Perceptions of Boys towards English Language Subject in Secondary Schools in Uganda: Implications on Performance
Abstract
The purpose of this study was to investigate why boys perform poorly in the English language in secondary schools in Uganda. An explanatory case study research design was adopted for the study. The population were English language subject teachers, head teachers, director of studies and students in two secondary schools, one mixed boarding private secondary school and one mixed day government secondary school. The sample size included 02 head teachers, 02 directors of studies, 06 subject teachers and 10 students. Purposive and Random sampling techniques were used to reach the respondents and the primary data was collected using interview guides, observation check-list and document analysis. The findings revealed that boys feel that the English language is meant for girls; they see no career paths through the English language subject; and there is a challenge of the teachers’ self-fulfilling prophecy towards boys. The study concludes that boys’ poor performance in the English language subject in Uganda is due to their perception that the subject is for girls. In addition, boys find English language lessons time-wasting to concentrate on reading an English textbook. They do not see career paths through the English Subject. It was recommended that teachers should use pedagogical approaches specifically targeted at engaging boys in the English Language subject. Teachers should always encourage boys to work harder in all subjects English language inclusive because it determines their grade
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