Achieving Student Learning Outcomes (SLOs) in English at Secondary School Level: Gender and Geography Based Comparisons of Teachers’ Views

Abstract

The study aimedto investigate the problems and the suitable teaching strategies in achieving SLOs relating to four skills (i.e., reading, writing, speaking, and grammar)in the subject of English at secondary school. The population of the study was all English teachers serving at government secondary and higher secondary schools in District Bahawalnagar. Out of the population, twenty four schools (12 for boys and 12 for girls) were randomly selected. Thus, a purposive sampling technique was used to select and include teachers in the study. By making use of a semi-structured interview schedule, survey method was adopted to collect data from 108 teachers which constituted24 focus groups. Data was analyzed descriptively by using SPSS. Comparisons of opinions of male and female, and of rural and urban teachers about SLOs have been made. Though difference of views were there in disaggregate analyses on the bases of gender and that of geographical locality of teachers, yet overall results agreed on that phonic problem, poor vocabulary, lack of
speaking atmosphere, and being weak in functional grammar were respectively the major problems in achieving SLOs relating to reading, writing, speaking, and grammar skills in the subject of English at secondary school. Model reading with lesson planning, self-writing of chapter’s summary by the student, dialogue exercise, and more focus on basic grammar were respectively proposed as the key strategies in achieving SLOs relating to reading, writing, speaking, and grammar skills. It was also suggested that for better achievement of SLOs in the subject of English at secondary level teachers’ training must be compulsory.