- File
GSAT students at Golden Spring Primary preparing for exams.
Yvonne Blagrove Smith, Contributor
WITH THE recent publication of the results of the CXC examinations, another dismal picture is painted of the poor performance in English and Mathematics. For too long, the problem has been identified, broadcast, and lamented but no solution advanced.
Studies have depicted the inefficiency in performance and there is much talk of passing the blame. In a study done by Dr. Dennis Minott in May 2004 the performance level of various schools were highlighted showing adequate performance in only a minority of schools with the bulk of these institutions scoring either E or F on a performance scale ranging from A-F.
The Grade Six Achievement Test (GSAT) scores were also highlighted at some point. Looking at the Ministry of Education press release and GSAT results of selected courses for years 2001-2003, it is seen that the level of passes in Language skills for the three years, fell from 57.43 per cent to 51.98 per cent and in Communication Tasks, it fell from 8.26 per cent to 8.11 per cent. This indicates a low average performance of 54.32 per cent scored in this area. Although this score is low, it is higher than that scored in Communication Tasks 25.16 per cent.
We could keep looking at these figures year after year comparing performance, but if nothing is done to bridge the gap between teaching and performance, the analysis of the score makes no sense. The question to be asked therefore is, wherein lies the inefficiency? This question will have to be answered before a solution can be found. The difficulty that students find in mastering the English language is due to confusion that is experienced between their native Creole and standard English. Whereas there is an attempt to teach English as a first language in Jamaica, the reality is that English should actually be considered a second language and taught as such. The Jamaican Creole is in fact, the language of many Jamaican children and this is the spoken language.
SPELLING AND GRAMMATICAL RULES
For this language, spelling and grammatical rules are different from that of standard English. Although its referent may be similar, mechanics are different, also it is an oral language and so there is no need to have an exact or strict knowledge of when one sentence ends and another begins. It is important that students understand the concept of a sentence from a written, not from an oral sense. This therefore means that there is no substitution for the Jamaican Creole. The problem thus lies in the concept that English is a substitution for the Creole. English language should be taught as a separate language.
Students are mostly confused about the languages and they too often attempt to substitute grammar and mechanics in the writing of English; hence the disparity. Students at the primary level exhibit more of the confusion since they are new to the exposure. Added to this are overcrowded classrooms, inappropriate teaching methodologies and curricula, and lack of individualisation. At the secondary level, many students now try to apply what they have learnt from the written English language to speech and find it difficult to do so as the confusion persists, for the language is still foreign to them.
As an instructor of English at the Northern Caribbean Univer-sity I realised that even at the university level, mastery of the subject was inadequate although students had passes in CXC. Basic concepts of the language still had not been grasped and there was a lack of competency in analysis, sentence construction, paragraphing, and mechanics, which was discovered in the writing of compositions, rendering written expression flawed. If students cannot express themselves, it will affect them in other academic areas as well. Since it has been discovered that certain deficiencies in English that have been experienced at the primary level are carried over to high school and then to college, Northern Caribbean University although a repository of skills, competencies, and academic strengths is no exception to a lack of competencies in English. Passing scores at the end of a semester were usually low as a result.
I, therefore, conducted an investigation whereby it was discovered that the method of instruction needed revisiting. Before any instruction is given, students should be tested, deficiencies diagnosed and an appropriate programme of instruction devised. It is against this background that I recently conducted a research titled: A Proposed Remediation and Enrichment Programme Focusing on English Language for Jamaican Schools: graded to College. The project involved research and intervention.
The results of the investigation indicated that there is a need for programmes of assessment, diagnosis and instruction; hence the call for a paradigm shift in the education system. In order to provide correct remediation programmes for the target population, it was first necessary to identify the areas of weakness. This was done by giving students a pre-test essay, which would indicate particular weaknesses.
The deficiencies that emerged from the pre-test essay were analysed, noting their frequencies in any one essay and the number of students making them. Students' participation in group activities such as discussions and completion of their assignments and their improvement were also noted. Assignments were graded, the instructor making sure to note persistent errors and implementing strategies for their elimination. Programme activities included peer tutoring, computer-aided instructions, co-operative learning (group work), interactive lectures and testing. A post-test essay was administered at the end of the semester to evaluate whether the methods of instruction succeeded in improving students' competencies in English.
These methods of instruction are supported by educators such as M. Maxwell and E. L. Chiapetta. According to Maxwell (1988) having students work in groups provide co-operative learning. More actively engaged task-oriented behaviour will be produced than when students work alone. Maxwell further acknowledges, "the struggling student profits from an interactive situation where he/she receives feedback from peers. Students from all achievement levels benefit from opportunity to rehearse new concepts as they talk through problems". Com-munication will also be enhanced for the improvement in language skills. Peer-tutors and those who are being tutored benefit from the mutual exchange of ideas on how to write, thus boosting their confidence in writing individually.
EXPLORATION AND IMITATION
This is reflective of renowned psychologist BF Skinner's social-learning approach which acknowledges that children have a strong desire to use language to express their needs and so interact socially with others. The technique allows exploration and imitation in acquiring language skills. According to Robert Slavin, another psychologist, each member of the group should be given responsibility for accountability in that everyone should participate in group activities.
The post-test essay indicated that the remediation programme was successful as students' performance improved remarkably in that there were fewer errors in their compositions and the level of passes was considerably higher than previous semesters. The investigation showed that even though students passed English at CXC they are deficient in certain basic skills such as sentence structure, punctuation and other elements of mechanics, paragraph development, and analytical skills. Students wrote and were unable to identify sentence fragments. It is therefore no wonder that their written expression was flawed, for a fragment fails to express a complete thought. Also, too many run-on sentences were detected in their essays. These areas must be given attention at the high school level. One understands that at the university level, certain areas are addressed in more detail, but certain basic concepts must be grasped at both the primary and secondary levels. Frequency of these errors as evidenced in the study, indicate that there are gaps in the education system. These gaps must be filled if the education system is to fulfil its role as a comprehensive system.
UNIVERSAL LANGUAGE
For the attainment of efficiency in the English language, it is imperative that the existing gaps in the education system be bridged, as according to the adage, "a country's economy is as strong as its education system". English language is a universal language. It is the language used in commerce and other areas of communication. It is therefore imperative that every Jamaican be taught how to speak and write the language; hence, this is a matter that must be addressed by the education system. Students' ability to speak and write English relates to the socio-economic development of not only Jamaica, but also the Caribbean as a whole. There must be an improvement in the writing and speaking skills in the region as communication takes place on many levels, whether cultural, socio-economic or purely scientific. Good language skills in making presentations are vital. If students cannot express themselves, this will impede their performance in other academic areas as well. Once students master their language they have a powerful tool for thinking. Hence an improvement in analy-tical skills which will impact other subject areas. It is therefore imperative that students attain proficiency in the language.
A recommendation is hereby made that teachers employ teaching methods that give results. More emphasis should be placed on education at the primary levels, for it is during the formative years that the foundation for effective teaching should be laid. It is important that students grasp certain basic concepts at this stage of their education. Once the concepts are learnt at this stage, learning becomes easier at more advanced levels and students will function more effectively; their written expression would therefore demonstrate a level of competence in English which will effect better communication. Testing should be used at all levels to address the unique needs of our children and provide adaptive teaching to facilitate their growth and development.
Yvonne Blagrove Smith, is a Counselling Psychologist and can be reached at YVB2005@yahoo.com
