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Global Journal of Management and Social Sciences ISSN 2519-0091
Vol 2, No. 2, April-June, 2016: Page # 86-96.
____________________________________________________________________________
86
AN EVALUATION OF THE CAUSES OF LOW ACHIEVEMENT IN
ENGLISH AT ELEMENTARY LEVEL IN DISTRICT VEHARI.
Prof. Dr. Abdul Ghafoor Awan,
Dean, Faculty of Management and Social Sciences,
Institute of Southern Punjab, Multan-Pakistan
Ayesha Khaliq
M.Phil Scholar, English Linguistics,
Department of English Linguistics,
Institute of Southern Punjab, Multan-Pakistan
______________________________________________________________________________
ABSTRACT
The present research study aimed at to investigate the causes of low achievement in English at
elementary level in District Vehari, Pakistan. In this study effort was made to collect information
about the causes which effect the students’ achievement and provide the guide line for the
educationists to improve the educational system. The study was a survey type of study. The data
was collected from urban and rural, government and private elementary school students through
personal visit. Total number of schools was 10 and total number of students was 200. 20 students
were selected from each school. To identify the causes’ data was collected by random sampling
techniques by using questionnaire as data collection tool. The questionnaire contains 20 items. The
questions were asked about the causes of low achievement in English language learning. The
collected data was tabulated and analyzed with the help of percentage formula.
KEYWORDS: Achievement, factors causing low achievement in learning English.
______________________________________________________________________________
1.INTRODUCTION
Education is considered as an investment in human beings in terms of development of human
resources skills, motivation and knowledge. In this age of globalization and technological
development, education is counted as a first step for every human activity. It plays an important
and crucial role in the progress and success of human beings and gives opportunities to humans
for better living. The use of English has become a sign of esteem in our society. Everyone seems
fond of using English to get high status in society. In Pakistan, English has become a compulsory
subject in educational institutions. English is considered as L2 or second language in Pakistan. It
is the official language of Pakistan. It is necessary for teachers to access the achievements of
Global Journal of Management and Social Sciences ISSN 2519-0091
Vol 2, No. 2, April-June, 2016: Page # 86-96.
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students. The achievements of the students can be assessed through achievement test. Achievement
test is an important tool in school evaluation and has great significance in measuring instructional
progress and progress of the students in the subject area. Achievement test is an instrument
designed to measure the achievements of the students.
All over the world every country has some problems in educational system. And because of these
educational problems students could not achieve education. These problems become more
complex in poor and developing countries like Pakistan, Bangladesh, Laos, Cambodia, etc. In
Pakistan in which education is in crises there are too many problems of administration, problems
of good teachers, lack of financial resources, harsh classroom environment, overcrowded
classrooms, faulty teaching methods, poor socio-economic background and many more. Low
achievement is also one of them. In English language, low achievement is a big problem in
Pakistan which is an international language.
1.1 Main Research Questions
This study had two main research questions.
What are the causes of low achievement of the students in the subject of English at elementary
level?
How we can improve the achievement of the students in the subject of English at elementary level?
1.2 Statement of the Problem
This study had been designed to evaluate the causes of low achievement in the subject of English
at elementary level in District Vehari.
1.3 Objectives of the Study
The objectives of the study were:
● To investigate the causes of low achievement in the subject of English at elementary level.
● To explore the factors that affect students’ achievements in the subject of English at elementary
level.
● To observe the difficulties faced by the learners during the period of English at elementary level.
● To improve the achievement of the students in the subject of English at elementary level.
1.3 Significance of the Study
After completing this research work the following will be benefited:
Global Journal of Management and Social Sciences ISSN 2519-0091
Vol 2, No. 2, April-June, 2016: Page # 86-96.
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Teachers can make better step for teaching English language at elementary level.This study will
be helpful in providing the base data for further researchers who research in this field. This study
will help in correlation studies of other subjects and in content areas.
2.LITERATURE REVIEW
According to Siegel (1993), In Pakistan with the 54 year’s history of English has a controversial
role. English is a second language in Pakistan but it is most important than National language.
Sharif (2002) has stated that in Pakistan English occupies a very important place. Our curriculum
is incomplete without English language. British rulers introduced this language. In sub-continent,
English became the language of rulers, official and courts. English is a compulsory subject in the
public examinations up to degree level, a very high percentage of students fail in this subject has
led to frequent protest from the public against the teaching of English as a compulsory subject.
2.1 Causes of Low Achievement in English Language Learning
There are many issues that effect to the students’ learning English language as a foreign or second
language in a non-native speaking country like Pakistan. Those elements may derive from many
components including social economic issues, the difference of culture, poor family backgrounds,
unsuitable curriculum and textbook design, lack of good, qualified and trained English teachers,
lack of students’ learning motivation, carelessness of students, etc. These factors cause students to
have low and poor performance in English language learning, especially in the countries like
Pakistan, Laos, Bangladesh, Cambodia, etc.
Agyeman (1993) reported that a teacher who does not have both the academic and professional
teacher qualification would undoubtedly have a negative influence on the teaching and learning of
his/her subject. However, he further stated that a teacher who is academically and professionally
qualified, but works under unfavorable conditions of service would be less dedicated to his work
and thus be less productive than a teacher who is unqualified but works under favorable conditions
of service.
Krashen (2005) concluded that students whose parents are educated score higher on standardized
tests than those whose parents were not educated. Educated parents can better communicate with
their children regarding the school work, activities and the information being taught at school.
They can better assist their children in their work and participate at school (Fantuzzo & Tighe,
2000; Trusty, 1999).
Global Journal of Management and Social Sciences ISSN 2519-0091
Vol 2, No. 2, April-June, 2016: Page # 86-96.
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According to Haycraft (1993) harsh classroom environment, overcrowded classrooms and
ineffective teaching methodology are also one of the major causes of low achievement in learning
English language. Kwesiga (2002) approved that performance of the students is also influenced by
the school in which they studied but he also said that number of facilities a school offers usually
determine the quality of the school, which in turn affect the performance and accomplishment of
its students.
Fareeda (2003) has stated that some traditional A.V. Aids such as BB, charts, pictures flash cards
are available in our school but tape recorder lingua phone and film strips are not available. The
non availability of A.V. Aids can make the teaching of English ineffective in Pakistan. Haycraft
(1993) says that the Asian people are facing problem in teaching and learning of English while
those problems include lack of effective audio-visual aids.
Mansoor (1993) analyzed that the students even after years of learning English as a compulsory
subject, lacked fluency and faced difficulties in English language usage. A critical look at the
English learning situation displayed out dated and in-efficient course and teaching methods. The
teachers were not properly trained and there was hardly any interaction between students and the
teachers. The spoken skill was completely ignored. It was not a part of the English examination.
According to Murray & Christison (2010), many students think that English is only a school
subject and they don’t see its significance for their prospective employment to work with
multinational or national companies where English is employed.
Susanna (2007) claimed that weak students usually have poor strategies and give up easily when
they find struggle. When students or language learners find difficulty in textbooks, they easily give
up. Most of the textbooks are not suitable and attractive. Students read them only to pass the
examination. Dembo (2004) specifies that time management is involved in students’ educational
achievement; for instance, students with better time management skills tend to have higher grade
point average (GPA) than students with poorer time management skills.
A study has been conducted by Muhammad (2007) on the investigation of the factors that cause
language anxiety for ESL/EFL learners in learning speaking skills and the influence it casts on
communication in the target language found difficulties of language learning, differences in
learners’ and target language cultures, the difference in social status of the speakers are the factors
that affect to the students’ weakness of language learning.
Global Journal of Management and Social Sciences ISSN 2519-0091
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Nile (2006) pointed that there is a weakness among the students of the main stages in language
skills, and confirms the reality of this weakness of students in key stages of the delay in the mastery
of reading and writing skills as well as weakness in the skills of writing the alphabet and
calligraphy. Souvannasy, Masashi, & Yukiko (2008) identify that teaching and learning English
implementation still has unqualified English teachers, shortages of textbooks and also
unstandardized curriculum. In our examination system only memory of students is checked. The
basic four skills (reading, writing, speaking and listening) are totally neglected.
Graetz (1995) conducted a study on socio-economic status of the parents of students and concluded
that the socio economic background has a great impact on student’s academic performance, main
source of educational imbalance among students and student’s academic success contingent very
strongly on parent’s socio economic standard. Considine and Zappala (2002) also having the same
views as Graetz (1995), in their study on the influence of social and economic disadvantage in the
academic performance of school students noticed, where the parents or guardians have social,
educational and economical advantage definitely strengthen the higher level success in future.
3. RESEARCH METHODOLOGY
This descriptive study was conducted by using a survey method. The population of this study was
consisted on the students studying at the elementary level in District Vehari (Pakistan). The
population of this study was the students of 10 elementary (girls/ boys, urban/ rural, government/
private) schools of District Vehari. A sample of 200 students was selected randomly from 10
schools. 20 students from each selected school were included in sample of this study. Data was
collected from students with the help of one instrument i.e. questionnaire. The questionnaire was
included the items that measure the causes of low achievement in English language. This
instrument was designed on 5-point liker scale. The study was delimited to the elementary schools
of district Vehari only due to time and financial constraints. The focus of this study is limited to
elementary level. The results of this research cannot be applied to the whole country, but applied
to the whole District where the research was conducted.
4. DATA ANALYSIS
The data was collected through questionnaire from five Government and five Private schools. Out
of which five are Rural and five are Urban Schools. There are twenty questions in Questionnaire.
Global Journal of Management and Social Sciences ISSN 2519-0091
Vol 2, No. 2, April-June, 2016: Page # 86-96.
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91
The views of students were analyzed in percentage. We used 5-Point Liker Scale to measure the
response of target population.
Table 1: Students feel hesitant
Options
SA
A
N
DA
SDA
Frequency
114
71
11
3
1
Percentage
57
35.5
5.5
1.5
0.5
Figure 1 Percentage of hesitant students
The table # 4.1 shows that 35.5% students agree, 57% students strongly agree with the statement
that students feel hesitant to speak English. While 1.5% students disagree, 0.5% students strongly
disagree with the statement. Majority of the students agree with the statement that students feel
hesitant while speaking.
Table 2: Overcrowded classrooms
Options
SA
A
N
DA
SDA
Frequency
93
69
20
4
14
Percentage
46.5
34.5
10
2
7
Figure 2 Overcrowded class room
114
57
71
35.5
11 5.5
31.5
10.5
0
20
40
60
80
100
120
140
160
180
200
Frequency Percentage
SA A N DA SDA
Global Journal of Management and Social Sciences ISSN 2519-0091
Vol 2, No. 2, April-June, 2016: Page # 86-96.
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Table # 4.3 shows that 34.5% students agree, 46.5% students strongly agree with the statement
that overcrowded classrooms are not fit for effective teaching and learning. While 2% students
disagree, 7% students strongly disagree with the statement. Majority of the students agree with the
statement that overcrowded classrooms are not fit for the effective teaching and learning English.
Table 3: Teachers are not qualified and trained
Options
SA
A
N
DA
SDA
Frequency
18
81
30
37
34
Percentage
9
40.5
15
18.5
17
Figure 3 Percentage of non-qualified and non-trained teachers
93
46.5
69
34.5
20 10
42
14 7
0
20
40
60
80
100
120
140
160
180
200
Frequency Percentage
SA A N DA SDA
18 9
81
40.5
30
15
37
18.5
34
17
0
20
40
60
80
100
120
140
160
180
200
Frequency Percentage
SA A N DA SDA
Global Journal of Management and Social Sciences ISSN 2519-0091
Vol 2, No. 2, April-June, 2016: Page # 86-96.
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93
Table # 4.9 shows that 40.5% students agree, 9% students strongly agree with the statement that
most of the teachers in English period are not qualified and trained. While 18.5% students disagree,
17% students strongly disagree with the statement. Majority of the students agree with the
statement that most of the teachers in English period are not qualified and trained.
Table 4: Ineffective Teaching methodologies
Options
SA
A
N
DA
SDA
Frequency
64
55
32
33
16
Percentage
32
27.5
16
16.5
8
Figure 4 Ineffective teaching methodologies
Table # 4.10 shows that 27.5% students agree, 32% students strongly agree with the statement that
teaching methodologies that are used in English periods are not effective. While 16.5% students
disagree, 8% students strongly disagree with the statement. Majority of the students agree with the
statement that teaching methodologies that are used in English periods are not effective.
Table 5: Parents support in speaking English
Options
SA
A
N
DA
SDA
Frequency
66
53
31
23
27
Percentage
33
26.5
15.5
11.5
13.5
64
32
55
27.5
32
16
33
16.5
16 8
0
20
40
60
80
100
120
140
160
180
200
Frequency Percentage
SA A N DA SDA
Global Journal of Management and Social Sciences ISSN 2519-0091
Vol 2, No. 2, April-June, 2016: Page # 86-96.
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94
Figure 5 percentage of parent support in speaking English
Table # 4.18 shows that 26.5% students agree, 33% students strongly agree with the statement that
parents support you in speaking English at home. While 11.5% students disagree, 13.5% students
strongly disagree with nt. Majority of the students agree with the statement that parents support
you in speaking English at home.
5. CONCLUSIONS
Students feel hesitant to speak English because of the fear that they’ll make mistakes while
speaking. Overcrowded classrooms are not fit for the effective teaching and learning English
language. Most of the teachers in English period are not qualified and trained. Teaching
methodologies that are used in English periods are not effective. Parents support students in
speaking English at home.
6. RECOMMENDATIONS
In the light of above discussion, we make the following recommendations: -
● Teacher should create confidence in students to reduce the hesitant to speak English. Teacher
should behave friendly with the student so, they’ll freely ask anything to the student and don’t feel
hesitant while speaking.
● The classrooms should not be overcrowded for the effective teaching and learning English. The
size of class should be appropriate.
66
33
53
26.5
31
15.5
23 11.5
27 13.5
0
20
40
60
80
100
120
140
160
180
200
Frequency Percentage
SA A N DA SDA
Global Journal of Management and Social Sciences ISSN 2519-0091
Vol 2, No. 2, April-June, 2016: Page # 86-96.
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95
● The Government should train the teachers who are teaching English at elementary level. Training
workshops and refresher courses should be arranged for the training of the English teachers at
elementary level.
● Teaching facilities should be provided in the schools so, the teachers can use different methods
to teach and improve the English language.
● Parents should support their children in speaking English at home. They should give proper time
to the students at home for their studies.
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