Factors contributing to poor academic performance in English composition writing among grade12 learners in Kabwe District, Zambia

Abstract

There has been dissatisfaction with school leavers’ English language skills, especially in composition writing and pupils’ academic performance at the school certificate level is not as expected in most secondary schools. Therefore, this study aimed to assess factors contributing to poor academic performance in English Composition writing among Grade 12 learners in some selected secondary schools in Kabwe district of Central Province, Zambia. Eight (8) head teachers, (8) eight teachers, (4) four education standards officers, and eighty (80) learners from the eight secondary schools in Kabwe district were sampled for the study. Data was collected using questionnaires and in-depth interviews to allow the researchers a platform to ask open-response questions and to explore the respondents’ perspectives about the factors contributing to poor academic performance in English Composition writing among Grade 12 learners. The data was analyzed by use of the Statistical Package for Social Science (SPSS) computer package and Microsoft Word. The study revealed factors contributing to poor academic performance in English Composition writing among Grade 12 learners such as poor attitude, contact time, composition writing skills, poor teaching methods and techniques, and teachers lacking skills in various important areas of teaching composition in secondary schools at O’ level. These areas include composition skills, teaching approach, and other factors revealed. Hence, the study recommended that head teachers should come up with programmes in schools through school-related activities to educate teachers on composition writing.