A Critical Analysis of the Factors Contributing to Poor Pupil Performance in Grade 12 English Language Final Examinations.

Abstract

The aim of this study was to establish factors that contribute to Grade 12 pupils’ poor performance in English Language in Zambia and to suggest strategies that can be used to improve performance in grade 12 examinations in Zambia. This study was purely qualitative and employed a descriptive case study design. Secondary school teachers, heads of departments, learners (current and past), deputy head-teachers, English Language Examiners, parents, and standards officers (both at district and provincial level) were included in the sample. Instruments used in data collection included interviews, document analysis and focused group discussions. According to the findings, some of the factors which contributed to poor performance included lack of supervision of teachers, work overloads on the teachers, overcrowding in the classrooms, shortage of teachers, lack of teaching and learning materials and poor language proficiency in English among learners. In addition, the study also established strategies that can be used to improve performance. These include improving school based and district-based monitoring and supervision, reducing the workload for teachers, expanding infrastructure, employing of more teachers and providing adequate teaching and learning materials.