Abstract:
The main purpose of this study was to assess the wash back effects of the English Examination
(Grade 8 English Language Examination) on students „learning preference and study behavior
towards teaching-learning English. To attain the objectives of the study, 40 students of grade 8
were selected purposefully using their attendance list and Grade 8 Students at Chukala Wenge
primary School English language teachers were used. The researcher used mixed research design
for this study. Both data collection tools, i.e. quantitative data (document analysis & students‟
questionnaires) and qualitative data (teachers‟ interviews & classroom observation) were used.
Document analysis (analysis of the current English syllabuses of grades 8, and the past Grade 8
English Language Examination papers of the years (2011-2013 E.C) were used to collect data
about the point of emphasis given for different language skills and sub-skills. Students‟
questionnaires were employed to collect data about the effect of the Grade 8 English Language
Examination on students‟ learning preference towards learning the skills and contents of the
syllabuses and their study behavior outside the classroom. In addition, teachers‟ interviews were
used in order to enrich the data from document analysis and students‟ questionnaires. Classroom
observation was used to see the practical things that were happened in the classroom. The data
were analyzed using both quantitative (percentage & mean) and qualitative (inductive analysis)
methods. The finding of this study shows that students use the previous years‟ Grade 8 English
Language Examination papers as the major study materials by reducing the implementation of
the current syllabus. Their focus area was mostly on the grammar and vocabulary parts of the
textbooks. Furthermore, teachers‟ attitude toward implementing the syllabus and teaching
language skills and sub-skills were affected by the Grade 8 English Language Examination.
Based on the findings of the study, skills that were positively and negatively influenced by the
Grade 8 English Language Examination were drawn. Finally, the successful implementations of
the syllabuses and the textbooks were recommended.
