Abstract
This paper presents the findings of a study that investigated the nexus between the parental level of education and the level of the English language achievement at the Ordinary Level (O/Level) Examination. Determining how socio-economic factors affect the achievement level of English, exploring what socio-economic factors affect the achievement of the English language, and identifying the primary socio-economic factors were the objectives. A non-experimental cross-sectional research design was used in conducting the study. The sample consisted of 291 volunteer participants from six schools in the western province. We administered a research-team designed Likert scale type questionnaire to gather the data. The instrument was pilot-tested with 74 participants. In a statistical approach to data analysis, a regression analysis was run in SPSS (version 26). Findings showed that the English language proficiency of the participants increased by 0.691 for each education level of the father, and it was increased by 0.789 for each education level of the mother. Equitable teaching of the English language, availing more time and classwork to improve the achievement levels of the English language, and using quality inputs to give more support to the students who receive lower grades were suggested as part of recommendations.
Highlights
Sri Lanka has achieved much in terms of the provision of primary education to its school student population
Of the reforms introduced are the reforms on the improvement of the second language teaching and learning; the state spends its funds to increase the proficiency of English and the pass rate at public examinations; recent statistics published by the Department of Education (DoE) show that the results of English at public examinations have been below the national standards (Aturupane et al, 2011)
The achievement of the English language at the O/L Examination has been a subject of scrutiny and attracted applause; a closer examination of the results indicates that the teaching of English in the country has seen a decline. 2018 report published by the British Council concluded that “in the medium to longer-term, if not addressed, this could adversely affect Sri Lanka's success in developing the economy, and its ability to respond to international trade and tourism opportunities (p. 7)
Summary
Sri Lanka has achieved much in terms of the provision of primary education to its school student population. Research has been conducted to explore this issue, and empirical research has given insight into root causes; several socio-economic factors, for example, impact the desired and expected levels of achievement of English language proficiency. The socio-economic factors that determine students’ achievement levels of English include parental employment, education, and income, and these factors relate to and influence one another; they have a causal effect, and those who have been caught in the vicious cycle of poverty tend to achieve far below the national levels of achievement in education. Schools should prepare students to secure rewarding careers once they leave school and find employment. In preparing students for the world of work, our schools' role in teaching students English and helping them gain a level of proficiency in English is noteworthy because schools are expected to teach English so that students enjoy learning and use it to gain employment
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