English Language Performance at WASSCE: Challenges and Implications for Language Education in Sierra Leone

Abstract

Persistent underperformance in English language at the West African Senior School Certificate Examination (WASSCE) is a cause for concern among many education stakeholders in Sierra Leone. This study examined the factors that affect the performance of students in English language at WASSCE between 2019 and 2023. Using both quantitative and qualitative approaches, the study identified and analyzed factors that influence examination outcomes, drawing on examination data and interviews with past students. Findings revealed widespread weaknesses in the ability to interpret, organize, and express ideas specifically with reading comprehension, writing, and listening skills. Factors contributing to poor outcomes include inadequate student preparation, limited exposure to English as a language of daily communication, insufficient instructional materials, and family background. It recommends that core language skills—reading, writing, listening, and summarizing—can be strengthened through daily or regular practice in and out of school and an upgrade of teaching resources to enhance learners’ English proficiency and WASSCE results.