Communication as education: a study about the experiential factors that contribute towards low Maltese language examination performance amidst cultural contradictions between curricular priorities and teaching practice

Abstract

This work gives a description of an on-going study that sets out to investigate the root causes of poor performance in formal Maltese Language examination by fifteen and sixteen years old pupils. As reported in recent years in the Matriculation and Secondary Education Certificate (MATSEC 2015, 2016, 2017) examination reports, results show that there has been minimal improvement in performance amongst pupils who sit for this Secondary Examination Certificate (SEC). These exam performance results are important on a National scale because they have a direct influence on the pupils’ progression into higher education and other career streams. Lack of pupils’ performance in the (SEC) Maltese Language Examination raises substantial amount of discourse within the Maltese learning community on how this subject should be taught, developed, managed and examined. To this effect, this study sees lack of pupils’ performance in this specific subject as a phenomenon that warrants a case study to investigate key factors that contribute towards the low performance results. It enquires about the nature of the current problem and why this is happening. The information gathered may seek to build foundations for future and further enquiries. The objective of this study is to go beyond the scope of the examiners’ statistical reports and to learn about the nature of this problem from the experiential views of the pupils and other learning stakeholders (parents/teachers/ examiners) of this specific SEC examination. The intended outcome of this study is to propose a series of action points that might help to improve pupils’ performance in the SEC Maltese Language examination.