COLLEGE OF SOCIAL

SCIENCE AND HUMANITIES

DEPARTMENT OF ENGLISH LANGUAGE AND LITERATURE

RESEARCH PROPOSAL ON:

ASSESSING FACTORS THAT AFFECT FEMALE STUDENTS`

ENGLISH PERFORMANCE IN THE FACULTY OF SOCIAL
SCIENCE AND HUMANITIES STUDENTS, THE CASE OF
GAMBELLA UNIVERSITY.

BY: ID.NO

1. HABTAMU ABEBAW…………………………209
2. ABEL DEMEKE………………………………..015
3. WENDECHU YESHNEH……………………..405
4. AMANUEL FIKADU…………………………..046
5. ARAGAW TESFAYE………………………….036
ADVISOR ; GATBEL WANKOAK(MA)

SUBMITED TO THE DEPARTMENT OF ENGLISH LANGUAGE

AND LITERATURE FOR PARTIAL FULFULIMENT OF BACHELOR
DEGRE OF ARTS (BA) IN ENGLISH LANGUGE AND LITERATURES

APR,2024
GAMBELLA, ETHIOPIA
i
Table of Contents ………………………………………………………….Page
Contents........…………………………………………………………………………………….…...I

CHAPETER ONE: INTRODUCTION...................................................................................................1

1. Backgrodund of study .....................................................................................................................1
1.2. Statement of the problem..............................................................................................................2
1.3 Research Questions........................................................................................................................3
1.4 Objectives of the study..................................................................................................................3
1.4.1 General objective....................................................................................................................3
1.4.2 The Specific objective of the study Are..................................................................................3
1.5. Significance of the study...............................................................................................................3
1.6. Delimitation..................................................................................................................................3
CHAPTER TWO: REVIEW OF RELATED LITERATURE................................................................5
2.1. Conceptual frame work.................................................................................................................5
2.2. Importance of English Language..................................................................................................5
2.3 Factors that affect female students’ English language performance.............................................5
2.4. English Language Learning and Teaching in Classrooms............................................................6
2.5 Attitudes of Language Learning....................................................................................................7
2.6 Motivation and Language Learning...............................................................................................7
CHAPTER THREE: Research Methodology..........................................................................................9
3.1. Research Designs..........................................................................................................................9
3.2 Population and sampling................................................................................................................9
3.3. Data Collection Instruments.........................................................................................................9
3.3.1. Questionnaire.........................................................................................................................9
3.3.2. Interview................................................................................................................................9
3.3.3. Classroom Observation..........................................................................................................9
3.4. Data Collection Procedure..........................................................................................................10
3.5. Method of Data Analysis............................................................................................................10
CHAPTER FOUR: TIMME SCHUDLE AND BUDGET BREQKDOWN.........................................11
4.1 Time plan of the study.................................................................................................................11
4.2 Budget plan of the study..............................................................................................................11
REFERENCE.........................................................................................................................................12

ii
iii
CHAPETER ONE: INTRODUCTION

1. BACKGROUND OF THE STUDY

Language is one of the most important tool we have as humans without it we couldn’t think
thought expressible to others, nor could we engage in the activities than commonly take place
in the society we build ourselves (Diptero, 1994).so language is very important in education
for instance, Roy complete and Qorro (1997) assert that education is carry out largely through
the medium of language, thus language is very significant in the education, process. Therefore
English language is essential for female students to improve their performance

As it is pointed out in Ethiopia national policy on women /women’s policy /1993/ Ethiopian
women are actively involved in all aspects of their society life .Women are both producers
and pro creators and they are also active participant in the socio, political and cultural
activities of their communities. However the varied and important role they play has not
always been recognized.

The discriminatory political, economic and social rule and regulation prevailing in Ethiopia
have hinder women for enjoying the fruits of their labour, without equal opportunities they
legged behind men in all fields of advancement. Ethiopian women have not received their fair
share of the nation’s wealth.

According to a researcher Ruth Shinbone and, Kasahun(2003)education is perhaps the single

most important measure that can be taken to ensure a fuller education raises the social status
and individual image of women increase their ability to question the status questionable them
to make decisions for themselves and increase their contribution to the wellbeing of society.
It also red uses women’s acceptance of traditional practices that may be harmful to health
and helps them to combat the barrier for women to improve their lives .educated women are
more likely to seek heath for themselves and their children, top practice family planning and
to have increased opportunity for paid employment that benefits the entire family .There are
factors that affecting female students’ educational performance ,these are socio
economic ,school environment, psychological and other such as lack of time, work load ,lack
of resource and lack of teachers’ support. Geiser and saintliness (2007) also stated that
academic performance is affected by a number of factors, including admission pointers, and
school background. Students from high social economic background are well expected to

1
scholastic materials which aid their intelligence Martha (2005). Gratea (1995) argue that
children from high social families relation, diplomacy and trade.

Educational perform much better at school compared to children from low socio economic
status families. When we talk about female students educational performance we shouldn’t
forget that English language is centre of education. English is a medium of institution and
given as a subject starting from grade one. This indicates on English is important in
determining student’s performance. In present era, English is the universal language in the
world. It has dominated the world communication (Television, radio and internet) science,
technology entertainment, international.

HakkiMiric (2003)stated that undoubtedly ,English has become a world language rather than
a language of only the English speaking countries such as United Kingdom and United State,
because the number of a people who more than the number of people who speak it as their
mother tongue. In this globalism world performance in English language is very important
not only for individual students, but also for the nation as a whole.

Unfortunately many students are unable to achieve in English due to socio economic, school
and academic related problems, teaching in capability gender difference and psychological
problem. Okoye (1983) found that sex differences and separation had little or no effect on
performance in English language and that the performance of learner depends on personal
effort. This study tries to assess factors that affect female students’ English performance; in
case of social science and humanities students at Gambella University

1.2. Statement of the problem

English language performance is how students or learners can process, understand, use
produce in English listening, speaking, writing and reading domains at the given level of
proficiency. Therefore English language performance is a measurement that helps to know
ones English language proficiency or skills. However the research female students have
English language performance problems in speaking, listening, and reading. the problems that
the researcher will observe in the higher level of education students’ inability to communicate
in English fear, lack of reading and understanding what written in English failure, incapable
of listening and understanding what said in English, fear of make mistake or lack of
confidence to speak .Therefore the research will be interested or initiated to assess the factors
that affect female students’ English language performance. To address the problem,
appropriately in the context of the school, conducting the researcher is a must. But, there is

2
no enough information about the major factors that influence female students’ English
language performance in different about the major factors that influence female students’
English performance.

1.3 Research Questions

To achieve the objective stated above the following research questions will formulate.

 What are the major factors that affect female students’ English performace in class
as a foreign language?

 When female students of social science and humanities read, listen, and understand
what written in English?

 What are socio economic problems that affect female student’s English performance?

1.4 Objectives of the study

1.4.1 General objective

The overall objective of this study is to assess factors that affect female students’ English
performance at Gambella University; in case of social science and humanities students

1.4.2 The Specific objective of the study Are

 Factors that affect students’ English language performance.

 To investigate the most serious problems that contributing to the failure.

 To providing various recommendations based up on the finding to overcome the

problems.

1.5. Significance of the study

This study has the following significance

 It helps the researcher, to provide possible recommendation to the school to view its
academic environment, to female students to improve their English performance and
to the instructors in order to find possible solution to the problems.

1.6. Delimitation
The researcher will focus only assessing factors that affect female students’ academic
achievement with particularly in Gambella Region, nuer' zone, Gambella town, and

3
especially at Gambella university social science And humanities students will be entitled on
assessing the factors that affect social science and humanities students English performance.

4
CHAPTER TWO: REVIEW OF RELATED LITERATURE
2.1. CONCEPTUAL FRAME WORK
The word performance is defining as how well or badly you do something, how well or badly
something work (Oxford advanced learners dictionary). English language performance is
how students or learners can process understand use produce in English listening, speaking,
writing and reading domains at the given level of proficiency.

English is the language of education in Ethiopia. English language is a medium of instruction

from lower class up to higher level of education.

2.2. Importance of English Language

Now days improving education quality particularly English language is one of Ethiopian
government’s top agenda. This is because unless students perform well in English it is very
difficult to them to achieve in other subjects.

English language occupied a vital and indispensable position in education. Obameta (1970)
indicate that most students fail in most school certificate subjects, because they have problem
of proficiency in English language

Fayehun (1991) in her research on the relationship between English language and others
subjects has the following to say.

The knowledge of English language particularly as medium of instruction at higher level

education invariably affects the comprehension ability of the students as regards to the others
subjects. The knowledge of English naturally will be expected that the level of attainment of
the student’s in English will be reflected on their performance in the other subject areas.

The other most important point in the globalized world is the importance of language for an
individual, family and the nation as a whole.

2.3 Factors that affect female students’ English language performance.

Many factors affect English language performance of female students. The main problem
regarding English in Ethiopia is lack of opportunity to communicate in daily life. Birhanu
Bogale stated that English is more of a foreign language than a second language in Ethiopia.
This is mainly because English in Ethiopia at learn the language, informally. The role of
English in Ethiopia at least outside the educational system resembles more closely than of

5
countries where it is consider a second language used relatively widely as a lingua franca
(example in some urban setting, Nigeria).

According to some researcher (e.g. Dandir1981) the main reason for students’ failure in
higher level of education is the inability to study through the medium of English and
problems with English. David Oluwale (2008) stated that mother tongue influences the
students’ poor performance in English language in school certificate examination and that
there are other factors contributing to students’ performance in English language. These
others factors are poor method of teaching, lack of text books, language background and lack
of personal effort growth and development of the teachers.

2.4. English Language Learning and Teaching in Classrooms

The teaching and learning process involves two active participants in the classroom - the
teacher and the learner, and that language learning does not fall entirely on the teacher. The
students must also assume more responsibility for the learning process (Quist, 2000). For
example, Vuzo (2010) reported “It is through interactions with each other that teachers and
students work together to create intellectual and practical activities that shape both the form
and the content of the target subject. However, such situation is not commonly found in
higher level of education in all subjects due to the fact that lecture method dominates the
teaching and learning process Which leads to passive learning” (p.18). Once
Cummings(2002) as quoted in Wang et al. (1994) said that “when I hear, I forget, when I see,
I remember, and when I do, I learn” (p.111). Cummings noted that learning in which students
are interactive produces far more effective participation in a class. Meaning that effectiveness
of language learning and teaching in the classrooms will depend upon the educational
repertoire teachers have. This idea concurs with Quist (2000) in that successful teaching and
quality of pupil learning is closely related to the teacher’s knowledge and understanding of
the subject.

Furthermore, the English teacher is a figure in the language course. Literature indicates
clearly that it is the teacher who sets the tone for learning activities (Allen &Valette, 1997;
Quist, 2000). Since to teach is to Communicate; English teacher must have maximum
communicative competence. Also a teacher must be knowledgeable in the language itself so
that he/she can make useful decision regarding what shall be teach to whom, and how the
teaching should be done. Researches demonstrate clearly that among the factors that lead to
students’ poor performance are qualities of teachers (Harmer, 2003; Mosha, 2004).
6
Moreover, empirical studies show that if early years at the school fail to provide the right
foundation for learning, then no amount of Special provision at later stages will be able to
achieve the full potential of the child in terms of how his learning will be proceed, and how
beneficial his attitudes are towards his future life and learning (Quist, 2000).

Teaching materials are very important in the whole process of teaching and learning to any
subject. They make learning more pleasant to the students because they offer a reality of
experience, which stimulates self-activity and imagination on the part of the students. They
also supply concrete basis for conceptual thinking and hence, reduce meaningless word
responses from students (Nyamubi, 2003). For instance, Kapoli (2001) noted that authentic
materials enable the students to explore the language used in day-to-day life and which is
tailored to their needs and interests. UNESCO (2000) reported that the provision of teaching
and learning materials especially books is an effective way of improving results. However,
the World Education Report (1998) reveals out that in many countries, conditions are
difficult, whether they relate to the physical states of schools and the availability of teaching
and learning materials, class sizes, or the changing characteristics of the student population.

2.5 Attitudes of Language Learning

Attitudes refer to the sets of beliefs that the learner holds towards members of the target
group and also towards his own culture (Brown, 2000). Language attitude is an important
concept because it plays a key role in language Learning. For example, Gardner (2001/2002)
focus the role of attitudes and motivation as determinant factors in language learning. It is
also generally agree among researches that positive attitudes facilitate the learning process,
though attitude does not determine the behaviour (Khanna&Agnihotri, 1994).
In education, attitudes are considering both as input and output. Attitudes have a positive
correlation with success in learning the second language because they facilitate learners’
motivation to learn the language (Gardner &Trembly, 1994). They support that individual
attitude towards the language that they learn meet important needs as they satisfy certain
functions such as achieving high grades in language examination.

2.6 Motivation and Language Learning

Motivation is the most used concept for explaining failure or success of a learner. Also
motivation is one of the main factors that influence the speed and amount of success of
foreign language learners (Gardner, 2006). For instance, Gardner (2006) reported “Students

7
with higher levels of motivation will do better than students with lower levels” (p. 241). He
says additionally, “If one motivates, he/she has reasons (motives) for engaging in the relevant
activities” (p. 243).

Furthermore, motivation provides the impetus for showing what we learn, and that more
motivate people achieve higher levels. In teaching, motivation is one of the factors that
influence success or failure in learning a language, particularly a second language or foreign
language (Gardner, 2006).
In the same Petty (1998) support that if students do not want to learn, their learning efficiency
will be slow such that they may learn virtually nothing, and if you know how to motivate
students, you can highly increase their learning. Apart from motivation and attitudes,
researches show clearly that home environment has a part to play in students’ poor
performance in schools (Suleiman, ; Mapuri 19 99, 199 9).

8
CHAPTER THREE: Research Methodology
3.1. Research Designs
This descriptive study, both quantitative and qualitative approaches will use to get data for
this study. Reswell(2005)argue the combining qualitative and quantitative data best
understand and explain a research problem, and both research method design helps to answer
the question of what, who, when, where , and how associate with a particular research.

3.2 Population and sampling

Thus the researcher will be used simple random sampling and purposive sampling
techniques.

Simple random sampling will use in order to avoid bias and to ensure that each female
students’ will be given equal chance for each study population will be selected. In addition
purposive sampling techniques are also uses to collect data from social science and
humanities teachers' especially English teachers' of Gambella University, thus the researcher
believes that selecting all of them as a sample is very important to get adequate inputs for the
study.

3.3. Data Collection Instruments

To gather relevant data the researchers will use questionnaire, interview, classroom
observation, (data collection procedure and method of data analysis.)

3.3.1. Questionnaire
Questionnaire will be used both close ended and open ended to collect data. This is because
of population is a capable to read and write. Close ended which includes ‘yes’ or ‘no’,
‘always’ ‘sometimes’ or ‘never’ response and open ended questionnaire which includes
jotting down idea on a given blank space.

3.3.2. Interview
Interview will be conducted with two English instructors. A total of 7 questions will be
developed.

3.3.3. Classroom Observation

The researcher will be observed classroom situation using observation, checklist including
students’ sitting arrangement, classroom participation, and preparation. Students’ preparation

9
and class participations are poor. Preparations means they don’t brought English for theirs
good performance at English language.

3.4. Data Collection Procedure.

The researcher will responsible to collect the necessary data of the study from the school will
be targeted social science and humanities female students’ and English language instructors
of the University. The respondents and interviewees of the study will inform about the
purpose of the study by the researcher. The researcher will believe that data collection
procedures did not face big problems, because the researcher will easily approached all the
concerning bodies

3.5. Method of Data Analysis

In this study the data that will collect through questionnaire will be tallied, calculated and
analysed using frequency distribution and percentage. The data that will be gathered using
interview and presenting in narrative form, while classroom observation will be presented in
descriptive form.

10
CHAPTER FOUR: TIME SCHEDULE AND BUDGET BREAKDOWN
4.1 Time plan of the study

Task Time and duration

Selecting study area Feb 4
Title selection Feb 10
Proposal writing Feb15
Submitting Proposal April 1
Taking comments and correction on the proposal April 6-10
from advisor
Preparing questionnaires April 10-15
Preparing interviews April 16
Conducting observation April 15-20
Data analysis and interpretation May 10-20
Writing final paper June 5-15
Submitting to advisor June 20
Taking comments and writing the final paper June 21-22
Submit to the department June 24-28
Final research presentation June 28-30

4.2 Budget plan of the study

Material Amount Per cost Birr

Paper 1 packet 300 300
Flash 1 450 450
Pen 5 10 50
Printing 18 pages 3 90
Mobile card 5 15 75
Transport 5 10 50
Writer 40 2 80
Total 1,095

11
 REFERENCE
Alspaugh, J. W. (1992). Socioeconomic measures and achievement: Urban vs.
Rural. Rural Educator, 13(3), 2–7.
Di Pietro, R (1994). Helping people do things with English. In Kral, T. Teacher
development: Making the right moves, Washington, DC: English
language programmes Division.

Dendir Dansamo. 1981. Problems in Using English as a Medium of Instruction

in the Junior Secondary Schools of Ethiopia

Engin-Demir, C. (2009) Factors influencing the academic achievement of

International Journal of Educational Development, 29, 17-29.
doi:10.1016/j.ijedudev.2008.03.003

Ethiopia national policy on women (women's policy)1993.

FDR of Ethiopia (July, 2004) report on development of education in Ethiopia

Hill (1993) Odngaond, Hanevered (1995), participation of female in education

htt://www.englishclub.com/english language history.htm
Ivowi, U.M.O., P. A. O. Okebukola, J. S. O. Oludotun and. B. B. Akpan.
1992. “Raising the Standard of Performance in public examinations in
Science, Technology and Mathematics.” Stan Position Paper

Ismail Hakkı. 2009. “Marketing of Foreign Language Education via

Distance…The Factors Affecting the Success in English Proficiency
Exams and Possible. "Contributions of the Reading Activities to the
Comprehension of a Specific Texts"

12