DOI: 10.36347/sjahss.2017.v05i01.007

Pages: 37-44

Issues of learner performance have remained central to many academics and scholars. Apart from the purpose it serves as an indicator of quality, learner performance justifies the extent to which resources are expended, at the same time assessment of learner performance acts as a mirror on the level at which educational goals are being met. Learner performance has now become a gender issue. When reference is made to gender issues in education focus has tended to be on factors that have disadvantaged the girl learner. However, there have been observations that the performance of girls has been much better than boys in a number of areas at both primary and secondary school. One such area has been the English Language O’ level examinations in Zimbabwe. The purpose of the study was to analyze factors that contribute to low performance by boys in English Language at O’ level. The study used the mixed methodology and the case study design. Data was collected from six purposively selected secondary schools in Chegutu district and 24 English language teachers, 200 O’ level female learners and 200 O’ level male learners who were randomly selected. Data was collected through the use of questionnaires and face-to-face interviews. The major factors analyzed were the use of traditional teaching methods which most boys found boring; the verbal medium which tended to favour girls; gender stereotype and culture which promoted physical activity among boys; negative attitudes by teachers and boy learners; gender imbalances in the distribution of teachers which tended to disadvantage boy learners; lack of reading culture; and limited teaching and learning resources in schools. The study makes recommendations on the need for teachers to move away from relying on the traditional methods of teaching and incorporate modern educational technology.