TEACHING AND LEARNING OF ENGLISH LANGUAGE IN JUNIOR HIGH SCHOOLS IN ASHANTI REGION: EVIDENCE FROM SEKYERE CENTRAL DISTRICT

Abstract

The study sought to identify teaching practices used in the teaching of English Language in selected junior high schools in correlation with their Mock Examination performance in Sekyere Central District. The study adopted quantitative research design with a sample of 300 respondents. The study found that teachers adopted teacher-centered approaches which did not take into consideration individual learning needs and abilities. The study identified that teachers’ approach to teaching English Language was not engaging enough and that have led to poor performance in their Mock examination results. Aside the limitations associated with teacher-centred approach, inadequate instructional material, headteachers’ negligence in their supervision, and poor rapport between pupils and teachers adversely affected pupils’ academic achievement. The study recommends teachers to introduce more activities to engage pupils in group work, learner-centered, individual and group presentation of projects by pupils.