CHAPTER ONE

INTRODUCTION

1.1 Background of the Study

The International General Certificate of Secondary Education (IGCSE) is a globally

recognized qualification for secondary school students. It is offered by the Cambridge Assessment

International Education (CAIE) and is taken by students in over 160 countries worldwide

(Cambridge Assessment International Education, 2021). It was designed for students aged 14 to 16

and was developed to provide a rigorous, flexible and internationally recognized qualification for

students in a rapidly changing global economy (Cambridge Assessment International Education,

n.d.). The IGCSE was introduced by the University of Cambridge in 1988 as a replacement for the

O-level examination (University of Cambridge, n.d.). The qualification was designed to provide a

global standard for secondary school education and to cater to the needs of international schools and

students. Since it is introduction, the IGCSE has become one of the most popular international

qualifications for secondary school students( Jason D. Heap, 2014).

Global Perspective on IGCSE is recognized by universities and employers worldwide,

making it a popular qualification for students who wish to pursue higher education or employment

opportunities abroad (British Council, 2021). According to the Cambridge Assessment International

Education (2021), over one million students worldwide take the IGCSE examination every year.

The qualification is offered in over 70 subjects, including English, mathematics, science, and

languages (British Council, 2021). In Asia, the IGCSE has gained popularity in recent years, with

an increasing number of schools offering the qualification. In countries such as India, China, and

Singapore, the IGCSE is recognized as an alternative to the national secondary school examination

(Rathee, 2020). As Rathee, (2020) mentioned, the qualification is also popular among international

schools in Asia, where it is seen as a global standard for education.

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 In African countries have been conducting the IGCSE examination since the early 1990s,

with South Africa being the first African country to offer the IGCSE exams (Tshivhase, 2018).

Other African countries that now offer the IGCSE include Nigeria, Kenya, Ghana, Zimbabwe,

Tanzania, Uganda, Botswana, and Zambia. The IGCSE has become a popular qualification in many

African countries due to its flexibility, rigor, and international recognition (Tshivhase, 2018).

For instance, in South Africa, the IGCSE has been offered since the early 1990s and is

widely recognized as a high-quality qualification (The South African College High School, n.d.). In

Nigeria, the IGCSE was introduced in 1998 and has been growing in popularity ever since (Shaba,

2014). In Kenya, the IGCSE was introduced in 2002 and is now widely offered in both private and

public schools (BBC News, 2002). In Ghana, the IGCSE was introduced in 2002 and has gained

popularity among students seeking a globally recognized qualification (Okyere, 2020). In

Zimbabwe, the IGCSE was first offered in 1994 and has become one of the most popular

qualifications for secondary school students (Cambridge Assessment International Education, n.d.).

In Tanzania, the IGCSE was introduced in 2002 and is now offered in many schools across the

country (The Citizen, 2020). In Uganda, the IGCSE was first offered in 2007 and has gained

popularity among students seeking a high-quality international qualification (The Observer, 2007).

In Botswana, the IGCSE was introduced in 1995 and has become one of the most popular

qualifications for secondary school students (Ministry of Basic Education, n.d.). In Zambia, the

IGCSE was introduced in 1996 and is now offered in many schools across the country (Zambia

Daily Mail, 2018). In sub-Saharan Africa, the IGCSE has become a popular qualification for

secondary school students. According to the British Council (2021), the number of students taking

the IGCSE in sub-Saharan Africa has increased by the past ten years. The qualification is

recognized by universities in the region and is seen as a pathway to higher education opportunities

abroad. In countries such as Kenya, Nigeria, Sudan, Ethopia and Somalia and Somaliland the

IGCSE is offered in private and international schools.

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 In Somaliland, the IGCSE has gained popularity in recent years, with an increasing number

of schools offering the qualification. According to the Ministry of Education and Higher Studies

(2021), there are over 15 secondary schools in Somaliland that offer the IGCSE. The boarding

school of Pharo secondary school in Sheikh, formerly known as SOS Herman Gmeiner, Sheikh,

Secondary School, which is located in the Sheik town, were the first school began IGCSE syllabus

and examination in 2006, Furthermore, it is the only examination center in all Somali regions. Later,

in 2016 and 2017, many other private schools in Hargeisa and Mogadishu, including ELM, Amano,

Sky, Science Tech, and Ilays Secondary Schools, enrolled to IGCSE. The current issues influencing

IGCSE examination among secondary school students in the indicated country was raised as a result

of this scenario.

The status of assessing the challenges affecting IGCSE examination among secondary

school students in Somaliland had still not been empirically examined, despite being the means

through which education is provided. The enhancement of possibilities in students taking this exam

simply depends on the availability, but on the other hand, the examination has both benefits and

drawbacks. The qualification's main advantages are that it is one of the most renowned academic

qualifications in the world and that it is recognized as a valuable qualification in many countries

across the world. This enables students to continue their studies in different nations across the world

(Cambridge University, 2017). Further, as Cambridge University (2014) notes, IGCSEs are

accessible at all levels of schooling, and they benefit children of all ages and abilities. They provide

every student with the opportunity to earn significant credentials that will serve as a springboard for

their educational future.

 As Nord Anglia Education, (2021) mentioned IGCSEs are an important element of the

academic process since they lay the groundwork for the International Baccalaureate Diploma. A

range of interesting options awaits your youngster with a selection of renowned certifications. Not

only, the IGCSE curriculum works hard to guarantee that pupils aren't just memorizing a list of facts

to pass their examinations. The goal is to foster a passion for intellectual inquiry, which is a

necessary ability for future study (Nord Anglia Education, 2021). In addition to that there are also

certain worldwide challenges that students encounter during the examination and affect their final

scores generally, while some challenges are exclusive to African and Asian pupils (Nord Anglia

Education, 2021).

According to Dabale and Mishra (2020) a combination of factors, including quality of

teaching, student motivation, socioeconomic background, and parental involvement, can influence a

student's academic performance in IGCSE exams.Also, as Zedua Marie (2016), mentioned that one

of the most prevalent problems that students encounter in IGCSE examinations in schools is that

institutions associated with IGCSE demand exorbitant prices. It was also noted by Zedua (2016)

that the curriculum can be lengthy and intensive, that teaching and learning facilities can be scarce

in some areas ,the grading system can be challenge, language barriers can be also challenging to

some, particularly those where English is not taught in their educational careers. Similarly, the

student's prior knowledge had an influence on their final grade, family support, time and stress and

anxiety also another challenges that effect on the students' results or final grades. Above all, this

study considered the problems of the language barrier, prior knowledge, teaching and learning

facilities, financial constrains and how it affects to the score of the students.

 Language barrier refers to a situation where individuals who speak different languages face

difficulties communicating with each other. Language barrier can be defined as a lack of

proficiency in the language used for communication (Hsieh & Shannon, 2005). For instance,

international students may struggle with English as a second language, and this can create

difficulties in understanding lectures, participating in class discussions, and completing

assignments. In such cases, language barrier can hinder academic performance by impeding the

students' ability to express themselves and understand the course materials (Hsieh & Shannon,

2005). Too, language barrier can also affect students' academic performance by creating a sense of

anxiety and stress (Sakurai, 2007). Students who struggle with language may feel embarrassed,

frustrated, or overwhelmed, and this can affect their self-esteem and motivation to learn. Language

anxiety can also affect their ability to concentrate and retain information, which can hinder their

academic performance (Sakurai, 2007). In this study language barrier is defined as a lack of

common language between two or more individuals.

Prior knowledge refers to the information and experiences that a student has acquired before

entering a new learning situation (Bransford et al., 2000). Prior knowledge is a vital component of

student learning as it allows learners to connect new information to what they already know, thereby

facilitating the encoding and retention of new information.

Teaching and learning facilities refer to the physical spaces and resources provided by

educational institutions that support the process of teaching and learning. These facilities can

include classrooms, laboratories, libraries, computer labs, and other academic resources. The

availability and quality of these facilities can have a significant impact on students' academic

performance.

 Guided by the several Theories developed by (Bennett, 1978; Carroll, 1963; Glaser, 1976;

Walberg, 1981), this study investigated the challenges affecting IGCSE among secondary school

students in Somaliland. Haertel,Walberg,&Weinstein(1983) have proposed theoretical models to

elucidate linkages existing among learning variables and students’ educational outcomes.

Specifically, each theoretical model includes characteristics of the learner, the educational

environment, and therefore the quality of instruction the learner receives.Wang, Haertel, and

Welberg’s (1993) review of the empirical literature on the correlates and predictors of educational

achievement indicated that student characteristics exhibit the foremost significant direct influence

on achievement. Also, Walberg’s (1981) theory of educational productivity was empirically tested

mutually of the only a few theories of educational achievement. Walberg’s theory of educational

achievement posits that the psychological characteristics of individual students and their immediate

psychological environments influence educational outcomes (cognitive, behavioral, and attitudinal)

(Reynolds & Walberg, 1992). Further, Walberg’s research identified nine key variables that

influence educational outcomes as student ability/prior achievement, motivation, age/developmental

level, the number of instruction, quality of instruction, classroom climate, home environment, peer

group, and exposure to mass media outside of faculty (Walberg, Fraser, & Welch, 1986). It was

adopted for this study because it points out the Challenges affecting students academic

performance, use and evaluation which was what this study investigated. The variables in the theory

were also the same variables that the present study addressed. Thus contingence made the theory

relevant to the study.

 1.2 Statement of the Problem

There are certain worldwide problems that students encounter during the IGCSE, while some

challenges are exclusive to African and Asian students (Jason D. Heap, 2014). Further more, Jason

D. Heap (2014) claimed that, one of the most prevalent problems that students encounter in IGCSE

examinations in schools is that institutions associated with IGCSE demand exorbitant prices. The

status of challenges affecting IGCSE among secondary school students in Somaliland has been

largely unknown and undocumented. Yet several scenarios have raised questions about this status.

First, language barrier, most primary school students in Somaliland medium of instruction is Somali

and soon after they join the institutions run IGCSE examination which address english in their

teaching and learning careers create a mismatch in medium of instruction: content was traditionally

taught in Somali, but examined in English in IGCSE and that pose challenges to the students, also

materials such as laboratory, and textbooks are some how difficult to come (Farah Abdi, 2019). In

addition to that, the student's prior knowledge had an influence on the academic achievement of the

student.

Although there is some students scored higher grade but still the most of the student is not on

the level of expectation.This scenario called to question the status of challenges affecting IGCSE

examination among Somaliland secondary school students. Yet several scenarios have raised

questions about this status, with no empirical evidence. There were no documented empirical

reports or studies on the status of challenges affecting IGCSE examination among secondary school

students in Somaliland. This study will be conducted in educational institutions in Somaliland

which is been the institutions that offer IGCSE examination in Somaliland.Without this

information, the challenge could be continue, leading to perpetual poor quality of education. Yet,

education is the backbone of any economy.

 1.3 Research Objectives

1.3.1 General Research Objectives

The general objective of this study was to ascertain the challenges affecting IGCSE

examination among secondary school Students in Somaliland. by taking the case of the some

secondary schools in Sheikh and Hargeisa, Somaliland.

1.3.2 Specific Research Objectives

This study was guided by three specific objectives. The study objectives were to:

1. Asses the extent to which language barrier is a factor affecting IGCSE examination

results among the identified secondary school Students in Somaliland.

2. Asses the status of prior knowledge and the extent to which it impacts student IGCSE

performance the said secondary schools in Somaliland.

3. Assess how the availability and utilization of teaching and learning facilities in the

identified secondary schools in Somaliland, impact student IGCSE performance.

 1.4 Research Hypothesis

1.4.1 General Research Hypothesis

This study was guided by the general hypothesis that there are challenges affecting IGCSE

examination among the mentioned secondary school Students in Somaliland.

1.4.2 Specific Research Hypotheses

This study was guided by the following three specific research hypotheses:

1. language barrier is a factor affecting IGCSE examination results among the identified

secondary school Students in Somaliland.

2. Prior knowledge impacts student IGCSE performance in the given secondary schools in

Somaliland.

3. Unavailability of teaching and learning facilities in the identified secondary schools in

Somaliland, impact student IGCSE performance.

 1.5 Research Questions

1.5.1 General Research Question

This study sought to answer the following general research question – What are the

challenges affecting IGCSE examination among secondary school Students in Somaliland : Case

Study Pharo, Elm, and Amaano Secondary Schools?

1.5.2 Specific Research Questions

This study was guided by the following three specific research questions:

1. Does the language barrier is a factor affecting IGCSE examination results among the

identified secondary school Students in Somaliland?

2. Does the prior knowledge impacts student IGCSE performance the said secondary schools

in Somaliland?

3. Does the unavailability of teaching and learning facilities in the identified secondary schools

in Somaliland, impacts student IGCSE performance?

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 1.6 Significance of the Study

This study on the status of challenges affecting IGCSE examination among secondary school

students in Somaliland specifically focused on the language barrier, prior knowledge and teaching

and learning facilities in the mentioned secondary schools in Somaliland. It was conducted in the

said secondary school in Sheikh town. The study adopted a cross-sectional survey design on a

stratified sample of 15 teachers and 150 students from pharo secondary school. It is hoped that this

study would generate information for parents, educators, and school administrators to consider

numerous elements that promote students in meeting their academic goals. In doing so, they may

investigate into the possibilities of incorporating such elements into their school, which might lead

to improved educational results for students. This study will also be relevant because the findings

will raise awareness among parents, school administrators, instructors, students, and the

Organisation about the challenges that students endure during the IGCSE examinations. The study's

findings will also aid school administrators and subject instructors in developing action to mitigate

the challenges that IGCSE examinations pose to secondary students in Somaliland. The findings of

this study will also be valuable to school proprietors, government school authorities, and parents in

assessing the influence of IGCSE on academic success among Somaliland's secondary school

students. This study will also be important to students since it will inform them about the challenges

of IGCSE on their academic progress. Finally, the study's findings will serve as a reference point for

other researchers interested in this field of research. Data was collected using from Stratified sample

and simple random sampling of 150 students, using the questionnaire method in March - December

in 2023; analyzed using the chi-square technique, and reported in tables and figures.

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 1.7 Conceptual Framework

Challenges of IGCSE examination Impact on student IGCSE

Language Barrier
- Writing
- Listening
- Speaking

- Grades.
Teaching and learning facilities - High
- Lab materials
- Books - Medium
- Vak materials - Low

Prior knowledge of the student

- Public schools
- Private schools

In Figure 1, the IGCSE was conceptualized as the Challenges, and impact on students'

performance. The Challenges are organized along with language barrier, teaching and learning

facilities, and prior knowledge of the student. language barriers are further operationalized as

writing, reading, and listening. Teaching and Learning facilities were operationalized lab materials,

student textbooks, and VAC materials. Prior knowledge of the student also was operationalized as

public schools and private schools. Further, in Figure 1, the effect of the IGCSE examination on

students' performance was conceptualized as Grades. Such interaction must involve language

barrier, teaching and learning facilities and prior knowledge of the student which are the elements

of challenges affecting the IGCSE examination among secondary school students. The framework

holds that to which extant these factors of the language barrier, teaching and learning facilities and

prior knowledge of the student are effects on IGCSE student performances.

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