Factors Contributing to Quality Performance in a Foundation Course at a Higher Education Institution

Abstract

Learning English involves many factors and can affect the process of learning positively or negatively. There is a growing concern about undergraduates’ quality in performance in the English language course at the states’ premier institution. The objective of the study is to examine the ‘Social and Academic factors contributing to performance in the foundation English course, ENG 1105: Introduction to the use of English at the University of Guyana, Berbice Campus. The scope of this study is educators may be in a better position to make changes to the teaching and learning environments so that prospective students may have a smoother transition to university. Eighty persons participated in this qualitative, simple random sampling study. The result of the study reveals that Lecturers’ pedagogy was a contributing factor to the quality of performance in this course. This indicated that lecturers that use the most effective pedagogy will capture the attention of the students in the ENG 1105 class. Findings also indicated that attitudes of undergraduates and preferred learning styles significantly influence students’ performance in the English course ENG 1105 at UGBC. Thus, performance in English would greatly be enhanced through improving on all these factors or variables. It is also recommended that more lecturers attend professional development sessions to enhance their teaching skills, have lecturers collaborate with each other on teaching adult learners, and revisit the admission criteria at the university. These implications could be of significant benefit to the University of Guyana in terms of policies, practices, and decisions.



Author Information
Marcia Conway, University of Guyana, Guyana

Paper Information
Conference: ECE2022
Stream: Higher education

This paper is part of the ECE2022 Conference Proceedings (View)
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