Psychological Factors Associated with Mass Failure of Students in English Language in Secondary Schools in Pakistan

Abstract

The mass failure of students in English language exams in secondary schools in Pakistan is a pressing issue with far-reaching implications for both individual academic success and the overall educational system. This study examines the role of psychological factors in contributing to this phenomenon, employing a random sampling technique with a sample size of 300 teachers and utilizing a 5-point Likert scale tool. The research delves into the multifaceted aspects of psychological factors, encompassing self-esteem, motivation, and test anxiety, that are interconnected and significantly impact students' performance. Through a systematic analysis, the study explores the complex relationship between these psychological elements and the prevalence of mass student failures in English language exams. The random sampling technique ensures a representative and unbiased selection of 300 teachers from the target population. These educators provide valuable insights into the psychological challenges faced by students and the influence of these factors on academic outcomes. The 5-point Likert scale tool serves as a structured means to gauge and quantify teachers' perceptions and assessments of students' psychological well-being and its connection to their performance. Findings from this study reveal the critical significance of addressing psychological factors in the educational landscape of Pakistan. The results may lead to actionable recommendations for policymakers and educators to develop interventions aimed at bolstering students' self-esteem, motivation, and mental well-being while mitigating the impact of test anxiety. Such initiatives can contribute to a more supportive learning environment and, ultimately, improve the English language proficiency of secondary school students. In sum, this research seeks to shed light on the psychological dimensions of mass student failures in English language exams, demonstrating the pivotal role of self-esteem, motivation, and test anxiety in shaping academic outcomes. By employing a random sampling technique and the Likert scale tool, it offers a comprehensive perspective on the challenges faced by students in Pakistan's secondary schools and proposes pathways for positive change within the educational system.