Factors Affecting Students’ Performance in English Language in Zanzibar Rural and Urban Secondary Schools

Abstract

This study investigated the factors affecting students’ performance in English language subject in Zanzibar Secondary Schools. Bloom’s (1982) model of evaluation was used as a framework in the study. The study employed qualitative and quantitative approaches. Data were collected using interviews, classroom observation, questionnaire and documentary review. Result of the study reveals that students were highly motivated to learn English for future expectations such as local and international communication, academic advancement and employment prospects. However, students’ performance was affected by shortage of English teachers and absence of teaching and learning materials. The findings shows that presence of untrained, under-qualified, and trained teachers in schools who were incompetent as a result they skipping to teach some difficult topics in the syllabus. Study findings also indicated that students’ infrequent use of English language at school and home, large class size, teachers’ responsibilities, poor conducive teaching and learning environment in the classrooms, limited home support environment and poverty were contributing factors for English poor. Based on this study  results, study recommends  in-service teachers training to enhance teachers English teaching skills, equal distribution of English teachers, adequate teaching facilities, and conducive learning environment at the schools.

Key Words: English proficiency, students’ performance, variables, attitude, comprehensive.