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AN ASSESSMENT ON THE CAUSES OF POOR PERFORMANCE
IN ENGLISH SUBJECT IN ZANZIBAR
SECONDARY SCHOOLS.
A RESEARCH REPORT SUBMITTED IN PARTIAL
FULFILLMENT OF THE REQUIREMENT FOR THE
DEGREE OF BACHELOR OF ARTS WITH EDUCATION IN
THE ABDUL-RAHMAN AL SUMAIT MEMORIAL
UNIVERSITY ZANZIBAR.
JULY, 2015.
DECLARATION
We are third year students specialized in History-English declare that, this research
proposal is our own original work and it has not been published from any other
degree award in any university before.
S/N NAMES REG.NO. SIGN
1 KHAMIS KHATIB JUMA 12/HE/011
2 RAMADHAN ISSA ALI 12/HE/004
3 AMINA MOHAMED ALI 12/HE/012
4 AK-THAR ALI MOHAMED 12/HE/005
5 MTUMWA ALI ABDALLA 12/HE/003
DEDICATION
This work is dedicated to our beloved parents. May ALLAH bless them for their
love and support.
ACKNOWLEDGEMENT
First and foremost, all praise is to ALLAH who has enabled us to complete our
work with good cooperation and perseverance.
We would also like to send our sincere thanks, gratitude and appreciation to all in
one way or another who aided us in compiling and doing our work especially our
supervisor (Mrs. Mwanatumu Hassan Ali, the English lecturer of AL-SUMAIT
UNIVERSTIY).
In addition, we would like to thank the librarians of Al- Sumait University and the
librarians of The State University of Zanzibar for their moral and material
assistance.
TABLE OF CONTENTS
Declaration……………………………………………………………………….i
Dedication……………………………………………………………………….ii
Acknowledgement……………………………………………...........................iii
Table of content…………………………………………………………………iv
Abstract………………………………………………………………………….v
CHAPTER ONE: INTRODUCTION
1:1 Background of the study…………………………………………………..1
1:2 The statement of the problem……………………………………………..2
1:3 The hypotheses ……………………………………………………………2
1:4 The purpose of the study …………………………………………………3
1:5 The objectives of the study………………………………………………..3
1:6 The scope of the study…………………………………………………….3
1:7 The significance of the study……………………………………………...4
CHAPTER TWO: LITERATURE REVIEW
2:0 Introduction………………………………………………………………….5
CHARTER THREE: METHODOLOGY
3:0 Introduction………………………………………………………………..15
3:1 Research methods and design …………………………………………….15
3:2 Population and sampling………………………………………………..15
3:3 Sampling frame ………………………………………………………….16
3:4 Ethical consideration……………………………………........................16
3:5 Data collection……………………………………………………………17
3:6 Research instruments ……………………………………………………17
3:7 Data analysis……………………………………………………………..18
3:8 Summary…………………………………………………………………18
Appendix I: Questionnaires…………………………………………………...19
Appendix II: Questions for interview…………………………………………25
Appendix III: Time Frame……………………………………………………..32
Appendix IV: Budget…………………………………………………………..33
CHAPTER FOUR: RESULTS (FINDINGS)……………………….……....34
CHAPTER FIVE: SUMMARY, CONCLUSION AND
RECOMMENDATIONS……………………………………………………….41
REFERENCES………………………………………………………………….43
ABSTRACT
The causes of poor performance in English subject in Zanzibar secondary schools
exist within Zanzibar secondary schools as viewed by some scholars such as
Kadeghe and Batibo. This problem is due to the existence of several factors such as
poor methods of teaching English, inadequate teaching and learning materials,
incompetent English teachers, and attitudes and readiness of the learners. Because
of these problems that affect the performance in English subject, we have decided
to conduct the study with the aim of coming up with valid and practical solutions
to the problem.
The methods of data collection which will be used are questionnaire, in this
method (instrument) we will use open and closed questionnaires. Observation, in
this instrument we are going to use both participant and non participant
observation. Interview (structured interview will be used), and documentary review
in which the samples are students and teachers.
However, in getting those samples the systematic and purposive sampling
technique will be employed to select the students and teachers from the selected
schools.
CHAPTER ONE
INTRODUCTION
1:1 Background to the study.
Zanzibar comprises two main islands of Unguja (area: 1,464 km) and Pemba (area;
868km) and a number of small islets along the western shores off the Indian
Ocean. The Island lie about 40 kilometers of the east coast of mainland –Tanzania
and are about 50 kilometers apart. According to the long history of Arab rule
dating back was an oversea territory of Oman until it achieved her independence in
1964 through revolution.
Soon after the 1964 revolution, Zanzibar merged with Tanganyika to form the
United Republic of Tanzania. However, the government of Zanzibar retains
considerable autonomy over its internal affairs and has its internal affairs and has
its own Legislature, Judiciary and Executive that is streamlined into such
Ministries as Education, Health, Agriculture, Finance, Planning, Trade and many
others .Administratively Zanzibar has five regions, each with two districts. Each
district is also subdivided into several small administrative units known as Shehias.
A Shehia can be a demarcated area (in the urban area), a village or a collection of a
few villages (in rural areas).
In September 1964, a policy of free education was declared. The declaration was
aimed at making education more equitable and redressing previous imbalance in its
provision .In a short time, large number of schools were constructing into a
massive expansion system.
Language policy after Zanzibar revolution of 1964
Kiswahili was declared as a national language and was used as the language of
instruction at the primary level. Having an official language status, English was
taught as a compulsory subject from standard 3 in primary schools to form 4 in
secondary schools. English was the post primary language of instruction.
Experience over the time revealed difficulties facing students during the switching
over of the language of the instruction from Kiswahili at primary level to English
at the secondary level .It is widely believed that, this state of affairs has been a
significant contributory factor to the perceived falling standard at the secondary
education level. Hence, the introduction in 1993 of the orientation secondary class
(OSC) that focused solely on the sharpening of the students‟ proficiency in English
language and Mathematical skills before they enter secondary form 1, as a
remedial measure. Also, whereas most private schools have started using English
as a medium of instruction right from primary, public schools started from 1999 to
teach English language as subject from standard one at primary level .The
weakness of the language policy in education has been the root of the causes of
poor performance in English subject in secondary schools.
1:2 The statement of the problem
The causes of poor performance in English subject in Zanzibar secondary schools.
1:3 The hypotheses
The following were hypotheses concerning the study we conducted.
Poor methods of teaching English lead to poor performance.
Inadequate teaching and learning materials contribute to poor performance.
Incompetent English teachers contribute to poor performance of students.
Attitudes and readiness of the learners influence performance.
1:4 The purpose of the study
The purpose of the study was to investigate the causes that lead to poor
performance in English subject in Zanzibar Secondary Schools and to find out a
practical solution.
1:5 The objectives of the study
(1) The general objective.
(a) To assess the causes of poor performance in English subject in Zanzibar
secondary schools.
(2) The specific objectives of the study.
(a) To examine the methods of teaching English in secondary schools.
(b) To investigate the contribution of English teachers to the poor performance.
(c) To examine the learners‟ attitude and views towards learning English.
1:6 The scope of the study.
The study selected four schools from urban west region as samples, purposely to
investigate the causes of poor performance in English subject in Zanzibar secondary
schools where by two schools from urban district and two from urban west district.
Reasons behind for selecting the schools were the urban west region schools possess
many teachers with higher level of education such as bachelor and masters degree,
but not yet the students perform poorly in English subject.
1:7 The significance of the study
When the study is complete, it will provide with a good deal of benefit that will
improve the poor performance in English subject in Zanzibar secondary schools .The
benefits such as the improvement of teaching and learning materials, improvement
of English teachers‟ competence in English subject and change the attitude of the
students and society towards English language. Therefore, this study will benefit
learners, teachers, parents and society as well.
CHAPTER TWO
LITERATURE REVIEW
2:0 Introduction.
According to H.Douglas Brown, performance is overtly observable and concrete
manifestation or realization of competence. It is the actual doing of something:
walking, singing, dancing, speaking. Performance is actual production (speaking,
writing) or the comprehension (listening, reading) of linguistic events.
The term poor academic performance has no one acceptable definition based on
the abroad nature of it. According to Okoye (1982), poor academic performance in
individuals or candidates in a learning situation refers to one who fails to attain a
set standard performance in a given evaluation exercise such as a test, examination
or series of continuous assessment. This means that the standard could be based on
a number of stipulated subjects and other school activities. The candidate who
scores less or below a given standard is regarded as performing poor performance
academically.
The causes of poor performance in English subject in Zanzibar secondary
schools.
Batibo, ( 1990-: 55) asserts that, a result that leads to the decline in English
teaching and learning are: Lack of textbooks, reference books and subsidiary
reading materials, incompetent teachers, inappropriate teaching strategies, Lack of
motivation, and Lack of proper languages impact.
i. Teaching and learning materials.
ii. Incompetent teachers.
iii. Inappropriate teaching strategies.
iv. Lack of motivation.
v. Lack of proper languages impact.
Lindberg and Narman (2005) describe what is happening in Sri Lanka with
regards to English as a subject and as the language of instruction showing the
difference that prevail between rural and urban areas. In rural areas performance
result of English examinations has been poor, one of the reasons being the lack of
teachers. They further explain that the distribution is unequal between schools and
location that may abandon rural schools and joining urban schools where
opportunities for learning English are available, including private tuition which
helps them to pass examinations as well as adequate textbooks and teachers. In
Tanzania some similarities can be drawn from Sri Lankas‟ case particularly the
shortage of teaching and learning materials, poor performance standard in rural
government secondary schools however to what extent, they differ from urban
government secondary schools.
i. Lack of teachers.
ii. The shortage of teaching and learning materials.
V. K. Nande (2006) , states that many teachers of English who are teaching the
subject are not competent. Very few of them are really competent for teaching this
subject. They have defective pronunciation. They have hardly a satisfactory
command over English. At the time of selection they are taken up as social studies
master and mistresses and not as English masters or mistresses. Moreover, in the
selection, nobody gives any weight age to the subject. Teaching of English, studied
at B.Ed-level. They are selected on the basis of their subjects studied up to B.A.
level. He also argues that, there is the problem with methods, in which the methods
of teaching English adopted in the schools are quite defective. The translation
method of teaching is used almost in all the schools. The teachers do not show any
interest in acquiring knowledge about the latest methods of teaching the subject.
They simply enable the students to pass examination. For this purpose, they use
any cheap methods. Even all the aspects of learning a language are ignored. The
teacher feels that his job is finished as soon as he has translated something of
English into mother tongue. Then they encourage the students for cramming the
material. In short the composition is dictated by the teacher, the textbooks
translated into mother tongue and the entire emphasis is on passing the
examination through that magic wand of cramming.
i. Teachers‟ qualification.
ii. Problem with methods.
Alidou (2009), claims that under achievement is not experienced by learners
because they have inherent cognitive problems due to the fact that most learners do
not fully master the language of instruction used. Language may not be the only
reason that accounts for students‟ low academic performance but it is merely
significant determinant that contributes.
According to NECTA, the language problem inhibits students to express what
they have learnt clearly in writing which is a result of poor performance in form
four national examinations. (NECTA, 1993 in Mwinsheikhe, 2003) conducted
analysis on candidates‟ answers using examination results of 1990 CSEE
(Certificate of Secondary Education Examination). The analysis showed that the
answers of students were unintelligibly expressed because of poor command of
language. Also, Mwinsheikhe(2002) conducted quasi experiment classes. One
treatment group was taught in Kiswahili and another control group was taught in
English and she found out that a large number of students agree that language is
the major factor that contributes to poor performance. She also came up with
several key findings including the minimal participation level of students and low
performance grades in science subjects were the results of the use of English as the
language of instruction (LOI); also understanding English was a problem that both
teachers and students were experiencing.
Mvungi (1981) in Kadeghe (2003) conducted an empirical study to see whether
there was any correlation between language of instruction and performance. Her
study came with the conclusion that English language was a major hindrance
towards effective learning and thus affected school performance in both science
and art subjects and views towards learning English subject.
Baptist(2004) conducted a study on students‟ participation and performance in
„fasihi‟ and literature in teachers training colleges with the focus on whether there
was progress or regression using the language of instruction(LOI) in these two
subjects. He explains in his findings that 62% of tutors in teachers training colleges
said the relation between language and performance is crucial towards enabling
students to perform well in their academic subjects. Baptist continues to elaborate
that English which is the language of instruction in secondary schools is a problem
in which most students are incompetent or have low proficiency in the language
since it‟s mainly a classroom language used only in class and not outside; students
are unable to fully benefit their education due to pedagogical hindrances where
students understand very little and thus perform poorly in examinations.
At the university level Puja (2003) explains the typical situation that exists in
university when students are required to write tests, take home assignments and
examinations. According to Puja students use academic survival strategies such
as`madesa/kudesa‟ the former are lecture notes used from previous years and the
latter is the act of coping from previous used materials. She further explains that
students cram this material and reproduce exactly what they have memorized to
write a test, take home assignments and examinations in order to pass them. The
impression one may have is that students prefer to reproduce instead of
understanding what is taught. However, this shows how difficult it is for them to
express knowledge obtained in class in their own words probably due to lack of
English proficiency which forces them to memorize word by word. This situation
in university also displays in secondary schools where students also memorize and
reproduce what they learn in class in their tests and examinations.
Attitudes and Language Learning.
Attitudes refer to the sets of believe that the learner hold towards member of target
group and also towards his own culture (Brown 2000). Language attitudes are an
important concept because it plays key role in language learning. For example,
researches conducted by Gardner (2001, 2002) about attitude and motivation
showed correlation with linguistic performance of learners, emphasizing the role of
attitudes and motivation as determinant factors in language learning. It is also
general agreed among researches that positive attitude facilitate the learning
process, though attitude does not determine the behavior (Khanna and Agnihotri,
1994).
In education, attitudes are considered both as input and output. Attitudes have a
positive correlation with success in learning the second language because they
facilitate learners‟ motivation to learn the language (Gardner and Trembly, 1994)
they added that individual attitude toward the language that they learn meet
important needs as they satisfy certain function such as achieving high grades in
language examination.
Motivation and Language Learning.
Motivation is most used concept for explaining failure or success of learner. Also
motivation has been regarded as one of the main factors that influence the speed
and amount of success of foreign language learners (Gardner, 2006). For instance,
(Gardner, 2006) reported that „students with higher level of motivation will do
better than students with lower level‟ (pg-241). He further added that `if one is
motivated, he/she has reasons (motives) for engaging in the relevant activities (pg-
243).
In another development, Elliot, Kratochil, and Cook (2000) see motivation as an
internal state that arose to action, pushes us in particular directions, and keeps us
engaged in certain activities. They added that learning and motivation are equal
essential for performance and they enable us to acquire new knowledge and skills.
Furthermore, motivation provides the impetus for showing what we have learned,
and that more motivated people achieve higher level but Harmer (2004) cautioned
that motivation that brings students to task of learning English could be affected
and influenced by the attitudes of a number of people. In teaching, motivation is
one of the factors that influence success or failure of learning a language,
particularly a second language or foreign language (Gardner, 2006) .In the same
Petty (1998) Argues that if students do not want to learn, their learning efficiency
will be slow such that they may learn virtually nothing, and if know how to
motivate students, you can highly increase their learning. Apart from motivation
and attitudes, researches show clearly that home environment has a part to play in
students‟ poor performance in schools (Suleiman, and Mapuri, 1999)
According to the brief report conducted and compiled by Mrs. Mwanatum Ali
Hassan( A lecturer of language and linguistics at Abul-Rahman Al- Sumait
Memorial University) concerning with student teachers of English from Al- Sumait
University. She wrote, `below is a summary of the general observations I made
during my assessment regarding the performance of our student teachers of English
in the class rooms. I assessed 41 out of the 94students of English, which amounts
to 43.6% of the total population. Classes observed ranged from 1-4 across urban
and rural schools, both private and public. The observations noted need to be given
serious consideration by the student teachers as they have far reaching implications
on their success rates of teaching this subject in our schools as well as on the
overall performance of their students in other subjects that are examined in
English.‟
Below are some common problems made by the student teachers of English that
she observed during her assessment.
(i) Inability to communicate effectively in English.
It was general noted that a majority of teachers of English were functioning at the
lower levels of language proficiency, with some of them at the pre-production
stage. This state of affairs meant that the medium of instruction used for English
was Kiswahili to a large extent. Those who tried to use English did so with high
occurrences of grammatical errors which did not model what a teacher of English
should be. A poor command of English by the teachers exposed learners to wrong
models and denied them the opportunity of acquiring English in the class room
environment.
(ii) Insensitivity to learners errors and correction.
Errors are a manifestation that learners are trying to acquire the language. They
enable the teacher to know the progress learners are making and how far they are
toward acquiring the second language. However, in a majority of cases, the
teachers themselves were not aware that learners were making erroneous
sentences. In some cases, errors were reinforced and applauded by the teacher.
This kind of insensitivity resulted from the teachers‟ own grammatical
incompetence. One cannot detect a wrong if one does not know what is right.
When learners‟ errors go uncorrected, they become fossilized and impossible to
correct in later stages.
Below are some of the sentences in my data given by students, which were
accepted and applauded as correct and written out on the blackboard by their
teachers.
Future continuous:
*She will passing
*They will going to a job
*Simple past tense
*He cryed
*The bird flied
*They are playing football
*They was spoken good English
*The present continuous tense
*He writing his name
*They was playing football
*Past perfect tense
*He had not eaten soup with spoon
*She did not brought a new bag
*Ownership and possession
*This is book belong to me
*This is cow. It is belong to me
All the examples marked by an asterix*are incorrect yet the teachers could not
identify the errors and reinforced them with expressions such as `excellent‟ and
very good‟
Lack of adequate knowledge in the subject matter/topic
Teaching is a noble profession. The classroom teacher has the responsibility of
imparting knowledge and skill to the learners. This duty demands good mastery of
the content on is going to impart and an in-depth understanding of the concepts
around the topic. For stance, a teacher of English requires a background in
phonology, syntax, morphology to teach grammar and structure. A simple topic
such as the simple present past tense demands that teacher is conversant with the
morphological processes and rules that produce the past tense forms. Rules of
suffixation, spelling conventions, phonological patterns will all form interplay in
the teachers‟ mastery in this topic. The situation in the schools was that teachers of
English did not read beyond the students‟ classroom course book. They limited
their knowledge to what the one or two pages offered on the topic, (not to
mention+ the errors contained therein. A majority of them lacked knowledge and
understanding of the grammar topics they were supposed to be teaching. Teachers
thus became proponents of misinformation and misled learners by giving those
incorrect structures and explanations. I have also sampled out a few of the
teachers‟ erroneous examples given to learners on the blackboard. The following
sentences were given to the students by the teachers of English:
*I know a woman who speak six language
*They speak English who beautiful girl
*I have see who she come to my house
*This is the book which need for the class
*The letter that came in the morning is my brother
*I go village
*This is a scissor
*Ali own a ball
*The bus is theirs
It is extremely embarrassing for a teacher of English to put ungrammatical
sentences such as the ones above and fail to realize they are wrong. Are we really
teaching or cheating our learners? How will our students acquire or learn this
language if the teachers themselves cannot use it correctly? If this dangerous trend
is to continue, we will never succeed to break the vicious circle of poor standards
of English in our educational institutions
CHAPTER THREE
RESEARCH METHODOLOGY
3:0 Introduction.
According to Kothari (2004), the term research method can be defined as all
methods or techniques that are used for conducting research.
Kothari(2004) further noted that research methodology is the logic behind the
methods and techniques we use in the context of our research study and explain
why we are using particular methods and not others so that research results are
capable of being evaluated either by the researcher himself or others.
The purpose of the study is to investigate the causes that lead to poor performance
in English subject in Zanzibar secondary schools and find out practical solutions.
3:1 Research methods and design
The study will employ both qualitative and quantitative approaches to improve the
accuracy and quality of the findings. Creswell (2005) ` combining qualitative and
quantitative data best understands and explains a research problem‟ (pg-52). In
addition to that Corbett (2003) argues `…different approaches can provide a
complete vision of social reality…when viewed from different angles‟ (pg-51).
3:2 Population and Sampling
The study will take place in four schools, in which two will be selected from west
district and two from urban district. The purposive sampling technique and
Systematic or interval sampling technique will be used to select the participants.
The purposive sampling is non-probability sampling technique where by the
researcher selects samples based on certain purpose. The purposive sampling
technique will be used to select the eight secondary schools since they had poor
results in English national examinations. Systematic or interval sampling technique
is the probability sampling technique in which a sample is drawn systematically
and in a random manner from a complete list of a given population. In this method,
usually a constant interval is used to select a sample. Thus, systematic or interval
sampling technique will be employed to select the students from form one to form
four in the selected schools.
3:3 Sampling frame
The systematic or interval sampling technique will be employed to select the
students from form three to form four in the selected schools. A total of 50 students
will be involved; both of them will be from urban west region, whereby 25
Students will be picked from urban district and 25 from west district. However, the
purposive sampling technique will be used to select the teachers where as 10
teachers teaching English will be included in the study whereby 5 will be male and
5 female. In this study, the parents will be excluded because it is very hard to get
contact with them as they are much concentrating with their daily life activities. In
addition, the students themselves will provide information on schools and home
environment as well as attitudes toward learning the subject.
3:4 Ethical consideration
The study will consider the ethical consideration by requesting the informed
consent from the subjects. So the information will be well preserved and only used
for the purpose of the study since the name of the participants will not be
mentioned. The researchers will ensure the safety and protection of the
participants. The respondents will be given the procedures to undergo for the
success of the research and will be aware of the problem and be able to gain
knowledge on the existing problem.
3:5 Data collection
Data is the all information that the researcher collects for his/her study. In this
study the following data collection techniques will be used: interview, observation,
questionnaire, and documentary review. So these data collection techniques will be
used for aim of gathering accurate, correct, true, meaningful and right information.
Both types of data that are primary and secondary data will be used. The primary
data collection will be conducted because it provides original and accurate data
however secondary data will be also used to make inference about the concept of
the study to be conducted hence the secondary data will help.
3:6 Research instruments
This study will use both primary and secondary data collection through using the
interview, questionnaire, observation and documentary reviews.
Questionnaire is the technique which involves the use of written down items to
which the respondent individually responds in writing. The items are in the form of
statement or question.
Interview is an oral type of questionnaire by subject supply needed information in
face to face relationship. It may either involve meeting, the respondents physically
or through the phone.
Observation is the technique where by a researcher collects the information
through observation. The researcher observes without interviewing the
respondents.
Documentary reviews is technique of obtaining information through reviewing
different documents examples research reports, textbooks, magazines, journals and
others.
3:7 Data analysis
The data collection will be analyzed by using qualitative and quantitative methods
where by the qualitative data will be analyzed by using descriptive method and the
quantitative data will be analyzed by using statistical method.
3:8 Summary
The purpose of the study is to investigate the causes that lead to poor performance
in English subject in Zanzibar secondary schools and find out practical solutions.
The study will involve population sampling of students and teachers in both urban
and west district where by 100 are students and 20 teachers. The types of data to be
used are primary and secondary data. The data collection techniques to be used are
an interview, questionnaire, observation and documentary reviews. The data will
be analyzed by using qualitative and quantitative methods.
APPENDIX: 1
QUESTIONNAIRE A: FOR STUDENTS
Dear Respondent
Please, fill this questionnaire which aims to assess the causes of poor performance
in English subject in Zanzibar secondary schools.
Please choose the appropriate answer in your opinion by putting a tick or filling the
space provided for each questions item
SECTION 1: PERSONAL INFORMATION
Name of the school…………….
District…………………..
Name of the students…………………………….
Age …………………… and sex………………………
Class of the students……………………………..
SECTION II: QUESTIONS
Select the appropriate answer
1. What language does your school use as a medium of instruction? ( )
(A) Kiswahili language
(B) English language
(C) Both English and Kiswahili
2. Which language does your English teacher use when he/she teaches you
English? ( )
(A) English language only
(B) Kiswahili language only
(C) Both English and Kiswahili
3. Do you like to be taught English subject in……….? ( )
(A) Kiswahili
(B) English
(C) Both English and Kiswahili
4. Do you use /speak English language outside school environment?
Yes ( ) No ( )
If yes where?
………………………………………………………………………………………
………………………………………………………………………………………
5. Does your teacher use different teaching materials such as English textbooks,
pictures, charts and cards during English lesson?
Yes ( ) No ( )
6. Does your school library have enough English books?
Yes ( ) No ( )
7. Does your school do different English activities such as debate, composition
writing and quiz?
Yes ( ) No ( )
If yes, do you enjoy/like them and why?
………………………………………………………………………………………
………………………………………………………………………………………
QUESTIONNAIRE B: FOR TEACHERS
SECTION 1: PERSONAL INFORMATION
Name of the institution ……………………..............................................................
District……………………………………………………………………………….
Name of the teacher…………………………………………………………………
Age……………………………and sex……………………………………………
Teaching class………………………………………………………………………..
Teaching experience…………………………………………………………………
SECTION II: QUESTIONS
Select the appropriate answer.
1. For how long have you been teaching English? ( )
(A) within one year
(B) two years
(C) more than two years
2. Which language do you use in teaching English? ( )
(A) Kiswahili language
(B) English language
(C) Both English and Kiswahili
3. Do you think your students understand and enjoy the lesson when you use
English Language?
Yes ( ) No ( )
If yes, why?..................................................................................................................
……………………………………………………………………………………….
……………………………………………………………………………………….
4. Do you use teaching-learning materials during English lesson?
Yes ( ) No ( )
5. What kinds of teaching-learning materials do you use when you teach
English?
………………………………………………………………………………
………………………………………………………………………………
………………………………………………………………………………
………………………………………………………………………………
6. Which methods do you use when you teach English lesson? ( )
(A) Translation method (grammar translation method)
(B) Direct method
(C) Bilingual method
7. Do you involve your students during the English lesson? ( )
Yes ( ) No ( )
How?…………………………………………………………………………
………………………………………………………………………………
………………………………………………………………………………
………………………………………………………………………………
………………………………………………………………………………
………………………………………………………………………………
8. What is the attitude of your students towards English language?
………………………………………………………………………………
………………………………………………………………………………
………………………………………………………………………………
………………………………………………………………………………
………………………………………………………………………………
………………………………………………...................................................
...........................................................................................................................
APPENDIX: II
QUESTIONS FOR INTERVIEW FOR TEACHERS.
TOPIC: THE CAUSES OF POOR PERFORMANCE IN ENGLISH
SUBJECT IN ZANZIBAR SECONDARY SCHOOLS
TIME OF INTERVIEW………………………………………………………
DATE…………………………………………………………………………
PLACE………………………………………………………………………
INTERVIEWER………………………………………………………………
INTERVIEWEE………………………………………………………………
POSITION……………………………………………………………………
QUESTIONS
1. It seems that you are a very kind and social person.
2. What challenges do English teachers face in teaching English subject?
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3. How do you encourage /motivate your students when you teach English?
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4. Why do many students perform poorly in English subject?
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5. How do you assess other English teachers when teaching English subject?
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6. Do you think the students need extra English lesson besides the school lesson?
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Why?
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7. How do you evaluate English textbooks that are used in Zanzibar secondary
schools?
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8. How do you assess the English syllabus of the ordinary level in Zanzibar?
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9. How does your school score in English subject?
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10. What strategies do you use to improve students‟ performance in English
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QUESTIONS FOR INTERVIEW FOR STUDENTS
TOPIC: THE CAUSES OF POOR PERFORMANCE IN ENGLISH
SUBJECT IN ZANZIBAR SECONDARY SCHOOLS
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POSITION……………………………………………………………………
QUESTIONS
1. It seems that you are a very smart and hardworking student.
2. Do you like English subject? Why?
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3. When did you start learning English subject?
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4. How do you feel when you learn English subject?
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5. Where do you learn English apart from school?
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6. Do your parents encourage you to learn English?
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7. Does your school have enough English books?
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8. What do you advise your fellow students who dislike English subject?
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9. Do you think what should be done or strategies should be taken to improve the
students‟ scores in English subject?
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APPENDIX: III
RESEARCH PROPOSED SCHEDULE TIME LINE
YEAR
2014
2015
MONTH
OCT
NOV
DEC
JAN
FEB
MAR
APR
MAY
JUNE
JULY
LITERATURE
REVIEW
RESEARCH
PROPOSAL
WRITING AND
SUBMISSION
RESEARCH PERMIT
PROCESSING,PILOT
STUDY
INSTRUMENTS
TESTING
FIELD WORK
(ACTUAL DATA
COLLECTION)
DATA
ANALYSIS,REPORT
WRITING BUILDING
AND SUBMISSION
APPENDIX: IV. RESEARCH PROPOSAL BUDGET
DURATION ACTIVITY AMOUNT (Tsh)
DEC-JAN
First draft on introduction, literature review and methodology.
6,750/=
FEB-APR
Second draft on introduction, literature review and methodology.
4,150/=
APR-MAY
Third draft on introduction, literature review and methodology.
4,150/=
MAY
Final draft on introduction, questionnaires, interview, time frame
and budget.
29,000/=
MAY-JULY
Transportation and meals
30,000/=
Total 71,350/=
CHAPTER FOUR
RESULTS (FINDINGS)
The purpose of this study was to investigate the causes of poor performance in
English subject in Zanzibar secondary schools.
The following were the hypotheses of the study.
Poor methods of teaching English lead to poor performance.
Inadequate teaching and learning materials contribute to poor performance.
Incompetent English teachers contribute to poor performance of students.
Attitudes and readiness of the learners influence performance.
The following are the results shown from the findings obtained from our study and
supported by literature reviews related to this study.
According to Batibo (1990), Linberg and Marman (2005), the shortage of teaching
and learning materials leads to the decline in English teaching and learning.
Similarly, our study showed that the shortage of teaching and learning materials
leads to poor performance in English subject in Zanzibar Secondary Schools.
According to V.K Nande (2006), and Baptist (2004), poor methods of teaching
English subject result in poor performance since the translation method is used
almost in all the Schools. Likewise, our study found that the translation method is
mostly used in teaching English subject where by 24 students (48%) revealed that
Kiswahili language is mainly used in teaching English subject in Zanzibar
Secondary Schools.
Again, According to V.K Nande (2006) and Batibo (1990), many teachers of
English who are teaching the subject are not competent. The same result was found
in our study in which English language teachers made a number of grammatical
errors in their responses. The following two utterances made by teachers of English
justify the finding (result).
They seem to enjoy English language but become too difficult to both
teachers and students to speak English fluently because of practice and
environment forced them to speak Kiswahili.
Soon as after she/he will compete the come she/he will bright of the
language.
According to Hassan, M.A (2014), some English language teachers are unable to
communicate effectively in English. She states…“a majority of teachers of English
were functioning at the lower levels of language proficiency, with some of them at
the pre-production stage. This state of affairs meant that the medium of instruction
used for English was Kiswahili to a large extent. Those who tried to use English
did so with high occurrences of grammatical errors did not model what a teacher of
English should be”. The same situation was depicted in our study. Some teachers
were not able to communicate effectively in English. For example, one teacher
during interview provided the responses using Kiswahili when he/she states…. “to
increase number of English period. Vipindi viwekwe vingi vya Kiingereza na kila
siku watu wasome.”
According to V.K Nande (2006), teachers qualifications cause poor performance in
English subject. Our study found that some teachers teaching English subject were
not specialized in English language. During the interview some teachers said that
they were not English teachers they were given the subject because there were no
English teachers in their schools.
THE SAMPLE SIZE RESPONSES
STUDENTS
Our study used 50 students and 10 teachers where by parents were excluded
because it seemed to be difficult to get them because of their daily life activities.
According to our study‟s results, 24 students (48%) revealed that Kiswahili
language is mainly used in teaching English subject in Zanzibar secondary schools.
Whereas 5 students (10%) showed that the target language is used in teaching
English subject and 21 students (42%) depicted that Kiswahili and English
languages are used in teaching English subject. From this result, it shows that poor
methods of teaching English lead to poor performance due to the fact that English
subject is mostly taught by using Kiswahili. Hence, it undermines the students
ability to express their ideas well in their examinations.
26 students (52%) implied that teaching and learning materials such as textbooks,
charts, real objects, models, pictures and audio- visual are used in teaching English
subject. While 24 students (48%) showed that teaching and learning materials are
not used in teaching English subject. From our observation, teaching and learning
materials are not enough, not frequently,adequately and permanently used in
teaching English subject. Likewise, most of them are not up to date. As a result,
performance in English subject is poor.
24 students (48%) portrayed that school libraries have enough English text books
while 25 students (50%) depicted that school libraries do not have enough English
text books. According to our observation school libraries have not enough English
text books. Hence, English language teachers fail to get books as references which
result in ineffective teaching. In addition to that, the learners become unable to do
independent reading that enables them to get extra knowledge. In consequence,
poor performance in English subject.
24 students (48%) revealed that they speak English language outside the school
environment where as 26 students (52%) showed that they do not speak English
language outside the school environment. From our observation, most learners in
Zanzibar secondary schools do not practise speaking English within the school
environment as well as outside. Therefore, this precipitates poor performance in
English subject because the studies show that the students who speak English
within school and outside environment perform well.
TEACHERS
The following utterances show the incompetence of English language teachers
which also contributes much to poor performance in English subject.
Some of them have well participation but others have not understood
because they have lack of revision especial in talking.
They like to know how the English sentences written and how the words are
pronounced, therefore they have the interests on learning English language
inside the school and outside the school.
Soon as after she/he will be complete the come she will bright of the
language.
They seem to enjoy English language but become to difficult to both teachers
and students to speak English fluently because of practice and environment
forced them to speak Kiswahili.
They perceive it as the most difficult subject, they perceive English as the
most core subject that others.
The attitude of my students towards English language, they were happy and
enjoy to learn this subject every time.
He/she participate in answer the question, and participate in discussion, and
give their opinions about the topic (issues).
The above ungrammatical sentences made by the English teachers in Zanzibar
secondary schools obviously show the poor foundation of English subject that
cause poor performance. Eventually, the poor foundation of the English teachers
contributes to the insensitivity to learners‟ errors and corrections in consequence
fossilization for both teachers and students.
Inability to communicate effectively using English
Our study‟s results revealed that some teachers were not able to communicate in
English language effectively as some of them provided their responses using
Kiswahili as shown below;
„„To increase number of English period. Vipindi viwekwe vingi vya kiingereza na
kila siku watu wasome’’.
This situation of inability to communicate effectively using English forces them to
use Kiswahili in teaching English subject, a practice which is detrimental to
effective learning of the language by the learners.
THE FINAL FORM FOUR NATIONAL EXAMINATION RESULTS ON
ENGLISH SUBJECT IN 2014
The following tables show the performance in English subject in four Zanzibar
Secondary Schools used as the samples in the study.
1-MWEMBELADU SECONDARY SCHOOL
2-FUONI SECONDARY SCHOOL
3-BEN BELLA SECONDARY SCHOOL
4-MWANAKWEREKWE „A‟ SECONDARY SCHOOL
The following are the statements from the above tables showing the performance
in English subject.
In Mwembeladu Secondary School, the total number of the students who did the
examinations was 317.Only 19 students passed the English subject and 298 failed
in it.
In Fuoni Secondary School, the total number of the students that did the
examinations was 164.Only 25 students passed the English subject and 139
students failed.
In Benbella Secondary School, the total number of the students who did the
examinations was 135.125 students passed the English subject and only 10
students failed in it.
In Mwanakwerekwe „A‟ Secondary School, the total number of the students who
did the examinations was 422.Only 114 students passed the English subject and
308 students failed.
Therefore, the above results on English subject verify that there is a problem of
performance in English subject in Zanzibar Secondary Schools which is mainly
caused by the incompetent English teachers, poor methods of teaching English,
inadequate teaching and learning materials and inability for teachers and students
to communicate effectively in English language.
CHAPTER FIVE
SUMMARY, CONCLUSION AND RECOMMENDATIONS
The purpose of this study was to investigate the causes of poor performance in
English subject in Zanzibar secondary schools.
This study used both primary and secondary data collection through the interview,
questionnaire, observation and documentary reviews.
The following is the summary of major findings obtained from the study. The
study found that there are incompetent English teachers, poor methods of teaching
English, inadequate teaching and learning materials and inability for teacher and
students to communicate effectively using English language in Zanzibar secondary
schools.
CONCLUSION
Basing on the objectives of study, we conclude by writing that the most of our
hypotheses relate to finding (results) of study. Therefore, this study benefited the
researchers themselves through collecting and analyzing the data and providing a
great contribution to the knowledge as it showed the sources of the problem
towards the poor performance in English subject in Zanzibar secondary schools.
RECOMMENDATIONS
From the results of the study, the researchers recommend the following
suggestions to be taken and practised to overcome problem.
1. There should be oral English examinations, for they will enable the learners
to improve their speaking skills.
2. English should be a compulsory language in the school compound.
3. English teachers should be creative in preparing and teaching English
lessons.
4. English teachers should not use Kiswahili when they teach English lessons
because the second language is taught by the target language.
5. Every teacher should use English when they teach other subjects with
exception to Arabic and Kiswahili.
6. English subject should be taught by the teachers who specialized in the
English language and not by any teachers.
7. Government should ensure that there are enough, accurate and valid teaching
and learning materials in all schools. Likewise, English teachers should
search for relevant teaching and learning materials that will help them.
8. Parents and teachers should have effective cooperation in academic issues
on the students‟ progress.
9. The number of the students in the class should be minimized in order for the
teachers to teach practically and deliver the lesson effectively.
10. The English periods should be increased and if possible, English should be
taught every day.
11. English teachers should make learning pleasant, stimulating and exciting.
Student should be motivated by involving them in various learning activities.
For example, using dialogue, pair activities, role play, demonstration,
drawing and writing.
12. English teachers should identify and correct errors which are made by their
students and avoid making them themselves.
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