Evidence-based learning of students’ performance in English language in Adu Gyamfi Senior High School in the Sekyere South District of Ghana

Akowuah, Jones Asafo; Patnaik, Sumeeta; Kyei, Evans Frimpong

doi:10.1080/23311886.2018.1503577

Cited by 8 publications

(6 citation statements)

References 12 publications

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“…The teaching and learning of English in public basic schools in Ghana continue to attract concerns of stakeholders of education. There is the challenge of low reading, wrong usage of English vocabulary, poor spelling and poor writing skills (Akowuah, Patnaik, & Kyei, 2018;Chief Examiner's Report, 2016;Dadzie & Bo-Open Journal of Social Sciences siwah, 2015) in classrooms across the country. Stakeholders view these as some of the reasons for the poor performances of students at the Basic Education Certificate Examinations (BECE) English language paper.…”

Section: Introductionmentioning

confidence: 99%

Investigating the Type of Student Engagement That Exists in English Classrooms of Public Basic Schools in Ghana

Torto¹

2020

JSS

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Current studies on student engagement and achievement posited that there are three dimensions of student engagement and there is a correlation between the three dimensions of student engagement and achievement. Several researches conducted in Ghana have looked at aspects of student engagement. However, the issue of poor academic performance continues to be a huge challenge. It is imperative therefore to conduct a study to find out the type of student engagement that exists in the public basic schools, in order to find out the underlying factor that impedes good performance in these schools as a way of finding solution to the challenge of poor performance. The study employed a quantitative approach of inquiry, using 61 English language teachers in the Cape Coast metropolis in Ghana. The data was collected by a five-point Likert Scale questionnaire which was analysed using descriptive statistics (Means and Standard Deviation). The study found out that, though there are traits of the three dimensions of student engagement, the dominant dimension was the Emotional. Thus, in Cape Coast, the three dimensions are not at play in the English classrooms so achievement could not happen.

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Section: Introductionmentioning

confidence: 99%

Investigating the Type of Student Engagement That Exists in English Classrooms of Public Basic Schools in Ghana

Torto¹

2020

JSS

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“…The findings indicate that code switching was common in many EFAL lesson presentations by UNISA student teachers. According to [44] and [45] code switching is discouraged by many authors who believe that it delays the learners' acquisition of English. However, English is the second or third language for many African teachers and learners [46] which may just have an effect on the development of English.…”

Section: Theme 3 -Code Switchingmentioning

confidence: 99%

Strategies Used by UNISA Student Teachers in Teaching English First Additional Language

Maja¹,

Motseke²

2022

Higher Education - New Approaches to Accreditation, Digitalization, and Globalization in the Age of Covid

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The teaching of English to non-English speakers in historically disadvantaged areas of South Africa is a difficult task for student teachers. This study was conducted in the township schools at Ekurhuleni North District, in the Gauteng province of South Africa. The purpose of the study was to determine the extent to which students at the University of South Africa (UNISA) used interactive teaching strategies in the teaching of English as a First Additional Language (EFAL). The study also intended to highlight the support provided by UNISA lecturers to these student teachers. The study was grounded in interpretivism with self-determination theory (SDT) informing it. The study was a qualitative descriptive case study with document analysis, observations and semi-structured interviews utilised to collect data. Purposive sampling assisted in selecting six student teachers, of which three were male and three were female. The student teachers were studying in their 3rd and 4th years of the Bachelor of Education degree (B.Ed.), specialising in English. Data collected were categorised into codes and themes. The findings reveal that student teachers only used pictures, charts and flashcards as interactive teaching strategies in teaching EFAL. It was concluded that student teachers were not well-prepared in the use of interactive teaching strategies in the teaching of EFAL and were not adequately supported by the university. It is recommended that UNISA lecturers should regularly visit student teachers during their teaching practice offering support, motivation and advice.

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“…Some of these studies have done so from a non-critical literacy or a neutral perspective, while others have done so from a critical literacy perspective. Some of the studies falling under the first category are Tok (2010), Rahimpour andHashemi (2011), Shah et al (2014), Heriati (2017), andAhmad et al (2019), whereas those related to the second category include Roohani and Heidar (2012) and Asakereh et al (2019). For example, Tok's (2010) study evaluated an English language textbook used in the eighth grade in state primary schools in Turkey, and was carried out through investigating teachers' perspectives rather than through analysing textbook content.…”

Section: Related Literature: Textbook Evaluationmentioning

confidence: 99%

“…Another study is Ahmad et al's (2019) study that evaluated the content of an ESL textbook (English-2) meant to develop grade two learners' communicative competence at public and private schools in Punjab, Pakistan. It engaged in an in-use evaluation as opposed to pre-use and post-use forms of textbook evaluation.…”

Section: Related Literature: Textbook Evaluationmentioning

confidence: 99%

A Modified Version of Bloom’s Taxonomy and Critical Language Awareness: Evaluating EAL Textbooks for Junior High Schools in Ghana Through a Critical Literacy Approach

Akrong

Chaka

Walt

2021

Int. J. Appl. Linguist. Engl. Lit.

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This study set out to evaluate three English as an additional language (EAL) textbooks used by junior high schools in the Ho West District of Ghana. It adopted a critical literacy framing and employed purposive sampling to select five junior high schools in the Ho West District. It utilised a modified version of Bloom’s (1956) taxonomy of cognitive dimensions and Cummins’ (1999) CALP, respectively, to evaluate the language contents of the three EFA textbooks: Book 1, Book 2, and Book 3. The three evaluated areas were: thinking skills; integration of various school subjects; and critical language awareness. Two of the findings of this study are worth mentioning. First, of the six cognitive dimensions of a modified version of Bloom’s taxonomy that are graded in degrees of cognitive complexity (e.g., from lower-order thinking skills to higher-order thinking skills), knowledge, as the first lower-order cognitive skill, was the most foregrounded in all the three textbooks. It was followed by understanding as the second lower-order cognitive skill. Second, all the three textbooks incorporated elements of other school subjects in their language contents in line with CALP. By contrast, all the three textbooks did not foster or develop critical language awareness. Overall, the three textbooks foregrounded lower-order thinking skills over higher-order thinking skills such as analysis, inventive thinking (synthesis), and evaluation.

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Evidence-based learning of students’ performance in English language in Adu Gyamfi Senior High School in the Sekyere South District of Ghana

Cited by 8 publications

References 12 publications

Investigating the Type of Student Engagement That Exists in English Classrooms of Public Basic Schools in Ghana

Investigating the Type of Student Engagement That Exists in English Classrooms of Public Basic Schools in Ghana

Strategies Used by UNISA Student Teachers in Teaching English First Additional Language

A Modified Version of Bloom’s Taxonomy and Critical Language Awareness: Evaluating EAL Textbooks for Junior High Schools in Ghana Through a Critical Literacy Approach

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