Factors contributing to poor performance of grade 12 pupils in literature in english examinations in western province of Zambia
Date
2020
Authors
Mubita, Eddie Sing'alamba
Journal Title
Journal ISSN
Volume Title
Publisher
The University of Zambia
Abstract
Literature in English is a beneficial subject to learners who take it. However, learner
performance in national examinations has remained poor country-wide in general,
and Western Province in particular as evidenced by successive Examination Council
of Zambia (ECZ) reports of 2013 to 2016. The 2017 Grade 12 Examination Results
(Highlights), which inspired this study, reported a nation-wide failure percentage of
37.66 % while the 2017, Grade 12 Grade Distribution by Location by ECZ showed
that 2/3 of the schools offering Literature in Western Province in 2017 recorded
failure percentages of 30 % and above. Thus, this study was conducted to establish
the factors contributing to the poor performance of Grade 12 learners in Literature in
English national examinations, in Western Province. To do this, the study sought to
establish: the preparedness of teachers to teach the subject; the strategies teachers
employ in teaching the subject; the attitudes of teachers and learners towards the
subject and the factors leading to poor performance of learners. A qualitative
approach, employing a case study strategy of inquiry, was adopted. The following
data collection techniques were used: classroom observations, interviews and focus
group discussions. Purposive sampling technique was used to select teachers and
Grade 12 pupils while snowball sampling was used to select former Grade 12 pupils
who failed Literature. A total of 150 respondents were selected; 100 Grade 12
learners taking Literature in English, 20 teachers of Literature in English, 10 Heads
of Literature and Language Departments (HoDs) and 20 former learners who failed
the subject. Data were analyzed qualitatively through coding and identification of
emerging themes. Abraham Maslow’s (1943) Hierarchy of needs and Victor
Vroom’s (1964) Expectancy theories constituted the theoretical framework
underpinning the study. The study established that teachers of Literature were mostly
inadequately prepared, inexperienced, lacked relevant subject background knowledge
and were limited in terms of pedagogical practices. Additionally, the serious shortage
of texts, poor reading culture among teachers and learners, low learner proficiency
levels in English as well as negative attitudes by some teachers and learners were
found to be some of the major factors affecting performance. The study recommends
holding of periodic capacity building programmes for teachers, specialization in
teaching set texts and use of interactive strategies as possible remedial measures.
Key words: Factor, Poor, Performance, Grade 12, Pupils, Literature in English,
Western Province, Zambia.
Description
Thesis
Keywords
Literature in English--Study and teaching--Zambia