Critical Assessment of English Language Students Performance in Senior Secondary School Certificate Examination: A Systematic Review of West African Examination Council, 2015-2023

Abstract

This study presents a systematic review of students’ performance in English Language in the West African Senior Secondary Certificate Examination (WASSCE) from 2015 to 2023. It critically examines trends, identifies contributing factors, and evaluates teaching strategies, curriculum delivery, and Chief Examiners’ Reports. Findings indicate fluctuating performance rates, with a significant decline in 2017 (46%) and a peak in 2021 (63%), reflecting systemic challenges in Nigeria’s secondary education. Key influencing factors include inadequate pedagogy, poor instructional resources, socio-economic disparities, and misalignment between curriculum objectives and WAEC assessment standards. The review highlights persistent student weaknesses in essay writing, comprehension, and grammar. Data were drawn from WAEC statistical records, examiner reports, scholarly literature, and official policy documents. Recommendations include the need for teacher professional development, curriculum reform, improved resource provision, and student-centered instructional strategies. The study concludes with policy suggestions and identifies gaps for further research to improve English Language learning outcomes in Nigerian secondary schools.