English National Examination Skills Tested and English Proficiency in Public Secondary Schools in Muhanga District, Rwanda

Abstract

Language transition policy where Rwanda education shifted from French to English was aimed at earning Rwanda a place in global business, diplomacy, media and entertainment thus bringing Rwanda substantial funds and developing the middle class as a goal of Vision 2020. The implementation of language transition policy should enable learners to proficiently use English in communication. The study aimed at establishing the relationship between English national examinations tested skills and English proficiency in Rwandan Public secondary schools. The correlational research design was employed. Solvin’s formula was used to select the sample of size of 393 respondents including students and English teachers from the population of 19, 837.  Structured questionnaires and interview guide were used to collect the data. Collected data was coded, interpreted and analyzed with the help of SPSS version 21. The qualitative data was analyzed using thematic approach and Karl Person Correlational Coefficient were employed to analyze the association.  Graphs, tables and textual models were used to present the collected data. The study findings revealed that 88.9% of the respondents agreed that writing skills, reading skills and language grammar were always tested while 85.8% of the respondents agreed that speaking skills and listening skills were never tested in English national examinations. The findings also showed that 33.8% of the learners were rarely exposed to listening activities to improve oral communication In addition, the study found that 47.8% answered that oral communication was rarely given more time in teaching. Likewise,  64.5% answered that learners were always exposed to more writing activities to improve written communication.54.2% answered that written communication was usually given more time in teaching. Moreover, 52.8% reported that learners were always exposed to more exercises related to grammar to improve language structure knowledge as it had more marks in national examination. Finally, 57.5% revealed that language structure was always given more time in learning. The computed Karle Pearson product moment correlation coefficient showed that there was a negative correlation of -467 and –012between testing writing and reading skills respectively and focusing on oral communication respectively. There was also a positive correlation of   .158 and .264between not testing speaking and listening skills respectively and focusing on written communication respectively. Lastly, .151 was found to exist between testing grammar and focusing on language structure. The study concluded that writing skills, reading skills and language grammar were always tested while listening and speaking skills were not tested at all in English national examination. The study recommended that English teachers focus on all language skills during their teaching and to reinforce language clubs and language competition in their respective schools to help learners acquire English language proficiency in all skills. Secondary students are recommended to focus on all language skills because they need proficiency in all English language skills during communication.

Key words: Language proficiency, tested skills, national examination