionals. Policy makers regarded the policy as unworkable and believed it had been the cause of lowering of standards in basic education. Policy makers therefore proposed the use of English Language as a medium of instruction right from Day 1 in Primary 1. The change of the policy to “English only” in 2002 is a clear evidence of this fact. Language experts, however, disagreed with this

new language policy in favour of the original policy. (Agyekum 2001:7; Cummins 1976:38-43).

One of the issues that had been of great concern to many literacy educators and which was highlighted in the Kraft’s report in 2003 is the language policy and its implementation in Ghana. Why do students have so much difficulty in learning the English language in school? Is it because of the language policy we are dealing with?

Before formal education was introduced into Ghana, traditional education was conducted in the indigenous languages. With the coming of formal education the indigenous languages were seen as ‘inadequate’ as the medium of instruction, (Bamgbose, 2000:12). The situation however changed with the arrival of the missionaries who resorted to the development of the local languages in both their educational and proselytizing efforts. The language policies during this period were as varied as they were independent (Andoh-Kumi, 1992:68). The Ghanaian language had gained root to the extent that when the British colonial government took over the administration of education in the country in 1925 it could not reverse the trend. (Bamgbose, 2000:12). Therefore the first legislation on the use of Ghanaian language in education was promulgated (McWilliam, 1962:46). Ghanaian language was to be used as medium of instruction only in the lower primary level with English used thereafter.

During the colonial periods, particularly between 1821 and 1904, after the British assumed more administrative control over the Gold Coast, they made many attempts to bring some control over which language to use as the medium of instruction. However, all their attempts to promote English supremacy in the colony failed because

as McWilliams (1962:32) put it, their policies were based on “current or obsolete English methods with little attempts to satisfy local conditions”.

Later, the British government gave recognition to the teaching and learning of the local languages. For instance, as a result of a popular commission in the 1920s, the Phelps-Stokes Committee on language in the African schools, recognition was given to a new language policy which made “the teaching through the medium of the mother tongue compulsory at least in the lower classes of the primary school” (McWilliams, 1962:57). By 1957, four Ghanaian languages, Twi, Ga, Fante and Ewe, had been approved to be used as the medium of instruction in primary schools and also as examinable subjects that could be taken at the end of the high school programme.

After independence, in 1957, when Ghana officially adopted English as the official language of the country, the language policy of the Phelps-Stokes committee remained. English, however, was to be the medium of instruction from class four while the Ghanaian language was to be taught as a subject.

From 1959 to 1966 a Ghanaian language was not used at all. From 1967 to 1969 it was used only for the first year. Between 1970 and 1974 Ghanaian language was used for the first three years. In February, 2002 the New Patriotic Party (NPP) government came out with a new language policy which stressed that English should be used as a medium of instruction from the first day the child walks into the classroom while the Ghanaian language of the locality is taught as a subject.

The minister of education argued later in parliament that since English was used in all spheres of education and there was the need to improve the standard of the spoken language, it was essential to begin using it early in school so that the children become fluent in it. This assertion received reaction from several quarters including the linguists

in the department of Linguistics of the University of Ghana. They stressed the importance of the child’s mother tongue (L1) in second language (L2) acquisition. To them, plunging the child into a new language in the first term of his educational life is not the best for achievement in language proficiency.

From 2008 to date there has been the implementation of the National Literacy Acceleration Programme (NALAP) developed by the Ministry of Education, Science and Sports and Ghana Education Service with technical and financial support from Education Quality for All (EQUALL) and United States Agency for International Development (USAID) (MOESS, 2008). The decision to introduce a new instructional approach is the outcome of discussions with language experts, consultants, policy makers and implementers. It contributes to the implementation of the official language policy which stipulates that Ghanaian language be used as the medium of instruction at the kindergarten and lower primary levels with English where necessary. English becomes the medium of instruction from Basic four.