This study analysed the impact of variables on students’ performances in English Language in West African Senior School Certificate Examinations in North-West Geo-Political Zone, Nigeria from 2012-2016. The study was carried out with three objectives which are to: analyse pass and fail in English Language by male and female secondary school students in North-West Zone, compare pass and fail in English Language between private and public secondary school students in North-West Zone and examine pass and fail in English Language between urban and rural secondary school students in North-West Zone. Also, three hypotheses were formulated which are: there is no significant relationship performance (pass/fail) in English Language and gender (male/female) of secondary school students in North-West Zone, there is no significant relationship between performance (pass/fail) in English Language and type (private/public) of secondary school students in North-West-Zone and there is no significant relationship between performance (pass/fail) in English Language and location (urban/rural) of secondary school students in North-West Zone. The three hypotheses were tested at 0.05 significance level. The study population was 1,302,150. The sample size of 20,367 students consist 11,561 males and 8,806 females SSCE results from 7 private and public schools purposively selected was used for analysis. The study adopted Ex-post facto research design. An instrument titled: Senior Secondary Students Academic Performances Inventory (SSSAPI) used for the study was pilot-tested and reliability co-efficient was determined using Coronach Alpha technique which revealed a reliability index of 0.78. The study employed percentages and Chi-square statistics to analyse the data collected. One of the hypothesis was retained and two are rejected. The findings revealed that there is no significant relationship in the performances in English Language between male and female students in WASSCE in North-West Geo-Political Zone, Nigeria. However, findings shows significant relationship existed in the performances in English Language between private and public and urban and rural schools in WASSCE in North-West Geo-Political Zone, Nigeria. It was recommended among others that the officials of ministries of education in the seven states should develop policies and strategies such as provision of textbooks, facilities and regular visit to schools to monitor performance standards in English Language. In addition, state ministry of education should employ qualified teachers and sponsor them to attend seminars and workshops in English Language so as to reduce the failure rate of the students and help bridge the gap with students from the urban schools.