AN INVESTIGATION OF THE FACTORS WHICH CONTRIBUTE TO LOW ENGLISH ACHIEVEMENT IN SECONDARY SCHOOLS, AS PERCEIVED BY KUWAITI AND NON-KUWAITI ENGLISH TEACHERS
AbstractPurpose. This study investigates why secondary school Kuwaiti students are weak in English language. In 2012/2013, 78% of students joining the Public Authority of Applied Education and Training from secondary school failed to achieve 60% in their English placement test. This high failure rate has raised concerns at PAAET colleges. This study examines the reasons for these results from the teachers’ perspective, and attempts to provide a solution. Design/Method/approach. A questionnaire was designed and distributed across six Kuwaiti educational districts, involving more than 1,000 teachers and head teachers. The data were analysed descriptively. Official letters were obtained from the Ministry of Education and circulated to all Kuwaiti secondary schools . Findings. The data refuted the null hypotheses and showed, first, that teachers agreed to the suitability of the curriculum and its content for secondary school students. Second, they agreed with both positive and negative statements about the interrelated factors regarding classroom teaching. Third, the most important finding was the agreement among teachers that students coming from intermediate school were very weak in English basics, such as grammar and vocabulary. Originality/Value. This is the first study to include a large number of inpost secondary school teachers in an evaluation of the current curriculum and five interrelated factors inside the classroom. The value of this study, which should be seriously considered by the ministry, is that there is a gap between teachers’ appreciation of the current curriculum, and the poor English proficiency of secondary school students.
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How to Cite
Alotaibi, A. M., Aldaihani, H. A., & Alrabah, S. (2014). AN INVESTIGATION OF THE FACTORS WHICH CONTRIBUTE TO LOW ENGLISH ACHIEVEMENT IN SECONDARY SCHOOLS, AS PERCEIVED BY KUWAITI AND NON-KUWAITI ENGLISH TEACHERS. European Scientific Journal, ESJ, 10(25). https://doi.org/10.19044/esj.2014.v10n25p%p