The project work was conducted to investigating into the causes and effects of poor performance of SHS Boys in English Language. A case study in Tuna Senior High School. Which sort to find remedy to curb this challenge that Senior High School Students faces.
The research instruments used were observation, questionnaires and interviews. The researchers also used pre-intervention, intervention and post intervention design to help curtail the students’ poor performance in English Language when it comes to essay writing.
The study generally revealed that the dominant use of mother tongue, inadequate qualified English language teachers, inadequate infrastructural facilities and instructional media (materials), teacher’s attitude toward innovation and use of instructional media and inappropriate use of teaching methods were some of the causes of poor performance of male students in English Language.
Worry and fear, inability to get fair and objective grades, less fluent and unable to communicate with others, low esteem and no confidence to express themselves and it leaving a negative mark on parents for other parents to mock at were also some of the effects of poor performance in English Language. Some strategies were also designed to curb the poor performance of students in English Language which include employing the services of a qualified trained teacher, the use of teaching and learning materials by teachers, way of motivation by teachers, also teachers should teach students correct pronunciation and use of language laboratory to improve the students’ poor performances in English Language.
Finally, the importance of the strategies designed were not also left out since it promotes student-teacher interaction for effective learning, the use of teaching and learning materials makes learning of English Language pleasant since they offer a reality of experience, another important of the strategies designed was the activating of positive attitudes on the students and last but not least was the motivation offered by teachers to their students.
Table of Contents
CHAPTER ONE
INTRODUCTION
1.1 Background to the study
1.2 Statement of the problem
1.3 Purpose of the study
1.4 Research questions
1.5 Significance of the study
1.6 Delimitation of the study
1.7 Limitation of the study
1.8 Organization of the study
CHAPTER TWO
REVIEW OF RELATED LITERATURE
2.1 Causes of poor performance in English language
2.2 Effects of poor performance in English language
2.3 Strategies designed to curb the poor performance in English language
2.4. Importance of the strategies designed
2.5 Summary of Findings
CHAPTER THREE
METHODOLOGY
3.1 Research Design
3.2 Population
3.3 Sample for the study
3.4 Sampling Procedure
3.5 Research Instruments
3.5.1 Questionnaire
3.5.2 Observation
3.5.3 Interview
3.5.4 Validity and Reliability of the Instruments
3.6 Data Collection Procedure
3.6.1 Pre-intervention Procedure
3.6.2 Intervention Design and Implementation
3.6.3 Post- intervention Procedure
3.7 Data Analysis
CHAPTER FOUR
RESULTS AND DISCUSSIONS
4.0 Introduction
4.1 Data Analysis Procedures
4.2 Results and Findings
4.2.1 Introduction
4.2.3 Paragraphing
4.2.4 Conclusion
4.2.5 Good Expression
4.2.6 Use of Terminologies
4.2.7 Frequent Class Tests and Assignments
4.2.8 Prompt and Regular Marking of Assignment and Examination Scripts.
4.3 Key Findings
CHAPTER FIVE
SUMMARY, CONCLUSIONS AND RECOMMENDATIONS
5.1 Summary
5.2 Conclusions
5.3 Recommendations
References
Research Objectives & Topics
This study aims to investigate the underlying causes of poor academic performance among male students in English Language at Tuna Senior High School and to identify and implement effective intervention strategies to improve their language proficiency and essay writing skills.
- Causes of poor performance in English Language.
- Effects of language underperformance on students.
- Development and implementation of pedagogical intervention strategies.
- Impact of teaching methodologies, instructional materials, and teacher-student motivation.
- Assessment of student improvement in reading and writing skills.
Excerpt from the Book
2.1 Causes of poor performance in English language
There are several causes of poor performance in English language among Tuna Senior High School students especially the males. Though many of these causes might be something already known to the students and teachers, they still pose a threat to students and the schools in general when it comes to performance of the student.
First and foremost, in Ghanaian schools, there is a dominant use of the mother tongue known as the L1. Usman, (2012) was of the opinion that students are engulfed by a complex linguistic situation that compels them to use their indigenous language and they are expected to master and have command of the English language. Coupled with this, Daniel Holdzkom et al (1980), clearly stipulates that, writing requires the writer to call upon memory and put facts, organize thought and finally put them into a logical sequence, bringing to bear on the task all available sequence, all available knowledge of words, sentence structure, grammar and form in order to communicate effectively. In Ghana, the educational policy stresses the use of the very immediate language of the society in instruction at the lower level of primary education and combination of English and language of the community at the upper part of primary education. This is to say that the policy permits the use of the mother tongue at the primary level of education. This situation is unfortunate to say the least, and rather contributes immensely in poor learning of the English Language right from the primary school and it extends to the Senior High School.
Summary of Chapters
CHAPTER ONE: Provides an overview of the study, including the background to the problem, research objectives, and the significance of investigating poor performance in English.
CHAPTER TWO: Reviews existing literature regarding the causes and effects of poor English performance, as well as established pedagogical strategies for improvement.
CHAPTER THREE: Details the action research methodology used, including data collection instruments like questionnaires, observations, and interviews.
CHAPTER FOUR: Presents the analysis of collected data and discusses the results of the intervention strategies applied to the students.
CHAPTER FIVE: Summarizes the findings, draws conclusions based on the evidence, and offers recommendations for educational stakeholders to improve language instruction.
Keywords
Action Research, English Language, Academic Performance, Tuna Senior High School, Mother Tongue Interference, Teaching Methodology, Instructional Materials, Essay Writing, Student Motivation, Pedagogical Strategy, Language Proficiency, Educational Intervention, Teacher Training, Learner Attitude, Communication Skills.
Frequently Asked Questions
What is the primary focus of this research study?
The study investigates the causes and effects of poor English Language performance among male students at Tuna Senior High School and evaluates intervention strategies to address these challenges.
What are the key thematic areas addressed in this study?
The central themes include the impact of mother tongue interference, the role of qualified teaching staff, the necessity of appropriate instructional materials, and the significance of student motivation in language acquisition.
What is the main goal or research question of the project?
The primary goal is to examine why students perform poorly in English and to test whether specific intervention strategies—such as structured essay writing training—can lead to measurable improvements.
Which scientific methodology does the researcher utilize?
The study employs an action research design, utilizing quantitative data through questionnaires and qualitative insights gathered via interviews and classroom observations.
What content is covered in the main body of the work?
The body covers a review of literature, the description of the intervention process (essay writing parameters), the presentation of data through tables and graphs, and an analysis of the results following the implementation of new teaching techniques.
Which keywords characterize this research?
Key terms include Action Research, English Language, Academic Performance, Tuna Senior High School, Language Proficiency, and Instructional Strategy.
How does mother tongue interference affect the students?
The study notes that the dominant use of local languages creates a complex linguistic situation that hampers the students' ability to master English, leading to significant difficulties in academic performance.
What role does teacher motivation play in the students' success?
Motivation is identified as a critical internal state that arouses students' interest; when teachers use positive reinforcement and extrinsic rewards, it significantly boosts student participation and effort.
Why is essay writing emphasized in the intervention?
The researchers found that students struggled with the mechanics of composition and formal structure; therefore, teaching them specific parameters like effective introductions, paragraphing, and conclusions was vital for their success.
- Citation du texte
- Joseph Peter Yaw-kan (Auteur), 2016, Investigating the causes and effects of poor performance of male students in English language, Munich, GRIN Verlag, https://www.grin.com/document/1146958
