Factors Contributing to Poor Performance of Grade 4 Learners in English Second Language
DOI:
https://doi.org/10.56916/jirpe.v3i2.838Keywords:
Performance, Factors, learners, Teachers, English 2nd languageAbstract
The study aimed to investigate the factors that contribute to the poor performance of Grade 4 learners in English at three selected primary schools in the Oshikoto Region in Namibia. The qualitative approach was adopted in the form of a case study design. The data were collected through a semi-structured interview and document analysis. A sample comprising six (6) English teachers was chosen using purposive sampling. The data were analyzed using a thematic analysis approach. The study revealed that contributing factors to poor performance were language barriers, lack of resources, lack of motivation, and lack of training and workshops. The study recommends that the Ministry of Education, Arts, and Culture should provide teaching and learning resources, organize and offer workshops to teachers, and monitor compensatory programs.
References
Dhillon, J. K., & Wanjiru, J. (2013). Challenge and strategies for teachers and learners of English as a second language: the case of an urban primary school in Kenya. International Journal of English Linguistics, 3(2), 14-24.
Ganaprakasam, C., & Karunaharan, S. (2020). The challenge of teaching English as a second language. International Journal of Education, Psychology and Counselling, 5(37), 173-183.
Ithindi, E. T. (2021). Poor performance of learners in Grade 12 English as a second language Examination: Content analysis of Oshigambo High School Alumni. WhatsApp dialogue, Reform forum, 29(2), 3-16.
Kamati N., & Woldemariam, H. Z. (2016). Causes of the underachievement of grade 12 learners of English: A case study of a rural school in Oshikoto region, Namibia, NAWA. Journal of Language and Communication, 10(2), 1-17.
Langat, A. C. (2015). Students’ attitudes and their effects on learning and achievement in mathematics: A case study of public secondary schools in Kiambu country. Nairobi: Kenyatta University Press.
Negumbo, T. A. N. (2016). An investigation into underperformance in social studies grades 5-7 in selected Namibia primary schools: A case study. (Unpublished Master’s dissertation). Stellenbosch University.
Nepando, N. P. (2018). Challenges fourth-grade learners encounter in reading English as a second language. (Unpublished Masters’ dissertation). University of Namibia, Windhoek.
Nkandi, S. (2015). Factors influence Grade 12 learners’ performance in English second language in two selected senior secondary schools in the Omusati education region. (Unpublished Master’s dissertation). Stellenbosch University.
Normazidah, C. M., Koo, Y. L., & Hazita, A. (2021). Exploring English language learning and teaching in Malaysia. Journal of language, 12(1), 35-55.
Pandiyan, S., Maasu, & Albert, O. (2017). The effects of lack of qualified English language teachers on the performance of senior high school students: A case of selected schools in Tamale Metropolis. Research Journal of English Language and Literature, 619-625.
Simasiku, L., Kasanda, C., & Smith, T. (2014). Teaching subject matter through English as the medium of instruction in the Namibia English second language classrooms: The 2nd Mediterranean interdisciplinary forum on social sciences and Humanities, Almeria: European scientific institute. MIFS 2014 (pp. 315-344)
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2024 Elizabeth Thapadhi Andreas, Ferdinand Nghifikepunye Kamati
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
