Factors Influencing The Performance Of Languages In Secondary School

Purpose: The purpose of this study was to examine the factors that influence students' performance of languages in secondary school. Methodology: The study adopted a desktop literature review method (desk study). The first stage that comprised the initial identification of all articles that were based on students' performance of languages from various data bases. The first search was done generally by searching the articles in the Article title, abstract, keywords. The study took an approach of English literature since it is common globally; thus, the focus was on students' performance of languages in secondary schools. After the filtration was done, the third step involved the selection of fully accessible publications. Reduction of the literature to only fully accessible publications yielded specificity and allowed the researcher to focus on the articles that related to students' performance of languages which was split into top key words. Analysis was done using Excel where the study presented the findings in form of themes. Findings: Language policies in schools were found to hold the key to success in language learning. The findings indicated that schools especially district day schools continued to engage untrained and inexperienced personalities as teachers with no pedagogical skills in language. The findings indicated that schools especially district day schools continued to engage untrained and inexperienced personalities as teachers with no pedagogical skills in language. There is a relationship between poverty and academic performance of students. Children from non-poor families can afford to buy the reading materials required for language, can be able to take breakfast before they go to school and are able to pay school fees in time. Most children from rural schools speak in their mother tongues and hence do not get any interest in studying languages even if they find it in school. The teachers also pointed out that children from rural areas do not get much encouragement in their education their parents as those from urban areas and hence end up performing poorly. Unique contribution to theory, policy, and practice: On teaching quality, there is an urgent need by the government to employ more professional teachers of English as schools are unable to hire them due to the strain on finances. There is also a need to provide more textbooks, class readers, revision books and set books.