University of Education,Winneba http://ir.uew.edu.gh UNIVERSITY OF EDUCATION, WINNEBA DETERMINANTS OF BASIC SCHOOL PUPILS’ LOW PERFORMANCE IN ENGLISH COMPOSITION-THE CASE OF AGONA EAST DISTRICT GRACE ADJOKUA AMPOMAH 2017 University of Education,Winneba http://ir.uew.edu.gh UNIVERSITY OF EDUCATION, WINNEBA DEPARTMENT OF BASIC EDUCATION DETERMINANTS OF BASIC SCHOOL PUPILS’ LOW PERFORMANCE IN ENGLISH COMPOSITION-THE CASE OF AGONA EAST DISTRICT GRACE ADJOKUA AMPOMAH (8150030003) A THESIS IN THE DEPARTMENT OF BASIC EDUCATION, FACULTY OF EDUCATIONAL STUDIES, SUBMITTED TO THE SCHOOL OF GRADUATE STUDIES, UNIVERSITY OF EDUCATION, WINNEBA IN PARTIAL FULFILMENT OF THE REQUIREMENTS FOR THE AWARD OF THE MASTER OF PHILOSOPHY (BASIC EDUCATION) DEGREE. AUGUST, 2017 University of Education,Winneba http://ir.uew.edu.gh DECLARATION STUDENT’S DECLARATION I, Grace Adjokua Ampomah declare that this dissertation, with the exception of quotations and references contained in published works which have all been cited and acknowledged, is entirely my own original work, and it has not been submitted either in part or whole for another degree elsewhere. SIGNATURE: …………………… ……………… DATE: ……………………………………………. SUPERVISOR’S DECLARATION I hereby declare that the preparation and presentation of the dissertation were supervised in accordance with the guidelines on supervision of dissertation laid down by the University of Education, Winneba SUPERVISOR’S NAME: PROF. ASONABA KOFI ADDISON SIGNATURE: …………………… ……………… DATE: ……………………………………………. ii University of Education,Winneba http://ir.uew.edu.gh ACKNOWLEDGEMENTS I thank the Lord Almighty for seeing and blessing me through this course. The completion of this research is a result of so many Persons’ efforts that deserve appreciation. First and foremost I would like to express my heartfelt thanks to my supervisor Professor Asonaba Kofi Addison. I really cannot put into words how incredibly grateful I am for everything he has taught me, his professional advice and constructive criticisms in my attempt to make this work a success, I sincerely thank him. I express my sincere gratitude to my Head of Department Mr. Kweku Esia Donkor for his encouragement. I am equally grateful to all other lecturers of the Department of Basic Education and lastly, I am thankful to my dear friend Bridgette Amo-Darko for her support. iii University of Education,Winneba http://ir.uew.edu.gh DEDICATION I dedicate this work to my son Berry Jayden Rockson whom I conceived and brought forth during this course. iv University of Education,Winneba http://ir.uew.edu.gh ABSTRACT The purpose of this study was to establish the determinants of basic school pupils’ low performance in English composition in Junior High Schools within the Agona East District. The objectives were to identify the factors contributing to low academic performance of the pupils in English composition, to examine how these factors contributes to low academic performance of the pupils in English composition, to examine teachers’ instructional strategies and their effect on the pupils’ poor performance in English Composition and to evaluate pupils’ attitude towards English composition and their effect on their low academic performance in the subject. The study made use of the mixed method research approach comprising both quantitative and qualitative approaches to find answers to the research questions. The target population was made up of all head teachers, English language teachers and pupils of basic schools in the Agona East District of Central Region of Ghana. Purposive and simple random sampling techniques were used to select 120 respondents for the study. Both primary and secondary sources of data were used. Semi structured sets of questionnaires and interview guide where appropriate, were used to elicit responses from the respondents. The research found that pupils’ performance is affected by different factors such as family background, learning environment and pupils’ role in the learning process. Pupils’ perceptions and teachers’ teaching strategies were also identified to be a major contributing factor to pupils’ downslope academic performance in English composition. It was recommended that more textbooks should be procured especially in English composition to enable pupils get access to reading material and possibly enable them borrow them to study at home. Teachers should also be encouraged to vary their teaching strategies with greater motivation. v University of Education,Winneba http://ir.uew.edu.gh TABLE OF CONTENTS Contents Page DECLARATION ii ACKNOWLEDGEMENT iii DEDICATION iv ABSTRACT v TABLE OF CONTENTS vi LIST OF TABLES vii LIST OF FIGURES viii CHAPTER ONE: INTRODUCTION 1.0 Overview 1 1.1 Background to the Study 1 1.2 Statement of the Problem 4 1.3 Purpose of the Study 7 1.4 Research Objectives 7 1.5 Research Questions 7 1.6 Significance of the study 8 1.7 Delimitation 8 1.8 Definition of Terms 9 1.9 Abbreviations/Acronyms 9 1.10 Organization of the Study 10 vi University of Education,Winneba http://ir.uew.edu.gh CHAPTER TWO : LITERATURE REVIEW 2.0 Overview 12 2.1 Empirical Studies 13 2.2 Concept of Education and Academic Performance 14 2.3 The Teaching and Learning Process 21 2.4 Concept of Teaching 22 2.5 Maxims of Teaching 24 2.6 Concept of Learning 26 2.7 Forms Learning 27 2.8 Learning Styles 28 2.9 Educational Implications of Learning Styles 32 2.10 Perception of Effective Teaching 32 2.11 Factors that Contribute to Student’s Success in External Examination 36 2.12 Factors that Contribute to Student’s Failure in External Examination 38 2.13 English as an International Language 38 2.14 Significant Approaches to Writing and Communication 43 2.15 Approaches to Teaching of Writing 44 2.16 Challenges in English writing and Skill Development 47 2.17 The Role of Perception, Attitude and Motivation in Foreign Language Learning 53 2.18 Summary 57 vii University of Education,Winneba http://ir.uew.edu.gh CHAPTER THREE : METHODOLOGY 3.0 Overview 59 3.1 Methodology 59 3.2 Research Design 60 3.3 Study Area 61 3.4 Population 65 3.5 Sample and Sampling Procedure 66 3.6 Research Instruments 67 3.7 Validity 67 3.8 Reliability 68 3.9 Data Collection Procedure 68 3.10 Data Handling and Analysis 68 3.11 Ethical Consideration 69 CHAPTER FOUR: DATA PRESENTATION AND DISCUSSION 4.0 Overview 70 4.1 Demographic Information of Respondents 70 4.2 Research Question One 74 4.3 Research Question Two 81 4.4 Research Question Three 86 4.5 Research Question Four 92 viii University of Education,Winneba http://ir.uew.edu.gh CHAPTER FIVE: SUMMARY, CONCLUSION AND RECOMMENDATION 5.0 Overview 98 5.1 Overview of the Study 98 5.2 Summary of Findings 100 5.3 Conclusion 101 5.4 Limitations 102 5.5 Recommendations 102 REFERENCES 104 APPENDIX A 125 APPENDIX B 126 APPENDIX C 129 APPENDIX D 131 ix University of Education,Winneba http://ir.uew.edu.gh LIST OF TABLES Table Page Table 1: Category of respondents 65 Table 2: Schools of Respondents 66 Table 3: Gender of respondents 67 Table 4: Age Range of Respondents 68 Table 5: Pupils’ views on factors contributing to low academic performance 69 Table 6: teachers’ and head teachers’ views on factors contributing to low academic performance in English Composition 73 Table 7: Head teachers’ and teachers’ views on how the factors affected pupils’ performance in the subject? 76 Table 8: Pupils’ views on how these factors affected their performance in the composition 79 Table 9: Teachers’ and Head Teachers’ views on instructional strategies and their effect on the pupils’ poor performance in English Composition 81 Table 10: Pupils’ views on their attitude towards English composition 87 Table 11: Teachers’ and Head Teachers’ Views of Pupils’ Attitude towards English Composition 90 x University of Education,Winneba http://ir.uew.edu.gh LIST OF FIGURES Figure Page 1: Districts in Central Region Ghana 59 2: Map of Agona East District 60 xi University of Education,Winneba http://ir.uew.edu.gh CHAPTER ONE INTRODUCTION 1.0 Overview This chapter discusses the background to the study, the statement of the problem, purpose of the study, objectives of the study, research questions, significance of the study and definition of terms. 1.1 Background to the study Education is generally defined as an aggregate of all the processes by which a child or young adult develops his/her abilities, attitudes and other forms of behaviour which are of value to the society in which he/she lives. It is the conscious training of the young to a life useful to him/her and to the society to which he belongs (Gordon, 2008). Our world today is a multicultural and globalized place. The inventions and improvements of new technologies, combined with their applications and the internet make it possible to communicate and interact with people all over the world. According to McLaren (2007), taken together, these advances open up new possibilities on the job market and for the economy. Due to globalization, flexibility is oftentimes highly desired, and speaking another language is not just an additional qualification anymore, but rapidly has become a prerequisite for a successful career. Education provides the child the opportunities to discover him/herself and become useful and self-reliant (McLaren, 2007). According to Gordon (2008), the various levels of education, which are applicable to the Ghanaian situation, include the pre-primary, primary, secondary, as well as tertiary. To catch up with the rest of the world, Ghana has 1 University of Education,Winneba http://ir.uew.edu.gh joined other developing countries in the quest for economic and technological improvement through education. Whereas this is the case, a trip down the lane of education indicates that education in Ghana has been declining in purpose. The public seems to believe that the standard of education in Ghana has fallen greatly (Meyer, 2008).