Secondary School Certificate (SSC) Examination: Impact on English Language Learning Strategies in Khyber Pukhtunkhwa (KP), Pakistan

Abstract

The Secondary School Certificate (SSC) examination, a mandatory exam taken in English language by Pakistani high school (Grade 10) students, determines students' enrollment in prestigious colleges enabling them to pursue their education in reputable institutions. However, despite obtaining high marks in the SSC exam, students' poor English proficiency hinders their entry into prestigious institutions, questioning the high grades obtained in the exam. This research aimed to investigate the association between the target exam taken in English, and students' exam preparation strategies, that is, how they manage to get high grades with apparently poor English proficiency. The data were collected through structured interviews from purposively selected students (n=30) who achieved more than 90% marks in the examination. The data of the collected interviews were analyzed with thematic analysis. The findings detail that the SSC exam negatively correlated with how the participants studied for the exam. The respondents reported that they primarily crammed material for the exam and reproduced what they were taught in schools. In addition, they believed that well-decorated answer sheets—using colorful pens, effective indentation, and highlighting titles, headings, and subheadings with colorful marks—enabled them to get high marks. The findings further detail that the exam barely engages in the practical application of language and critical thinking skills. The findings raise significant concerns about the reliability and validity of the exam. The findings indicate that the Boards of Intermediate and Secondary Education (BISEs) must reassess their assessment methods and procedures to ensure the accurate evaluation of students' linguistic abilities and the transparent reporting of students' true scores to stakeholders. Apart from the disciplinary, local, and national significance, the study also corresponds to Sustainable Development Goal No. 4: Quality Education.