Poor performance of learners in Grade 12 English as a second language examination: Content analysis of Oshigambo High School Alumni WhatsApp dialogue

Abstract

A good pass in English as a subject at Grade 12 level has become a determining factor of one’s future success in the Namibian education system. Without a good pass in English as a subject at Grade 12 level, a learner’s hope of choosing a good career path is ruined. Thus, English has become a barrier to admission to tertiary institutions as many learners do not pass it with outstanding scores as expected. This closes the doors for many aspiring learners. Following the release of the 2019 Grade 12 examination results at the beginning of 2020, the Namibia Senior Secondary Certificate Ordinary level results, poor performance in English as a subject attracted the attention of affiliates of the Oshigambo High School Alumni Association. This provoked a WhatsApp dialogue in which a social-constructivism approach was employed to brainstorm and identify causes of the persistent poor performance in English as a subject at national level, as well as potential solutions. The WhatsApp dialogue was aimed at answering two main questions of the research project: What are the causes of persistent poor performance in the Grade 12 English examinations in Namibia? and How can the problem of poor performance in English as a subject be addressed in Grade 12 Namibian examinations? The WhatsApp log indicated that thirty-six out of about two-hundred Oshigambo High School Alumni Association members at that time partook in the dialogue that lasted for about one month, twenty-seven days to be specific. Using a content analysis approach, the WhatsApp dialogue was analysed thematically, giving rise to challenges faced by learners, teachers and the communities at large. These challenges are such as limited opportunities for learners to pursue further studies at tertiary institutions, poorly written official correspondences in other sectors of the economy, and an unconducive learning environment for English as a second language due to mother tongue interference. Challenges related to assessment and teaching methods also emerged from data analysis, such as code switching due to teachers’ low level of proficiency in the English language, and insufficient effort by teachers of other subjects to instil the correct command of the English language. Recommendations on how the problem of persistent poor performance could be alleviated also emerged from the study, such as provision of adequate English language learning materials, increased homework in all the English language skills, increased monitoring of English language teachers by subject advisors so that mutual assistance is provided, as well as faster implementation of recommended solutions at curriculum level where many other stakeholders in the education sector should play a role.