Authors : Haddy Drammeh Jaye

Volume/Issue : Volume 10 - 2025, Issue 5 - May

Google Scholar : https://tinyurl.com/yuycx3zf

DOI : https://doi.org/10.38124/ijisrt/25may1532

Note : A published paper may take 4-5 working days from the publication date to appear in PlumX Metrics, Semantic Scholar, and ResearchGate.

Abstract : This study investigates the multifaceted factors influencing Grade 9 learners’ performance in English Language in selected schools within the Kanifing Municipal Council (KMC), The Gambia. English, as the official language and primary medium of instruction in The Gambia, plays a pivotal role in students’ academic success and future opportunities. However, persistent underachievement in the subject signals deep-rooted challenges that merit systematic inquiry. This research aims to examine how socio-economic background, learner characteristics, teacher effectiveness, home environment, and school-related conditions collectively impact English language outcomes. A case study approach was employed, with Saint Therese’s Upper Basic School serving as the primary research site. Data were gathered through structured surveys administered to a representative sample of Grade 9 learners, supplemented by interviews with teachers and parents. The study was guided by relevant theoretical frameworks, including Self-Determination Theory, Vygotsky’s Social Constructivism, and Bronfenbrenner’s Ecological Systems Theory, to explore the interplay of motivational, social, and environmental factors in learning. Results show that 69.8% of respondents were aged 15–16, with a predominance of females (63.8%) and most (98%) attending public schools. Learner-related findings revealed that although 43% reported frequent reading and 44.3% expressed confidence in English, over half (53.7%) studied the subject for less than one hour weekly. While 59.7% rated teaching methods as excellent, nearly half (48.3%) indicated teachers only sometimes provided clear feedback. Home-related data revealed limited access to English learning materials (64.4%) and low parental support (22.1%), despite relatively high internet access (74.5%). School-level constraints included minimal library use (8.7%), inadequate textbook access (56.4%), and severe classroom overcrowding (94.6% of classes had more than 40 students). The findings indicate that poor reading and writing habits, insufficient instructional support, limited parental involvement, and strained learning environments are key barriers to English proficiency. Additionally, the influence of local languages, digital access disparities, and psychosocial pressures further undermine academic performance. These multi-layered challenges demand comprehensive, context-specific interventions. In response, the study recommends strategic actions such as enhancing teacher training in learner-centered pedagogies, improving feedback mechanisms, promoting parental engagement, increasing access to learning materials, and reducing classroom sizes. These interventions are vital for improving English language outcomes and bridging performance gaps in urban Gambian schools. The study offers practical insights for educators, policymakers, and development stakeholders committed to strengthening foundational language skills critical to national development

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