A COMPARATIVE STUDY OF SECONDARY SCHOOL CERTIFICATE (SSC) AND GENERAL CERTIFICATE OF EDUCATION-ORDINARY LEVEL (GCE O-LEVEL) ENGLISH LANGUAGE COURSE

Abstract

The present research focuses on comparative study of the Secondary School Certificate (SSC) and the General Certificate of Education-Ordinary level (GCE-O level) English language course to trace out the problems and shortcomings of the curriculum objectives, teaching methods, contents and examination system. The objectives of the study were: (1) to analyze the objectives of teaching English of SSC and GCE O-level; (2) to compare the contents of the curricula of both the courses; (3) to critically review the teaching methodology of both the courses; (4) to undertake the comparison of the examination system of English course in both the programmes. The population of the study comprised all the principals (heads of the schools), teachers and the students of SSC and GCE-O level in the Punjab province. The sample included the teachers teaching English to 10 th class and the students studying in 10 th class only. As many as 40 principals, 200 teachers and 400 students were selected from the SSC level. While 20 principals, 100 teachers and 200 students were selected from the GCE O-level. Questionnaires designed with a five-point rating scale and two-point rating scales were administered to the sample. The researcher also made a comparison of results and document analysis of O-level and SSC level English language course. The data collected were tabulated and analyzed by using, t-test and chi square. The researcher concluded that the course objectives of learning English language in SSC and O-level were well-defined and clear and were relevant to the demands of the students. However, in the O-level, they met the international standards but in the SSC, they did not meet the international standard. The teachers teaching O-level students followed student-centered and language-centered viiiapproaches that catered the interests and needs of the students. They ensured participation of the students in the learning process, whereas in SSC, the teachers used to follow teacher-centered approach. The Grammar Translation Methods (GTM) was used to teach English language at SSC level students while the Direct Teaching and Activity-based methods were used to teach O-level students. The examination system at SSC level was found promoting cramming and rote memorization whereas the O-level was found comparatively better in this respect as it focused on understanding of concepts, hence promoting creativity. The main recommendations were that the SSC curriculum needs to be revised and modified according to the students’ requirements e.g. integration of four skills (listening, reading, writing and speaking), use of technology and induction of the latest topics in the curriculum like human rights and environment etc. The English language teachers at SSC level may also motivate the students by using authentic material and by adopting pair work and group work in the classroom. The public schools may be equipped with libraries, language labs and audio-visual materials such as tape recorder, video-player, overhead projector, multi-media etc and such facilities may be properly used for improving the teaching learning process in the subject of English.