Factors associated with students’ poor performance of English Language Subject in Secondary Schools: a case of Magu district council

Masenyi, Juliana Francis

dc.creator	Masenyi, Juliana Francis
dc.date	2019-09-24T11:52:31Z
dc.date	2019-09-24T11:52:31Z
dc.date	2014
dc.date.accessioned	2022-10-20T14:15:41Z
dc.date.available	2022-10-20T14:15:41Z
dc.identifier	Masenyi, J. F. (2014). Factors associated with students’ poor performance of English language subject in Secondary schools: a case of Magu district council. Dodoma: The University of Dodoma
dc.identifier	http://hdl.handle.net/20.500.12661/1809
dc.identifier.uri	http://hdl.handle.net/20.500.12661/1809
dc.description	Dissertation (MA Education)
dc.description	The Performance of English language subject in secondary school has persistently been poor. This study sought to investigate the factors associated with students’ poor performance of English language subject in secondary schools and to establish the strategies that can be adopted to improve performance of English language subject in secondary schools in Magu district council in Mwanza Tanzania. The study sought to determine the school based factors that affect students’ performance of English language in secondary schools, socio-cultural factors that affect performance of English language in secondary schools and personal factors that affect performance of English language subject, and established the strategies that can be adopted to improve performance of English language subject. Descriptive survey research design was adopted for the study. The target population was 131 respondents which comprised of Form Three secondary school students in Magu district council, 18 English language teachers, 100 secondary school students, 10 parents and 3 head teachers. Data was collected by use of two questionnaires; students and teachers’ questionnaires and interview which was used to head teachers and parents. Factors contributing to poor performance include under staffing, inadequate teaching/ learning materials, lack of motivation and poor attitudes by both teachers and students, retrogressive practices. It is anticipated that the findings of this study will give curriculum developers new insights into emerging issues on performance and influence the Ministry of Education and vocational training on policy formulation. Students are also expected to benefit from the findings; because improved English language performance will give them opportunities to improve performance of other subjects like history, geography biology and other related courses in higher institutions of learning and middle level college.
dc.language	en
dc.publisher	The University of Dodoma
dc.subject	Poor performance
dc.subject	Students' performance
dc.subject	English language
dc.subject	English subject
dc.subject	Secondary school
dc.subject	Magu
dc.subject	Inadequate teaching
dc.subject	Learning materials
dc.subject	Education curriculum
dc.subject	Ministry of Education and Vocational Training
dc.subject	MEVT
dc.subject	Policy formulation
dc.title	Factors associated with students’ poor performance of English Language Subject in Secondary Schools: a case of Magu district council
dc.type	Dissertation