Effect of English as a Medium of Instruction on Academic Performance of Students in Geography Subject in Public Secondary Schools in Rwanda
DOI:
https://doi.org/10.53819/81018102t5262Abstract
Teachers’ competency in the usage of English as a medium of instruction plays a significant role in the promotion of students’ understanding as well as academic performance. The purpose of this study therefore sought to establish a relationship between English usage as a medium of instruction and the academic performance of students in public secondary schools in Ngororero district in Rwanda. The study adopted a descriptive survey research design and a correlation research design. The target population was 303 people corresponding to the sample size of 172 respondents by using Solvin’s formula. Interview guide, direct observation and questionnaire were used as research instruments for data collection. Through SPSS version 26 used in data management, the findings revealed that 75.3% of head teachers strongly agree that speaking skills, 74.7% of reading skills, and 71.1% of writing skills indicate English usage as a medium of instruction. The results also indicates that 87.9% of geography teachers believe exam scores indicate academic performance, 94.8% believe reading and writing abilities indicate success, 89.7% believe speaking geographical terms indicates academic performance, 79.3% believe students use English in classroom presentations, and 93.1% believe the success rate in geography reflects academic performance. Results shows that there is a statistically significant positive relationship between English usage as a medium of instruction and the academic performance of students in geography indicated that most measures were positively associated with each other. The study concludes that a high percentage of both teachers and students strongly agree that English is essential in various aspects of teaching and learning, such as speaking, reading, and writing skills. Head teachers and geography teachers, in particular, strongly linked English usage to academic performance in geography. The study recommends that the Ministry of Education should organize some programs that can motivate the learners, such as English reading, speaking, listening, writing, and singing competitions. It is crucial for schools to invest in teacher training focused on enhancing English language skills. Authorities should also provide ample teaching materials in English, expand public libraries, and encourage a stronger reading culture among students by leveraging resources like radio and TV programs in English.
Keywords: Academic performance, Medium of instruction, Official language and public secondary school, Rwanda
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