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

Forfattere

  • Michaela Denison-George Writing, Learning and Foundation Studies Centre, Institute of Public Administration and Management (IPAM), University of Sierra Leone, Freetown, Sierra Leone

DOI:

https://doi.org/10.46827/ejes.v13i8.7001

Nøgleord:

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

Resumé

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.

Forfatterbiografi

  • Michaela Denison-George, Writing, Learning and Foundation Studies Centre, Institute of Public Administration and Management (IPAM), University of Sierra Leone, Freetown, Sierra Leone
    Michaela Denison-George (Mrs.) is Head of the Writing, Learning and Foundation Studies Centre at the Institute of Public Administration and Management (IPAM), University of Sierra Leone (USL). She is the co-founder of the IPAM Writing Centre and the Foundations Studies Unit, which she has managed since their inception in 2017 and 2021, respectively. She holds a Master of Philosophy (MPhil) degree in Education, a Master’s degree in Business Administration (MBA) from the Institute of Public Administration and Management, a Postgraduate Diploma in Education (DipEd) and a Bachelor of Arts (BA) degree from Fourah Bay College. She is currently a PhD student at the Division of Educational Studies, Fourah Bay College. She taught English Language, English Literature and French at her alma mater, Methodist Girls’ High School for 23 years and was Vice Principal of the Senior Secondary Division between 2009 and 2016.  She was appointed lecturer at IPAM in February, 2016. She teaches Communication Skills, Technical Writing, Ethics and Professionalism, Critical Thinking and Academic Success Skills. She serves in the Examinations Unit, the Academic & Career Advisory, Counselling and Student Complaints Unit (ACACS); in the current DVC’s Debt Recovery Committee and the former DVC’s 2023 Agenda Committee to promote student enrichment activities. She was a visiting scholar to the University of Tampa, Florida (USA) in 2019, where she delivered a paper on Teaching in a Post-War, Post-Ebola Environment: Challenges, Opportunities and Solutions. Her research interests are in the area of Education, particularly the teaching and learning process. She serves as an education and Learning assessment consultant in many education projects in the country.

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Publiceret

2026-09-10

Nummer

Årg. 13 Nr. 8 (2026)

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Articles

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