PERFORMANCE IN ENGLISH LANGUAGE AT WASSCE IN THE WESTERN DISTRICT OF SIERRA LEONE (2019-2023)

Michaela Denison-George

Abstract


This study examined the trends in student and school performance in English Language at the West African Senior School Certificate Examination (WASSCE) in Sierra Leone's western district from 2019 to 2023. Despite English Language being the official medium of instruction and a core subject in schools, students' WASSCE performance in the subject has remained consistently low in recent years. The study used a quantitative approach to analyse trends in the performance of selected schools and students from 2019 to 2023. Data were obtained from the West African Examinations Council and from questionnaires distributed to previous WASSCE students. The study's findings revealed that many students attempted the WASSCE two or three times and generally performed better on the second or third attempt, and that there is a consistent pattern of poor performance in English Language across all school types and locations. The study concluded that the findings have implications for effective English Language teaching and learning in senior secondary schools, school infrastructure and resources, and district-wide policies and practices. It suggests a multifaceted approach to improve learning outcomes, teaching quality, resource allocation, and policies.

Keywords


English Language performance; Senior secondary schools; WASSCE candidates; Western Sierra Leone

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References


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DOI: http://dx.doi.org/10.46827/ejes.v13i8.7001

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