An investigation of boys’ poor academic performance in English language subject in secondary schools in Uganda: a case study of Mukono district

Abstract

This study was conducted to investigate why boys perform poorly in English subject in secondary schools with focus on schools in Mukono District. The specific objectives were: to establish the perception of boys towards English subject; to establish the perception of teachers of English towards boys in English lessons; and to establish the teachers of English – student relationship in secondary schools in Mukono district. An explanatory case study research design was adopted and 20 study participants were included in this study. 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 English subject is meant for girls. The teachers of English subject revealed that boys are not cooperative in class, they are stubborn, disturbing and very disorganized with low interest in the subject. Still, boys remarked that during the lesson, some teachers are supportive and accommodative whereas some are cold-hearted towards them. The administrators also said that the performance of boys in the English subject has been deteriorating for the last four years since 2018 when it comes to the UCE results. It was recommended that boys need to be trained in better ways in which they can read English language and be independent thinkers than always following their peers. Teachers should always encourage boys to work harder in all subjects English subject inclusive because it determines their grade. Lastly, school administration should pass policies that try to minimize the use of local languages in the school and also ensure that there is a good relationship between the teachers of English subject and the boys during the English language lessons. If this is encouraged the performance of boys will automatically improve