Factors That Cause Poor Academic Performance of Sudanese Students in Speaking Skill: A Case Study of Secondary Schools of the Gezira State- Sudan (Published)
This study is conducted to assess factors that affect teaching and learning speaking skills at the Gezira State secondary schools. The researcher uses direct observations and close-ended questions interview as most appropriate tools for collecting the data and evaluating ideas about factors that cause students’ poor academic performance. Then the researcher uses the descriptive method to analyse the data. Furthermore, he uses the SPSS programme to compute it. Some of the findings of the study are as follows: Students do not get good exposure to practice speaking skills when they are in lower grades. There are personality factors like; lack of motivation and self-confidence. One of the researcher’s recommendations is that, English language teachers- in the above mentioned schools- should use a lot of efforts to solve the problems of teaching speaking skills by; motivating the students, giving them opportunities of speaking activities, providing appropriate speaking materials and giving additional classes.
Factors Contributing to the Low Academic Achievement of Students at the Basic Education Certificate Examination in Some Public Junior High Schools of a Political District in the Western Region of Ghana: Students’ and Teachers’ Perspective (Published)
The key to sustainable development of every nation is largely dependent on the quality of education that it offers to its citizens, more especially at the basic level. Therefore, any issue that may affect the aim of building and achieving quality education for national development needs to examined and addressed. This paper reports on an analysis of factors contributing to poor academic performance of students of a political district in the Western Region of Ghana, in the Basic Education Certificate Examinations (BECE). In all, four hundred and sixty respondents comprising two hundred and thirty-eight (238) students and two hundred and twenty two teachers were used for the research. Among other things, the study discovered that in all, there are eight dimensions underlying the poor performance of students at BECE in the political district, which accounted for; of variance in students’ response, and of teachers’ response in the original variables. In sum, the constructs considered to be contributing to poor performance were: teacher failures, parent shortcomings, reactive learning, passive learning, unfavourable economic conditions, uncongenial circumstances, administrative lapse, and truancy. Stakeholders of education are advised to focus on these dimensions to ensure quality education for sustainable national development.