Factors contributing to low English composition proficiency among JHS students in the Central Tongu District

Abstract

The study investigated factors contributing to low English composition proficiency among JHS students in the Central Tongu District. Guided by Louise Rosenblatt’s Transactional Theory of Reading and Writing, the research explored the factors influencing performance, the extent of their impact, teaching methods employed, and strategies for improving outcomes in English composition. The study utilised a mixed methods with sequential explanatory design, allowing for a exhaustive understanding of both quantitative patterns and qualitative insights. A total of 300 J.H.S. students and 90 English language teachers were selected through stratified random sampling and maximum variation sampling, respectively. Using a structured closed-ended questionnaire, a semi-structured interview guide, and an observation guide, data were gathered. Quantitative data were analysed using frequency counts, percentages, means, and standard deviations, while qualitative responses were subjected to thematic analysis to interpret deeper insights and contextual experiences. It was revealed that students’ poor performance in English composition is largely attributed to inadequate school infrastructure, insufficient parental support, unruly student behaviour, and lack of professional support systems such as counsellors. These contributing factors, particularly late exam preparation, lack of revision time, and poor role modelling at home are perceived by both teachers and students to significantly impact academic performance in English composition. Based on the major findings and the conclusions drawn, it was recommended that the Ghana Education Service (GES), through the Central Tongu District Education Directorate, should invest in improving foundational school infrastructure, such as libraries, access to electricity, and classroom resources to create a more enabling environment for teaching and learning English composition, particularly in underserved rural circuits where these deficits are most acute. Also, school administrators and the District Education Directorate should design school-based intervention programmes focused on strengthening exam preparation strategies, including time-bound revision sessions, early syllabus completion, and mentorship schemes involving successful alumni as role models to inspire student effort and focus in writing.