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STEPHEN BENJAMIN KWAKU OMARI.Pdf KWAME NKRUMAH UNIVERSITY OF SCIENCE AND TECHNOLOGY, KUMASI FACULTY OF SOCIAL SCIENCES – DEPARTMENT OF ENGLISH LANGUGAE THE IMPACT OF THE USE OF PIDGIN ON STUDENTS’ USE OF ENGLISH LANGUAGE: A CASE STUDY OF SELECTED SECONDARY SCHOOLS IN THREE DISTRICTS IN KWAHU AREA OF GHANA BY STEPHEN BENJAMIN KWAKU OMARI MARCH 2010 The Impact of the Use of Pidgin on Students’ Use of English Language: A Case Study of Selected Secondary Schools in Three Districts in Kwahu Area of Ghana A Dissertation Presented to the Department of English Language, Faculty of Social Sciences of the Kwame Nkrumah University of Science and Technology (KNUST), In Partial Fulfillment of the Requirement for the Award of M. Phil. in English Degree By Stephen Benjamin Kwaku Omari, B. Ed. (Hons.) March 2010 DECLARATION I hereby declare that this submission is my own work towards the M Phil, and that to the best of my knowledge, it contains no material previously published by any other person, nor material which has been accepted for the award of any other degree of any University, except where due acknowledgement has been made in the text. Stephen Benjamin Kwaku Omari ……………………………... ………………………….. PG87500059446 Signature Date Certified by: Dr/Mrs. Fredericka Dadson ……………………………. ……………………… Supervisor Signature Date Certified by: Mr F. E. Kofigah ……………………………. ……………………… Head of Department Signature Date Abstract There have been arguments and discussions as regards the impact of the use of Pidgin English by students of secondary schools in Ghana. One school of thought holds that Pidgin English negatively affects the performance of students in examinations conducted by the West African Examinations Council (WAEC), but another school of thought holds a contrary opinion. This thesis sought to establish the correlation between the use of Pidgin English and performance in examinations. Pidgin English in Ghana has a stigma attached to it, but it enjoys some prestige among students at the secondary and tertiary levels of education. It is not probable that Pidgin English will ever be used as a medium of instruction in Ghanaian schools because of the social stigma attached to it. Many secondary and tertiary students are comfortable using Pidgin English in informal situations and the low performance of students in English language examinations may be attributed to the use of Pidgin English. This research is considered as part of an on-going search to find the correlation between the speaking of Pidgin English and performance in examinations especially the WASSCE. Apart from the link that may be established between performance in examinations and the speaking of non-standard English or Pidgin English, problems may be rife in the secondary schools where most students do not perform well in examinations, more especially in English language papers. There is the need therefore to find the factors that cause students in Ghanaian secondary schools not to perform well in examinations. The research findings did not clearly establish a link between performance in examinations and the speaking of non-standard English or Pidgin English i TABLE OF CONTENTS TOPIC PAGE Abstract i Table of Contents ii Dedication iv Acknowledgement v Introduction 6 • Background to the Study 6 • Statement of the Problem 12 • Research Question 14 • Limitation to the Study 15 • Conclusion 16 Chapter One: Literature Review 19 1.1 Theoretical Framework 19 1.2 Authorities and Student Pidgin 22 1.3 Conclusion 31 Chapter Two: Methodology of Research and Results of Questionnaires that Were Administered 36 2.1 Population 36 2.2 Sample 36 2.3 Description of Selection 36 2.4 Questionnaires 37 2.5 Conducting Interviews with Teachers, Students and Parents 38 ii 2.6 Background of Respondents and Analysis of Data 38 2.6.1 Analysis of Students’ Responses to First Set of Questionnaires 38 2.6.2 Analysis of Students’ Responses to First Set of Questionnaires 46 2.6.3 Analysis of Students’ Responses to First Set of Questionnaires 47 2.7 Observation 50 Chapter Three: Main Research Findings, Conclusion and Recommendations 52 3.1 Main Findings 52 3.2 Conclusion 90 3.3 Recommendations 95 Appendixes 98 Appendix A: Questionnaires for Respondents on the Use of Pidgin English 98 Appendix B: Questionnaires Used to Interview Assistant Headmasters and Headmistresses to Offer Information on WASSCE Results for 2007 102 Appendix C: Samples of Pidgin Expressions Used by Students 104 Appendix D: Copies of the WASSCE 2007 Results Analysis of the Schools from Where Students were Selected for the Research 116 Appendix E: Bar Graphs Showing the Performance of Students in the June 2007 WASSCE 125 Bibliography 143 iii Dedication To the glory of the Most High God who gave me energy to complete the work. To the Ghana Bible College Faculty and Staff who gave me the morale booster and financial sponsorship to carry out the project successfully. To my dear spouse Mrs. Christiana Boahemaa Owiredu Omari who has ever been my backbone in my pursuit and achievement of academic laurels all my life in her company. To all who have in diverse ways contributed to my success in life, especially members of the Kwahu Bepong Church of Christ to whom I have ministered as Reverend Minister/Preacher since the year 1986. Thank one and thank all! iv Acknowledgement Much as I would have loved to mention many names in connection with realizing my dream with regard to the completion of this thesis, I will mention but the name of Dr (Mrs) Frederica Dadson, former Dean of the Faculty of Social Sciences of the Kwame Nkrumah University of Science and Technology, who was my supervisor. She painstakingly read and suggested corrections to be made in the paper, as well as gave suggestions for the successful completion of the thesis. I will also like to mention the name of Dr Augustine Tawiah, Principal of the Ghana Bible College in Kumasi for always encouraging me to seek self-advancement in achieving academic laurels. He has been my inspirer since 1986. I owe these notable academicians a debt of gratitude. To the Almighty God do I subscribe All Glory both now and time without end! SBKO v APPENDIX D6: RESULTS ANALYSIS OF WASSCE JUNE 2007 SUBJECTS NUMBER OF CANDIDATES CORE A1 B2 B3 C4 C5 C6 D7 E8 F9 ABSENT PRESENT TOTAL PASSED % PASS Social Studies 30 47 81 139 123 90 30 4 541 545 510 93.6 English Language 3 3 11 109 100 201 115 2 543 545 427 78.3 Core Maths 4 5 15 21 17 48 74 97 259 4 541 545 281 51.6 Int. Science 1 1 10 5 10 49 114 164 186 4 541 545 354 65 ELECTIVES History 1 1 1 2 5 3 5 18 18 13 72.2 Twi 3 3 30 12 8 17 7 1 1 81 82 81 98.8 Economics 1 21 11 13 43 57 58 67 2 271 273 204 74.7 Geography 3 3 8 12 17 27 46 116 116 70 60.3 Mathematics 9 6 31 7 4 11 2 1 70 71 70 98.6 Government 4 7 5 8 31 38 30 46 1 169 170 123 72.4 Lit-In-English 1 5 3 17 17 20 23 96 96 63 65.6 French 1 10 4 6 6 2 1 30 30 30 100 Ceramics 1 7 2 2 8 7 34 7 87 87 80 92 Picture Making 9 7 4 20 12 7 3 62 62 59 95.2 Gen. Knowledge in Art 1 5 7 15 47 32 20 4 131 131 127 96.9 Textiles 1 2 7 21 31 31 10 32.3 Foods and Nurtition 2 14 8 21 1 1 47 47 46 97.9 Mgt in Living 1 1 1 11 13 13 8 48 48 40 83.3 Clothing and Textiles 1 1 1 1 100 Biology 3 25 7 8 2 1 45 46 45 97.8 Chemistry 1 3 11 9 10 4 3 1 41 42 41 97.6 Physics _ 1 4 3 5 9 9 4 6 1 41 42 35 83.3 Bus. Management 5 20 54 15 14 16 2 5 2 3 133 136 131 96.3 Costing 6 4 20 7 11 27 13 18 11 2 117 119 106 89.1 Accounting 4 5 24 9 18 26 17 24 7 2 134 136 127 93.4 Candidates Presented 545 Passes in 4 Subjects 64 Results Withheld 1 Passes in 8 Subjects 111 Passes in 3 Subjects 45 Passes in 7 Subjects 110 Passes in 2 Subjects 22 Passes in 6 Subjects 98 Pass in 1 Subject 13 Passes in 5 Subjects 76 Failure 3 Absent 2 PERCENTAGE PASS 98.9% APPENDIX D9: RESULTS ANALYSIS OF WASSCE JUNE 2007 SUBJECTS NUMBER OF CANDIDATES CORE A1 B2 B3 C4 C5 C6 D7 E8 F9 TOT. PASTOT. PRESENT ABSENT CANCELLED % PASS English Language 1 1 2 27 107 168 118 229 417 71.9 Social Studies 1 77 38 68 146 45 29 13 404 417 96.9 Core Maths 1 5 7 6 28 36 54 279 138 417 33.1 Int. Science 8 5 4 26 60 140 173 243 416 1 58.4 ELECTIVES Management-In-Living 1 3 15 22 4 41 45 91.1 Foods & Nutrition 5 15 21 1 42 42 100 Clothing and Textiles 1 2 3 3 100 Gen. Knowledge in Art 1 14 2 11 19 23 12 1 82 83 3 98.8 Graphic Design 6 6 6 17 1 1 2 37 39 94.9 Ceramics 1 16 2 11 5 2 1 1 38 39 97.4 Lit-In-English 8 14 21 51 42 13 7 149 156 2 95.5 French 1 4 8 8 20 21 41 51.2 Twi 2 32 5 14 2 2 2 59 59 100 Geography 4 2 6 13 11 20 18 56 74 75.7 Economics 6 37 15 17 35 50 32 24 193 217 3 88.9 Government 4 21 15 11 38 24 24 38 137 175 78.3 Christ.
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