Abstract
Studies have shown that several factors predict students’ achievement in any second language classroom. These factors include learner, school, text, and teacher-related variables. The teacher is indispensable in the instructional procedure; therefore, the quality of a teacher in terms of teaching experience, subject mastery, and questioning behaviour can determine ESL students’ learning outcomes to a large extent. This study examined the relationship between teachers’ subject mastery and questioning behaviour and students’ achievement in English grammar in the Gambia. The research design is a descriptive survey that comprised 300 students and 10 English language teachers from four senior secondary schools in Kanifing Municipal Council. Two research instruments were used and the data were analysed using PPMC and MRA. The result showed that independent variables predicted students’ achievement in English grammar. Teachers’ subject mastery (β = 0.476; t = 12.132; p < 0.05 ) and questioning behaviour (β = 0.204; t = 5.195; p < 0.05 ) contributed significantly to students’ achievement in English grammar relatively and jointly. Recommendations were made to stakeholders to ensure regular training of in-service and preservice language teachers on the teacher and teaching-related variables in ESL classrooms.
Highlights
Introduction eEnglish language is both a core subject and the language of instruction in the Gambian secondary school system
Design e study adopted the survey research design of correlational type as it determined the relationships between the independent variables and dependent variable. e population of the study comprised all the senior secondary school (Grade 11) students in Educational Region 1 of Gambia. e study adopted a simple random sampling procedure to select two schools
Conclusion and Recommendations e study examined the relationship between teacher-related classroom variables and students’ achievement in English grammar in Gambian secondary schools
Summary
English language is both a core subject and the language of instruction in the Gambian secondary school system. E importance of the English language in the Gambian educational system is further underlined by the fact that a minimum of a credit pass in the subject in the West African Senior School Certificate Examination (WASSCE) is a strong requirement for admissions to the numerous higher institutions of learning in the Gambia [1]. English grammar is taught and tested by language teachers in Gambian schools. Erefore, grammar instruction is an integral aspect of second language teaching because the knowledge of grammar in the target language possessed by ESL learners determines their level of competence in the English language. Available statistics on the performance of Gambian students in WASSCE English
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