Factors influencing learners’ performance in the Namibia Senior Secondary Certificate Ordinary Level English 2nd language

Abstract

Proficiency in the English language serves as a pathway to accessing higher education opportunities for non-English natives. Their persistent underperformance in the national English second language examination remains a deeply disconcerting phenomenon. Since the learners are susceptible to factors influencing their academic performance, poor performance has been an inevitable fate for the majority. Therefore, this study explored factors influencing learners’ performance in the Namibia Senior Secondary Certificate Ordinary Level English 2^nd language final examination. The question is, what are the factors influencing learners’ performance in the Namibia Senior Secondary Certificate Ordinary Level? The study adopted a qualitative research approach and interviewed 22 participants from secondary schools within Grootfontein circuit in the Otjozondjupa region of Namibia. Three of them were English second language teachers of the Namibia Senior Secondary Certificate Ordinary Level, three head of departments for languages, three school principals, nine learners, three school board members of the secondary schools, and one inspector of education. Larsen-Freeman’s complex dynamic systems theory was used as a lens of the study. The study found that shortages of physical facilities and infrastructure, scarcity of English teaching and learning resources, and learners’ backgrounds and motivation were major persistent factors contributing to poor performance in English. In addition, the study found limited exposure to English, stakeholders’ blame games, and a lack of appreciation for each other’s efforts as other factors sustaining poor performance in English. The elements include socioeconomic issues and scant technology. These factors were found to be diverse and complex, creating a dynamic context. The study concluded that the development of clear accountability mechanisms to address issues of blame games and promote a sense of shared responsibility for a holistic and sustainable approach to improving performance is earnestly required. The study recommends the implementation of a staff development scheme to improve the Namibia Senior Secondary Certificate Ordinary Level English second language academic results in an effective and efficient manner. The study also recommends that intentional investment in libraries, language labs, and multimedia resources be carried out in order to enhance English language exposure and practice and the implementation of motivation-enhancing strategies such as extracurricular English clubs, readathon programmes, or language immersion experiences.