Evidence-based learning of students’ performance in English language in Adu Gyamfi Senior High School in the Sekyere South District of Ghana

Abstract

Access to quality education largely depends on the extent of English language usage. Despite the use of English language as the medium of instruction in Ghana, the performance of students in the West African Senior High School Examination is still worrying. The study is designed to examine the influence of mother tongue on Students’ performance in English language in Adu Gyamfi Senior High School. The study investigated if mother tongue is exclusively the cause of the students’ abysmal performance in English Language in Senior High School Certificate Examination and to explore if there are other intervening factors. Fifteen (15) respondents (constituting five males and five females) with a focus group involving five students who are graduates of the West African Senior High School Certificate from Adu Gyamfi Senior High in School in Ghana were used. All the respondents had low grades in the certificate examination. The study employed exploratory case study using thematic analysis with semi-structured open-ended questionnaires. The results revealed that even though mother tongue interference is the core factor of the students’ poor performance in English language in the West African Senior High School Certificate examination, there are other factors contributing to students’ poor performance in English language. These factors include poor teaching methods, lack of textbooks, language background and lack of professional growth and development of teachers. Suggested measures that could enhance students’ achievement in English language are given.

Keywords

• mother tongue
• english language
• thematic analysis
• sekyere south
• jamasi