The Influence of Language of Instruction on Students’ Academic Performance In Secondary Schools.
STELLA MARIS MTWARA UNIVERSITY COLLEGE
(A Constituent College of St. Augustine
University of Tanzania)
FACULTY
OF EDUCATION
The Influence of Language of
Instruction on Students’ Academic Performance In Secondary Schools.
A Case of Mtwara Urban And Nachingwea
District.
A
Research Report to be submitted to the Faculty of Education in Partial
Fulfillment of the Requirement for the Award of the Degree of Bachelor of Arts
with Education.
NAMWASA ABDUL L
STE/BAED/162978
2019
DECLARATION
This research report is
my original work and has not been presented to any other examination body. No
part of this research report should be reproduced without my consent or Stella
Maris Mtwara University College.
Name: NAMWASAS Abdul L.
Registration Number:
STE/BAED/162978
Signature:
………………………………………………
Date:
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CERTIFICATION
This research report
has been submitted to fulfill the requirement for degree of Bachelor of Arts
with Education with my approval as a supervisor from Stella Maris Mtwara
University College.
Signature:
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Date:
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Name: MR. Zacharia S B
COPYRIGHT
All rights reserved, no
part of this research report work should be produced or transmitted in form or
by any means electronic or mechanical including photocopy or in any information
storage and retrieval system without my permission and that of from Stella
Maris Mtwara University College.
DEDICATION
This research report is
dedicated to my beloved mother JASMIN,
my father LAZIMA NAMWASAS, my young brother Hamza my young sister Shakira and also
my best friends Mpangule Ramadhan for their cooperation and support in my
academic journey as well as their good advice to me,and so far I real appreciate
my lovely friend Mpangure Ramadhan for supporting me during the whole period of
writing this research report, all I can
do is praying for them to have a long life.
ACKNOWLEDGEMENTS
I would like to humbly
express my profound gratitude to the Almighty God for giving me life, support and guidance as I
worked through this research.
My special thanks and
sincere appreciation go to my supervisor Mr. Zacharia S B the lecture at Stella
Maris Mtwara University College for his kind heart of helping, guidance,
encouragement and contributions with great patience to ensure that I accomplish
my research on time.
Also, I thank all my
college mates who have assisted me, although their names have not appeared in
this page. I appreciate their material and moral supports that have helped me
in writing this research report. May the Almighty God bless them.
ABSTRACT
The study based on the influence of language of
instruction on student academic performance in secondary school by relaying on three research
objectives which were identifying the contribution of language of instruction towards
students success or failure, identifying the main differences and similarities
in students‟ performance in urban and rural secondary schools, examining other
contributing factors that influence students performance.
Language in teaching is medium of instruction and communication that
used to facilitate the in delivery of knowledge and skills from teacher to a
student, however the use of English as the language of instruction have lead to
several controversial, some contented that it contribute to low performance
while others oppose to them.
This research involved
90 respondents who were obtained through simple and purposive sampling. But
also, questionnaires and interview were data collection method used in this
study. The study on the influence
of language of instruction on student academic performance in secondary school,
it observed that most of students in both Urban and Rural schools perform best
Kiswahili subject than History and Geography as sample subject selected for
this study. It contented that they perform better Kiswahili subject due to the fact
that it taught using the language which they are familiar with. As contented that
to most of them Kiswahili were their first language and English were their
third language, as a case that to most of them when they are at school areas preferred
to use Swahili. Furthermore there are other factors that contributed to the
better or poor academic of students such as school administration issues, student’s
personal characteristics, and influence from family and local environments.
Hence, as it observed that language of instruction
contribute to high extent to the better performance or failure of the students
some of respondents suggest that much effort should be taken to improve
students language skills from when they are in the lower level,
If possible the Minister
of education, and other education planner should allow the uses of those two
languages Swahili and English in teaching while in writing the students have to
use English only, Schools should provide several programs like debate, morning
speech, and English clubs for the purpose of improving language skills to the
students.
LIST
OF ABBREVIATION
(TIMSS-R)-Third International Mathematics and
Science Study- Repeat
(IEA)-Evaluation of Educational Achievement
(UPE)-upper primary school
UNESCO
WB Word Bank
(NECTA)-National Examination Council Tanzania
(CSEE)-Certificate of Secondary
Education Examination.
STEMMUCO- Stella Maris Mtwara University Collage
CHAPTER ONE
GENERAL INTRODUCTION
1.0
Introduction
The aim of the study is to
investigate the nature of how English language as a mode of instruction
influence the class room teaching and learning process. This chapter
illustrates the background of the study, statement of the problem, objective of
the study, research questions, significance of the study and scope of the
study.
1.1 Background of the Study.
A number of studies done
concerning the language of instruction and students‟ performance in secondary
schools show the deterioration of education standards (Criper & Dodd, 1984
in Rubagumye, 1990; Malekela, 2000; Senkoro, 2004). Tanzanian children receive
seven years of primary education in Kiswahili medium which is now days becoming
the first language to many children especially those who live in urban areas.
But to those who live rural areas Kiswahili is still a second language to many
children after their vernacular languages. English is taught as a compulsory
subject in primary schools from class one instead of class three which was the
case some years ago. As the children complete their primary education and
continue to secondary schools the switch from Kiswahili to English is difficult
for most of them. Criper & Dodd (1984) in Rubagumye (1990) after their research
concluded that the level of English in secondary schools was completely
inadequate for the teaching and learning of other subjects and immediate
measures were to be taken. Roy-Campbell and Qorro (1997) identify two problems
that result from using English as a language of instruction in secondary
schools; first, little knowledge is gained from the subject-matter since
learners do not understand English well, second, even their Kiswahili language
skills tend to be lagging behind because they are not using the language as a
medium of instruction. Furthermore, learners are restricted from adequately
acquiring the necessary knowledge, skills and attitudes intended in their
academic studies because of using a foreign language as a medium of
instruction.
The language problem can
be traced braced back since the time when Tanzania decided to adopt African
socialism (Ujamaa) and as a result of this there was a move of Africanization
where everything that had to do with the colonial heritage was seen as a means
to corrupt the socialist system. English language also was inherited from the
British therefore was seen as a negative influence especially when Kiswahili
offically became the medium of instruction in primary schools in 1967. English
still remained as the medium of instruction in secondary and tertiary education
but was not given high prominence as Kiswahili.
However, in 1969 the
Ministry of National Education sent out a circular to all heads of secondary
schools which explained the possibility of introducing Kiswahili as the
language of instruction in some subjects starting with Political education in
1969/70, then Domestic 2 science in 1970, followed by History, Geography,
Biology, Agriculture and Mathematics in 1971 (Bhaiji, 1976 in Roy-Campbell,
1990).
The interest of doing a
research in this issue has to do with personal experience of teaching in both
urban and rural secondary schools during field work. In my experience I saw
that the ability of students in using the language of instruction in class was
very minimal and so was their performance based on class tests. Also as a
teacher at teachers‟ training college experience showed that even students who
have been using the language of instruction from form one up to six (ordinary
and advance level education) are still facing the same problems despite having
used the language for six years. Linguist specialists‟ claim that a language
which is not used in daily interactions tends to suffers regression. Therefore,
this is the case with English it has become „a classroom language‟ because it
is only used meagerly in the classroom.
Rural and urban schools
differ in terms of the extent in which the language of instruction influences
their academic performance because first the teachers that are normally in
rural schools are not as competent as those who are in urban secondary schools.
Secondly, is the students‟ perceptions of the language of instruction, students
from urban schools have a more positive outlook towards English unlike their
rural counterparts who have little or no motivation to diligently learn the
language. Socio-economic status also plays a role in this urban-rural divide in
terms of the family individual students come from and their future prospects of
further studies
1.2Statements of the problem
The medium of
instruction in Tanzanian secondary schools is English a language which does not
facilitate effective teaching and learning in classrooms. Both teachers and
students are not competent in the language which has been the medium of
instruction for the past 40 years. The teaching and learning process has been
gradually deteriorating because of the English language barrier. Students are
experiencing difficulty in understanding what they are taught in class and
performing to their full capability. The students‟ substandard performance in
test and examinations shows how serious this problem is in secondary schools.
1.3
Objective of the study
1.3.1 General objective;
The main
objective of study is to assess the influence of language of instruction on
student academic performance in secondary school teaching and learning.
1.3.2 Specific objectives;
i. To identify the
contribution of language of instruction towards students success or failure.
ii. To identify the main
differences and similarities in students‟ performance in urban and rural
secondary schools.
iii. To examine other
contributing factors that influence students‟ performance
1.4 Research questions
Based on the specific objectives
mentioned above this study will try to answer thefollowing
questions:
i.
To
what extent does the language of instruction determine the performance of
students in urban and rural secondaryschools?
ii.
Whatarethesignificantdifferencesandsimilaritiesinstudents‟performancebetweenurbanandruralsecondaryschoolswithinthesubjectsofEnglishandHistoryusingthelanguageofinstruction?
iii.
What
are other influences that may contribute to the differences in academic
performance in urban and rural secondaryschools?
1.5
Significance of thestudy
This study aims to provide information
to the present literature on current situation students facing on using English
as the language of instruction and its impact on their performance in both
urban and rural secondary schools in Tanzania. This study draws attention to
the current situation on the language of instruction and its influence on
students‟ performance in secondary schools in Tanzania. In this case the language policy still states English as the language
of instruction in secondary schools, therefore, what could be done to make a
difference? The study will look into matters concerning opportunities students
get to use the language of instruction in class, teaching strategies used,
students‟ general performance and issues of motivation.
1.6 Scope
of the study
The study will be conducted around
Mtwara Mikindani Manispal in Mtwara region and Nachingwea District in a Lindi
region
This study will involve the
assessment over people who are relating to the study. Most of people who will
be involved in this study are like students, teachers and academic institution
be it private and government.
1.7 Definition
of the key Terms
Education: Refers toa process of teaching,
training and learning, especially in schools or colleges, to improve knowledge
and develop skills like primary/elementary education.
Learning: Is a process of gaining knowledge or skill by studying, from experience,
from being taught and so on for example to learn a language/a musical
instrument/a skill.
Teaching: Refers toa process of giving a
lessons to students in a school, college, university, or at any environment.
Language of instruction, refers to a language used either by
a teacher or any one in a process of transferring knowledge from one person to
another
Vernacular
language, is the
language or variety of a language used in everyday life by the common people of
a specific population. It distinguished from a standard, national, or literary
language or a lingua franca used to facilitate communication across a large
area.
First language, Is a language that a person has
been exposed to from birth or within the critical period
Second
language, is a
language learned by the speaker after being acquiring a first language
CHAPTER TWO
LITERATURE REVIEW
2.0 Introduction
This
chapter presented the literature review of this study which divided into four
sections. The first section comprised the introduction, followed by Theoretical
frame work, Empirical literature review, related literature review, and the
last section is about research gap.
2.1 Theoretical frame work
2.1.1 Vygotsky’s Theory
Vygotsky
states that learning is distinct in every individual child whereby the
knowledge and skills acquired vary from one individual to another (Communique,
1997 in Dahms et al, 2007). Communique says according to Vygotsky the main aim
of education is to internalize culture and social relationships through social
learning. The importance of past experiences and knowledge in interpreting
present experiences is stressed (Feden and Vogel, 1993 in Dahms et al, 2007).
Students‟ culture particularly their home surroundings have a great deal of
contribution towards new knowledge and skills that one acquires.
It is argued that
language plays an active role in the development of thought. Vygotsky claims
that language played an essential role in cognitive development this is due to
the fact that it is through language a child learns how to think and it is
through words a child internalizes complex concepts (Feden and Vogel, 1993 in Dahms
etal (2007). Thus, learning takes place through the use of language which an
external experience transforms into internal process; in this case speech and
language being the main means of communication that promotes learning and
learning leads to higher levels of thinking (Dahms et al, 2007). They also
explain that according to Vygotsky two main ways of learning are through social
interaction and language. Language enables individuals to share experiences,
thus, enhancing the ability to participate in social interaction (Dahms et al(Communique,
1997 in Dahms et al, 2007).
As
Vygotsky claims that language played a crustal role in cognitive development
this is due to the fact that it is through language a child learns how to think
and it is through words a child internalizes complex concepts. This study I
will be governed by this Vygotsky’s Theory which deals with the role or
influence of language in imparting knowledge and skill which is related with my
topic of study
3.0.
Empirical Literature review
This section is divided
in two sub-sections. The first sub section looks into studies done in Tanzania.
The second part presents studies from Africa.
3.1
Studies within Tanzania
3.1.1.
Criper and Dodd (1984)
This is a study that
investigated the level of English proficiency that existed in the Tanzanian
education system funded by the British government (Brock- Utne, 2006).
According to Brock- Utne their study presented three main findings:
i.
An estimated 10% of Form four students
were at the beginner‟s level in English language
ii.
Approximately 75% of the teaching in Form one
is done in Kiswahili; and
i.
Fewer than 20% of University students who were
tested on their reading level were found to be extremely low.
Regardless of these
findings Criper and Dodd recommended that English should continue to be the LOI
in secondary schools, however, its teaching should be improved. The British
government was prepared to fund this project with the condition that English
was to continue being the medium of instruction in Tanzania (Brock- Utne,
2006).
3.1.2
Mwinsheikhe (2002)
Mwinsheikhe (2002)
conducted quasi experiment classes one treatment group were taught in Kiswahili
and another control group were taught in English and she found out that a large
number of students agree that language is the major factor that contributes to
poor performance. Her research came up with several key findings including the
minimal participation level of students and low performance grades in science
subjects were a result of the use of English as the LOI; also understanding
English was a problem that both teachers and students were experiencing. Thus,
the use of language coping strategies was a temporary solution to this problem;
and to upgrade their performance and participation most teachers and students
agreed that using Kiswahili would be a more permanent solution although having
it as the LOI was not in their favour. Through her findings she was able to
conclude that those who were taught in Kiswahili performed far better than
those who were taught in English.
3.2.2
A Study on Ethiopia
Yohannes (2009) conducted
an evaluation on data from grade 8 National Assessment examination results of
2000 and 2004 on the implications of using the mother tongues verses English as
LOI on the academic achievement in English, Sciences and Mathematics in upper
primary school students (grades 7 and 8). Mother tongue education(there are
around 22 indigenous languages used as LOI) is a policy that started in 1994 in
upper primary school (UPE, grade 7 and 8), however out of 11 regional states
only 4 are practicing this policy while the other 7 regions still use English
as LOI.
The findings from
Yohannes study reveal that the use of mother tongues as LOI in mathematics and
sciences enables students to perform well. The results from the National
Assessment examination revealed that students whose LOI was the mother tongues
performed better in English than those students whose LOI is English. The
pedagogical implication of the use of mother tongue has resulted in better
academic performance in sciences and mathematics in comparison to English as
LOI in the English achievement there was no significant difference seen.
2.3.
Related Literature review
2.3.1 The current language policy and
surrounding this policy
During
the 1970s it seemed that policymakers were on the brink of implementing a
switch from English to Swahili in secondary schools. A 1978 study commissioned
by the National Kiswahili Council (Mlama and Matteru) heightened concerns about
existing policies and expectations of change (Lwaitama and Rugemalira 1990). In
February of 1982 the Presidential Commission on Education, appointed by
Nyerere, recommended that a change from English to Swahili in secondary
classrooms be effected starting in 1985 (Lwaitama and Rugemalira 1990). After
these recommendations were made, policymakers were already beginning to change
their minds. The Ministry of Education released an official, if vague,
statement in 1984: “Both languages, English and Kiswahili, will be used as
media of instruction. English will be improved at all levels of education” (Wizara
ya Elimu 1984: 19, cited in Lwaitama and Rugelamira 1990: 37). Later that year,
Julius Nyerere announced in a speech that English was needed in secondary
schools in order to encourage Tanzanians to learn and value the language
(Lwaitama and Rugelamira 1990). In 1997
the Ministry of Education and Culture issued a policy document called Sera ya
Utamaduni (Cultural Policy). This document addressed the question of the
language of instruction particularly the position of the Tanzanian government
regarding the two languages used within the formal education system
(Brock-Utne, 2009). The policy stated:
As
far as all levels of education are concerned only primary schools have
experienced the implementation of these policies since the language of
instruction is already Kiswahili and English is a compulsory subject. However,
in post-primary education that is secondary and tertiary level there has been
no change yet, the language of instruction is still English.
According
to the national website: The main feature of Tanzania’s education system is the
bilingual policy, which requires children to learn both Kiswahili and English.
English is essential, as it is the language which links Tanzania and the rest
of the world through technology, commerce and also administration. The learning
of the Kiswahili enables Tanzania’s students to keep in touch with their
cultural values and heritage. English is taught as compulsory subject in the
primary education whereas at post primary education is the medium of instruction.
2.3.2 Bilateral donor agencies and
their influence on the language of instruction in post-secondary education
Brock-Utne
(2009) asserts that donors have the power “to exert control over and influence
the choice of language policy of a country”. A development agency such as
UNESCO has played an essential role in advocating African languages as mediums
of instruction. UNESCO set forth 2 propositions that supported the use of
indigenous languages: (a) the vernaculars‟ are superior to the foreign
languages in enhancing cognitive skills in a child‟s early education, and (b)
as media of instruction, vernaculars may promote linguistic skills that
facilitate, rather than inhibit, the acquisition of the imperial language at a
later stage in the educational process (UNESCO, 1953 in Mazrui, 1997: 36). The
1988 World Bank document “Education in Sub-Saharan Africa: policies for
adjustment, revitalization and expansion” also agrees with UNESCO‟s
propositions concerning the language of instruction (World Bank, 1988; Mazrui,
1997). It claims that in the early years of education children learn easier if
instructions are in a familiar medium and this enables them to master their
native language and develop cognitive skills necessary for learning a foreign
language (World Bank, 1988 in Mazrui, 1997). The World Bank establishes the
detrimental effects of using a foreign language.
Children
who speak a language other than the language of instruction [which refers to
the European languages] confront a substantial barrier to learning. In the
crucial early grades when children are trying to acquire basic literacy as well
as adjust to the demands of the school setting, not speaking the language of
instruction can make the difference between succeeding and failing in school,
between remaining in school and dropping out (Lockheed and Verspoor, 1991 in
Mazrui, 1997:38).
This
shows that both the WB and UNESCO support and see the importance of children
learning in their native language as opposed to learning in a foreign language
which hinders effective learning of a child at school. However, WB and UNESCO
suggest the use of the native langauge only in the early years of education
making it very clear that it will help learners acquire a foreign language at a
later stage in the education process.
In
a comparative study between Tanzania and Kenya on high school students‟
performances the Tanzanian language policy is questioned by the WB because the
results were not quite impressive (Mazuri, 1997). The WB stated that the
Tanzanian education system of using Kiswahili throughout the seven years of
primary school has shown how difficult it is for students to learn in English
in secondary school (World Bank, 1988 in Mazrui, 1997). This is seen in their
academic achievement in high school where Kenya has done remarkably well while
Tanzanian students results were very low (World Bank, 1988 in Mazrui, 1997:
42). .
In
Tanzania‟s case, English language was inherited as the LOI from the British
colonizers immediately after independence. Dominance is currently portrayed by
international donor agencies exerting their power in the publishing industry,
educational policies and even the policy on the LOI by placing conditions to be
fulfilled for Tanzania.
2.3.3 The language problem in rural
and urban schools
As
a matter of efficiency and efficacy, only the language which teachers and
students understand can effectively function as the language of instruction.
Only when teachers and students understand the language of instruction are they
able to discuss, debate, ask and answer questions, ask for clarification and
therefore construct and generate knowledge. Thus, the language of instruction
is an important factor in determining the quality of education.
However,
in Tanzania the language of instruction factor has been ignored for a long time
and this has had a negative impact on the quality of education. Although the
policy states the need ‘to promote the development of competency in linguistic
ability and effective use of communication skills in Kiswahili and in at least
one foreign language’ (in which case it implies English), the emphasis is
placed on English as the language of instruction. It would seem that those who
argue for English medium believe that the best way for students to learn
English is to use it as the language of instruction.
English
language teaching and learning in Tanzanian primary schools has declined over the
years, a problem affecting both teachers and learners. According to Batibo
(1990) the location of schools whether urban or rural has a major influence on
English language learning and usage. Batibo describes that urban primary
schools are far better off than rural schools since they have good facilities
and surroundings also learners are well motivated by the school and home
environment for personal and academic reasons for instance to be able to
understand what is said in newspapers, radio, films and for further academic
pursuit. On the other hand, most rural primary schools lack basic school
facilities although not all depending on when the school was built and learners
are less motivated or interested in learning English „to them English is as
remote as the name England is in their minds‟ (Batibo, 1990:55).
Batibo
claims that rural schools have a negative attitude towards English due to
inadequate teaching methods and teaching aids while urban schools are more
interested and motivated due to the availability of teaching aids and
appropriate teaching methods used. Also mentions the last reason as lack of
proper language impact whereby the impact of English language is weak in
primary school mainly because: Kiswahili is the medium of instruction in all the
subjects except English; the number of English lessons per week have dropped
from 12 to only 5 or 6; the practical usage of the language outside the
classroom is very rare or non-existent; and the class sizes are too large to
allow effective teaching and learning to take place.
2.3.4 Language of instruction and
Academic performance
In
Tanzania studies by Andersen (1975) and Mvungi (1982) show that proficiency in
the language of instruction is an important factor in educational performance.
The corollary of this is that lack of proficiency in the language of
instruction,in our case english results in poor performance in subjects taught
in English. Elsewhere, studies by Cummins (1979, 1981) and Krashen (1985) show
that poor performance in the language of instruction results in poor
performance not only in other subjects, but also in overall poor performance in
the second or foreign language. These findings have been confirmed by studies
in Tanzania by Roy-Campbell and Qorro (1987) and Qorro (1999). In other words,
when students have a firm grasp of their specialized subjects, that
understanding gives them a firm ground on which to build the foundation for
learning a second or foreign language, in this case English. However, this firm
grasp or understanding, which is central to the quality of education, can only
be achieved when teachers and students understand the language of instruction.
In Tanzania secondary school classrooms and higher education the language of
instruction is not well understood by the majority of teachers and most
students.
Alidou
(2009) says that under-achievement is not experience by learners because they
have inherent cognitive problems but due to the fact that most learners do not
fully master the LOI used. Language may
not be the only reason that accounts for students‟ low academic performance but
it surely is a significant determinant that contributes. According to the
National Examination Council Tanzania (NECTA) the language problem inhibits
students to express what they have learnt clearly in writing which is a result
of poor performance in form four National examinations (NECTA, 1993 in
Mwinsheikhe, 2003). Mvungi (1981) in Kadeghe (2003) conducted an empirical
study to see whether there was any correlation between LOI and performance. Her
study came to the conclusion that English language was a major hindrance
towards effective learning and thus affected school performance in both science
and arts subjects.
Mwinsheikhe
(2003) shared her experience as a National examination marker said that
students who attempted to answer in Kiswahili usually the answers were correct,
unfortunately the marking regulations disqualifies such answers from being
marked. NECTA (1993) in Mwinsheikhe (2003) conducted an analysis on candidates‟
answers using examination results of 1990 CSEE (Certificate of Secondary
Education Examination). The analysis showed that the answers of students were
unintelligibly expressed because of poor command of English language. Although
some of the answers were correct but the overall manner of expression displayed
that students were unable to express their knowledge, they lacked clarity and
markers were unable to draw any meaningful message out of them.
2.4.
Research gap
Many
researches had been conducted to investigate on the influence of language of
instruction in secondary school on the student performance. But most of those
researches failed to investigate in two side means that in Rural and Urban area
and how those contexts have been affected by the language of instruction. The
aim of this study was to examine two schools- an urban and a rural secondary
school and see whether the language of instruction plays a crucial role in
inhibiting learners from performing to their full potential. Was there a
possibility that both language of instruction and other factors consequently
lead to low performances in students‟ academic studies? What were the contrasts
and comparisons that could be drawn from the two schools in terms of the
language of instruction and its impact on their performance?
CHAPTER THREE
RESEARCH METHODOLOGY
3.0 Introduction
This chapter presented the methodologie
used in order to attain the objective of this study. Therefore, this chapter
describes the research approaches, research design, methods of data collection,
area of study, target population of the study, sampling procedure and sample
size as well as data analysis, data presentation and Ethical consideration.
3.1
Research Approach
A research
approach was a plan of how a researcher intends to conduct a research (Mouton,
2003). Research design provided a framework for the collection and analysis of
data. This study used qualitativeapproach and quantitative approach.
Qualitative approach produced findings which were not arrived at by statistical
means or other means of qualification while quantitative approache presented
statistical data (Kombo & Trump, 2006). The qualitative approach in this
study involved the collecting responses through interviews, questionnaires and
observation methods from head of schools, other teachers and students about the
influence of language of instruction on students academic performance in
secondary schools based Mtwara menispal and Nachingwea district.
The reason for selecting qualitative
research strategy was based on the fact that it involves direct experience
during field work in order to be able to understand and interpret the setting
as well as the individuals.
3.2 Research Design
Kothari
(2004), research design is the arrangement of conditions for collection and
analysis of data in a manner that aims to combine relevance to the research
purpose with economy in procedure. It constitutes the blueprint for the
collection, measurement and analysis of data.
Decisions regarding what, where, when, how much, by what means concerning an
inquiry or a research study constitute a research design. It was a plan that
specified the sources and types of information relevant to the research
problem, approach used for gathering and analyzing the data, the time and cost
budgets, procedures and techniques used for gathering information, the
population to be studied and methods to be used in processing and analyzing
data.
In this study case
study design, used due to limited resources like time, cost budget, and
transport through the proposed methods of data collection, target population
and sample size in order to obtain various information concerning with the
study
A case study design allowed data to be
collected at a single point in time without repetition from a sample selected
to represent some large population and therefore using minimum time and
resources allocated. The
function of this research design was to ensure that the evidence obtained
enabled effectively to address the research problem logically.
3.3
Methods of Data Collection
Research methods are all methods or techniques that are used for conduction of
research (Kothari, 2004). Research
methods are approaches and styles used by the researcher in data collection
during the study (Riley et al, 2003).
The study employed both primary and secondary data sources. Data collected from
primary sources were known as primary data such as through observation,
interviews and questionnaires. Primary data werealso known as raw data. Data
were collected from the original source in a controlled or an uncontrolled
environment. And data collected from secondary sources are called secondary
data such as through documentary review. Using more than one specific method enables
a researcher to cross-validate the information and data collected from a
variety of sources. Thus, combination of questionnaires, interviews,
observation and documentary reviewwere used. The methods used to collect each
type of data are described below:-
3.3.1 Questionnaires
A questionnaire is simply a ‘tool’ for
collecting and recording information about a particular issue of interest,
mainly using the set of questions (Riley et al, 2003).The
questionnaire consisted of both closed and open ended questions. The
questionnaires used to collect primary data from the heads of schools, teachers
and the students.
3.3.2 Interviews
Interview
conducted with the main purpose of gather information and it was very helpful
as it gives participants an opportunity of being free to express their own
feelings (Berg,
2001). This this was a kind of semi-structured face to face interviews used to
collect data from the Head of schools, teachers and the students.
3.3.3 Documentary review
Documentary review refers to analyzing
and deriving information from primary and secondary sources (Crawford, 1990).In
this study, the secondary source of data were students information on the
influence of language of instruction on the students’ academic performance.
3.4 Area of The Study
This study conducted in Mtwara Mikindani municipal which
was the one among the six districts of Mtwara region and Nachingwea district
which was one among six district of Lindi region. Mtwara and Lind are the
regions found in Tanzania which located in southern zone of Tanzania mainland.
Mtwara region had six district council including Mtwara urban district council,
Mtwara rural district council, Masasi district council, Nanyumbu district
council, Newala district council, and Tandahimba district council while Lindi
region has six district which are Lindi Rural district, Lind urban District,
Lwangwa district, Nachingwea district, Kilwa district and Liwale district.
Therefore, this study conducted in Mtwara Mikindani municipal and Nachwingwea
district as the area of this study
3.5
Targeted Population
Targeted population refers to a
particular group of people that is identified as the intended recipient of an
advertisement, product, or campaign (Ary, 2010).The targeted population of this study included
Heads of schools, teachers and students from the selected secondary schools, in
Mtwara munispal includedRahaleo secondary school,
Shangani secondary school and Ocean secondary school, in case of Nachingwea
district the study included, Marambo secondary school, Chihola secondary school
and Kipara secondary school in
order to obtain reliable data concerning to the study.
3.6 Sampling and Sampling Techniques
Sampling is the act, process, or technique of selecting a suitable sample;
specifically, the act, process, or
technique of selecting a representative part of a population for the purpose of
determining parameters or characteristics of the whole population (Hoover and Kenneth, 1992). This study used non- probability
sampling techniques. In this study one technique from non-probability sampling
used which was Purposive sampling, used as the method of getting sample of
respondents.
3.6.1 Purposive Sampling
Purposive sampling was
a sampling technique in which researcher relied on his or her own judgment when
choosing members of population to participate in the study. Purposive
sampling was a non-probability
sampling method and it occurs when elements selected for the sample were chosen
by the judgment of the researcher (Kothari, 2004).The researcher used purposive
sampling to the choice of a participant due to the qualities the participant
possessed, chosen cases that help to answer research questions or achieve research
objectives and to reach a targeted sample quickly, and Simply put, the
researcher decided what needed to be known and set out to find people who can
and are willing to provide the information by virtue of knowledge or
experience. Select the information-rich cases for the most proper utilization
of available resources. The researcher used purposive sampling to students and
the Head of schools in the selected schools.
3.6.2
Simple random sampling
According
to Waugh (2009) simple random sampling is the type of sampling under normal
circumstances is the ideal type of sample because it shows no bias. Every
member of the total population has an equal chance of being selected and
selection of one member does not affect the probability of selection of another
member. The researcher applied technique to get sample from the
students. Under this procedure the I assigned numbers on the pieces of paper,
fold them and throw them to the student.
3.6.3Sample Size
Sample
size refers to the number of items to be selected
from the universe to constitute a sample
Table 1: Distribution of the sample
size
|
Type of respondents
|
Target
|
Percentage (%)
|
|
Heads
of schools 6. 1 from each school
|
6
|
6.6
|
|
Primary
teachers 24. 4 from each school
|
24
|
26.6
|
|
Pupils
60. 10 pupils from each school
|
60
|
66.6
|
|
Total
|
90
|
100
|
Table
1 above shows the distribution of the sample size between the types of
respondents, target size and the total of the sample to be used in this study.Among 6 secondary schools selected
for this study a sample size were 90 respondents from the selected sample
institutions. Thus 60 pupils 10 from each school, 24 teachers 4 from each
school, 6 head of schools 1 from each school generally to form 90 respondents.
3.7
Data Analysis
Data
analysis is the process of systematically
applying statistical or logical techniques to describe and illustrate, condense
and recap, and evaluate data. Data analysis is an attempt by the
researcher, to present, summarize, collected data in dependable and accurate
manner (Riley et al, 2003). The study used both qualitative
and quantitative data analysis. Therefore, analysis of data consisted tabulated
statistical data, and tables which appropriate to the researcher questions
being asked, this method were used in analyzing qualitative data which
collected from the respondents by descriptions concerned with the study also
analyzed through tables.
3.8
Data Presentation
Data presentation is the method by
which people summarize, organize and communicate information using a variety of
tools, such as diagrams, distribution charts and graphs(Riley et al, 2003).
In this study the researcher presented the data by using qualitative approach
which will present the data related to description form.
Also the
researcher presented the data by quantitative approach by using tables. This
method was enable the researcher to summarize the results on the influence of
language of instruction on students academic performance in secondary schools
based Mtwara menispal and Nachingwea district. .
3.9 Ethical Consideration
Ethical
standards observed in the conduct of the study. First, the researcher requested
the research clearance form from the STEMMUCO Administration. This enabled the
researcher to obtain further permit from the head of school in those study
areas. During data collection stage, informants for this study requested their
informed consent. Therefore, it was their choice to participate in the study.
This was done through explaining to them the purpose of the study and
guaranteeing their privacy and confidentiality of information.
In
addition, the researcher ensured the security of informants from physical,
psychological and social harm through ensuring that the collected data are used
for the predetermined purpose and obstruct unauthorized persons to access
collected data. In reporting the findings, neither the names of schools nor of
people were to be included in the sample which referred.
CHAPTER FOUR
DATA PRESENTATION,
ANALYSIS AND DISCUSSION
4.0 Introduction
This chapter presents the results and
discussion of the study. A series of tables are used. Discussion of research
findings is guided by the following subsections:Tofind out to find out how the
language of instruction contribute towards students success or failure,
Toidentify the differences and
similarities in students performance as contributed by language of instruction
in Urban and Rural secondary schools.Toexamine other other contributing
factors that influence student’s performance.
4.1 Demographic Information of the Respondents
This
section was designed to identify the respondents demographics, which included
their age, gender and level of education.
Table 2 Age of Respondents
|
Category of respondent
|
Category of age
|
Frequency
|
Percentage
|
|
Students
|
14-19
|
60
|
66.7
|
|
Teachers
|
20-29
|
4
|
4.4
|
|
|
30-39
|
20
|
22.2
|
|
|
40+
|
6
|
6.7
|
|
|
TOTAL
|
90
|
100
|
Source Data (2019)
From the table 1, it
was observed that most of the respondents who were in the age group of 15-19
years who were 60 students; they constituted 66.7 percent of the sample size.
The age groups of 20-29 years had a number of 4
respondents and
made 4.4 percent of all respondents, most of them were teachers. The third
group was the age group of 30-39 years who constituted 20 respondents including
18 teachers and 2 Head teachers that made 22.2 percent of the total
respondents. The age group of 40+ years had 6 respondents who were 2 teachers
and 4 head teachers. This age group constituted
6.7 percent of the total respondents. Table 4.1 above summarizes the
distribution of respondents by age.
4.1.2 Respondents by Sex
Respondent were
distributed depend on their gender group of male and female
Table 3. Distribution of Respondents by Sex
|
Respondents
|
Sex
|
Total Percent
|
|||||
|
Male
|
Percent
|
Female
|
Percent
|
Freq
|
Percent
|
||
|
Head of schools
|
4
|
4.4%
|
2
|
2.2%
|
6
|
6.6%
|
|
|
Teachers
|
14
|
15.6%
|
10
|
11.1%
|
24
|
26.7%
|
|
|
Students
|
30
|
33.3%
|
30
|
33.3%
|
60
|
66.7%
|
|
|
Total
|
48
|
53.3%
|
42
|
46.6%
|
90
|
100%
|
|
Source
Data (2019)
4.1.3 Distribution of Respondents by Level of Education
Table 4. Distribution of Respondents by
Lever of Education
|
Education
level
|
Heads
of schools
|
Teachers
|
Students
|
Total
|
||||
|
Frqy
|
%
|
Frqy
|
%
|
Frqy
|
%
|
Frqy
|
%
|
|
|
Master Degree
|
1
|
16.7
|
0
|
0
|
0
|
0
|
1
|
1.1
|
|
Bachelor Degree
|
5
|
83.3
|
13
|
54.2
|
0
|
0
|
18
|
20
|
|
Diploma1
|
0
|
0
|
11
|
45.8
|
0
|
0
|
11
|
12.2
|
|
Form IV
|
0
|
0
|
0
|
0
|
15
|
25
|
15
|
16.7
|
|
Form III
|
0
|
0
|
0
|
0
|
15
|
25
|
15
|
16.7
|
|
Form II
|
0
|
0
|
0
|
0
|
15
|
25
|
15
|
16.7
|
|
Form I
|
0
|
0
|
0
|
0
|
15
|
25
|
15
|
16.7
|
|
Total
|
6
|
100
|
24
|
100
|
60
|
100
|
90
|
100
|
From the table the observation was, a total
of ninety respondents were involved in this study. Among them, ten were form
one students (18.8%), ten were form two students (18.8 %), ten were form three
students (18.8%), and other ten were form four students (18.8%). The second
group was teachers, whereby the eight interviewed teachers shown to have a
bachelor Degree (15%). The results were the same to all four heads of schools
who’s also have a bachelor Degree level of education (7.5%). District Education
Officer has a Master Degree level of education (1.8%).
4.2 Data analysis
and Presentation
4.2.1 The influence of
language of instruction in the academic performance of the students in Rural
and Urban area.
Language in teaching is medium of instruction and communication
that used to facilitate the in delivery of knowledge and skills from teacher to
a student, however the use of English as the language of instruction have lead
to several perception, others says that it contribute to low performance while
others oppose to them. The study is throught Head of schools, Teachers, and
students to investigate how the
language of instruction influence to the students performance based in rural
and urban. In order to collect correct data the researcher investigate on the
following,
Table
5 Responses of the students on subject performed best
|
URBAN AREAS
|
||||||||
|
Subject which the students perform best
|
Kiswahili
|
History
|
Geography
|
Total
|
||||
|
Frequency
|
Per cent
|
Frequency
|
Per cent
|
Frequency
|
Per cent
|
Frequency
|
Per cent
|
|
|
20
|
66.7%
|
7
|
23.3%
|
3
|
10%
|
30
|
1005
|
|
|
RURAL ARES
|
||||||||
|
|
Kiswahili
|
History
|
Geography
|
Total
|
||||
|
Frequency
|
Percent
|
Frequency
|
Percent
|
Frequency
|
Percent
|
Frequency
|
Percent
|
|
|
21
|
70%
|
7
|
23.3%
|
2
|
6.7%
|
30
|
100%
|
|
Source
Data (2019)
It was observed from the field that, the
subject which the students performed best among the this; History, Kiswahili,
Geography
The question
needed the respondents to pick or a select answer from the three given
alternatives. A question targeted to students, Teachers and Head of schools. In
urban 30 students involved in this study from three secondary schools, 20
students who makes 66.7% revered that they perform Kiswahili than other
subject, 7 students equal to 23.3% revealed that they perform History, 3
students equal to 10% revealed was Geography. In Rural areas among 30 students,
21 students equal to 70% contented that that they perform Kiswahili, 7 of them
equal to 23.3% said itwas History, 2 students equal to 6.7% said Geography. In this report implies that most
of the students perform well Kiswahili subject followed by History and few of
them perform Geography. They provided the reason that. they most understand
when a teacher taught by code switching in Swahili and English compared to when
a teacher uses English language only. One of the student were heard saying that
“we most
pass Kiswahili subject because the language used in instructing is more
familiar to most of use, but English it seems
as so difficult language to understand
I
think because most of us English is our third language, in our society we use
Kiswahili
or vernacular language so it is so hard for
use to master it well”
Further the
researched questioned on the dominant first language of the study area and
respondents in general
Table 6 The response of the students first
language
|
URBAN AREAS
|
||||||||
|
The first language of the respondent
|
Kiswahili
|
vernacular
|
English
|
Total
|
||||
|
Frequency
|
Per cent
|
Frequency
|
Per cent
|
Frequency
|
Per cent
|
Frequency
|
Per cent
|
|
|
20
|
70%
|
9
|
30%
|
00
|
00
|
30
|
100%
|
|
|
RURAL ARES
|
||||||||
|
|
Kiswahili
|
Vernacular
|
English
|
Total
|
||||
|
Frequency
|
Per cent
|
Frequency
|
Per cent
|
Frequency
|
Per cent
|
Frequency
|
Per cent
|
|
|
18
|
60%
|
12
|
40%
|
00
|
00
|
30
|
100%
|
|
Source
Data (2019)
From the table 5,
In rural areas among three school 18 students equal to 60% revealed that their
first language was vernacular language(Kimwela), 12 students equal to 40%
contented that was Kiswahili and 0 is English, while urban areas the response
were, among three schools 21 students who contribute 70% contented that their
first language was Kiswahili, 9 students
contribute 30% revealed that their first language was vernacular
language and 0 for English. In the above report show that in both areas the students
whose firsts language was Kiswahili contribute 55%, those whose their first
language was vernacular language contribute to 45% and for English was null.
Table 7. Students response to the language
used at school compass
|
URBAN AREAS
|
||||||||
|
The language used at school area
|
Kiswahili
|
Vernacular
|
English
|
Total
|
||||
|
Frequency
|
Per cent
|
Frequency
|
Per cent
|
Frequency
|
Per cent
|
Frequency
|
Per cent
|
|
|
21
|
70%
|
1
|
3.3%
|
8
|
26.7%
|
30
|
100%
|
|
|
RURAL ARES
|
||||||||
|
|
Kiswahili
|
Vernacular
|
English
|
Total
|
||||
|
Frequency
|
Percent
|
Frequency
|
Percent
|
Frequency
|
Percent
|
Frequency
|
Percent
|
|
|
24
|
80%
|
2
|
8.7%
|
4
|
13.3
|
30
|
100%
|
|
Source
Data (2019)
From the table 6
language mostly used when they are at school areas their responses were, in
Urban among three schools 21 students equal to 70% contented that they
preferred to use Swahili language, 8 students equal to 26.7% said that they use
English language, and 1 student contributed to 3.3% prefer to use vernacular.
While in Rural among three schools 24 students who equal to 80% they prefer to
use Kiswahili, 4 students equal 13.3% revealed was English, and 2 students
equal to 6.7% said they preferred to use vernacular language. From the above
report explain that within those six schools both urban and rural 75% of the
students tends to use Kiswahili in a school compound, 20% tends to use English
language and 5% likely to use vernacular language. This implied that most of
the students had high uses of Kiswahili language than other language in both
rural and urban areas. in the rural school one student mentioned the need for a
rule of speaking English only to be established and strictly practice while in school.
According to a student those rule used to be there but teachers were not strict
and no action was taken when students did not practice it. This implies that in
theory there is a rule that obliges students to use the LOI on school grounds
but in practice it is not effectively used in the rural school. On the other
hand, in urban the English only rule was firmly implemented. Students were not
allowed to speak Kiswahili with teachers outside of class likewise teachers
were required to speak English to the students to help them improve their
listening and speaking skills.
Further
more teachers were asked which among this subject do your students perform
most. The subject were History, Kiswahili, and Geography. he response were as
follows; In mtwara Mikindani municipal 12 teachers from 3school were involved
where by 7 teachers who makes 58.3% said is Kiswahili, 4 teachers who makes
33.3% said is history, and 1 teacher who makes 8.4% said is Geography. While in
Nachingwea district 12 teachers from 3 schools involved and their response were
as follows; 10 teachers who makes 83.3% said is Kiswahili, 2 teachers who makes
16.7% history, and 0 students for Ge0graphy. Also were asked about the language
which they prefer to use when instructing the students in the class and if
there is any language barrier they face when they are in class and how does it
affect the performance of students, The response in general were as follows; 17
said Yes there is language barrier,7 respond No there is no language barrier.
Those who said YES they provided the reasons that most of the students are not
well competent in English language it is due to that most of the students
English language is the third language to the while Swahili language is the
first language to most of them and vernacular language to few of them. One of
the teacher said that “Students do not
understand when I teach by using English only so I suppose to switch between
Kiswahili and English in order to make my students to understand the lesson”.
Final teachers
provided their opinion concerning the Language of instruction and their
response were as follows;
i.
Much effort should be taken to improve students
language skills from when they are in the lower level,
ii.
If possible the Minister of education, and other
education planner should allow the uses of those two languages Swahili and
English in teaching while in writing the students have to use English only.
iii.
Schools should provide several programs like
debate, morning speech, and English clubs for the purpose of improving language
skills to the students. Also the use of Kiswahili and vernacular language in
schools compass should be prohibited except in a Kiswahili subject sessions.
4.3 Differences
and similarities between urban and rural students’ performance
This study focused
on the difference in the performance of students in the urban and rural school.
In this section the academic performance in three subjects- History, Kiswahili
and Geography was to be covered. The data was collected through documentary
reviews of form four Nation examination results 0f 2018.
The examination results of students observed
in the document reviews show there is a distinction across the urban and rural
secondary schools. The examination grades range from A to F; A signifies the
highest grade and F the lowest grade
Table
6. Comparison of performance in History, Kiswahili and Geography
|
URBAN AREAS
|
|
|
||||||||||||||||||||||
|
Subject
|
History
|
Geography
|
Kiswahili
|
Total
|
|
|||||||||||||||||||
|
Grade
|
A
|
B
|
C
|
D
|
F
|
A
|
B
|
C
|
D
|
F
|
A
|
B
|
C
|
D
|
F
|
|
|
|||||||
|
Frequency
|
1
|
4
|
31
|
64
|
38
|
0
|
3
|
19
|
35
|
79
|
9
|
10
|
41
|
60
|
18
|
138
|
|
|||||||
|
Percept
|
0.7
|
2.9
|
22.5
|
46.4
|
27.5
|
0
|
2.2
|
13.7
|
25.4
|
57.2
|
6.5
|
7.2
|
29.7
|
43.5
|
13
|
100
|
|
|||||||
|
|
RURAL ARES
|
|
|
|||||||||||||||||||||
|
Subject
|
History
|
|
Geography
|
Kiswahili
|
Total
|
|
||||||||||||||||||
|
Grade
|
A
|
B
|
C
|
D
|
F
|
A
|
B
|
C
|
D
|
F
|
A
|
B
|
C
|
D
|
F
|
|
|
|||||||
|
Frequency
|
0
|
0
|
6
|
29
|
38
|
0
|
0
|
1
|
5
|
67
|
0
|
3
|
12
|
32
|
26
|
73
|
|
|||||||
|
Percent
|
0
|
0
|
8.2
|
39.7
|
52.1
|
0
|
0
|
14
|
6.8
|
91.7
|
0
|
4.1
|
16.4
|
43.8
|
35.6
|
100
|
|
|||||||
Source
Data (2019)
Table
7 show that in Urban areas the performance of History subject in Grade A had
only 1 student, Grade B were 4 students equal to 2.9%. IN Grade C were 31
students equal to 22.5%, Grade D were 64 students who contribute to 46.4 and
Grade F were 38 students who contrrbute to 27.8%. In Geography, Grade A were
null, Grade B were 3 students who makes 2.2%, Grade C were 19 students equal to
13.7%, Grade D were 35students equal to 25.4%, Grade F were 79 who contribute
57.2% . In Kiswahili Grade A were 9 students equal to 6.5%, Grade B were 10
students who contribute to 7.2%, Grade C had 41 students equal to 29.7%, Grade
D were 60 students who contributed 43.5% and Grade F were 18 students who
contribute to 13%. In Rural secondary schools, among three schools a result was
as follow, In History Grade A were 0, in Grade B were 0, Grade C were 6
students equal to 8.2%, Grade D were 29 students equal to 39.7%, Grade F were
37 students equal to 52,1%. In Geography Grade A were 0, Grade B were 0, Grade
C was 1 students equal to 1.4%, Grade D were 5 students equal to 6.8%, Grade F
were 67 students equal to 91.7%. In Kiswahili Grade A were 0, Grade B were 3
students equal to 4.1%, Grade C were 12 students equal to 16.4%, Grade D were
32 students equal to 43.8% and Grade F were 26 students equal to 35.6%.
Urban
and Rural secondary schools, in general performance urban schools perform
better than in rural. Also they both perform more Kiswahili than other subject
there are difference in their performance where in Urban perform better than in
Rural.
4.4 Other
factors influencing the difference in students’ performance between urban and
rural secondary schools
The study
based much on investigating on contribution of language of instruction
in students academic performance, the researcher identified other factors that
contribute to the success or failure of the students academically such as
school administration issues, students‟ personal characteristics and influence
from family and local environment.
(i) School
administration issues
This sub section
deals with administrative matters that have an effect on the difference in
performance that exists between urban and rural secondary schools. Findings
from interviews with students and teachers are used to account for this.
Despite the fact there are differences but there are also similarities that
exist across both schools.
In the rural
school there were several aspects that concerned both students and teachers. In
the group interviews 8 students from both schools expressed their concern about
outdoor activities and punishments done during class hours. 5 students in the
rural school expressed how this affected them as one of them said:
“We
should not be given punishments
during class hours. A student cannot perform well if he/she keeps on
missing classes and at times a punishment can drag for even 2 weeks”.
One of the
subject teachers in the rural school had this to say about the matter:
“Problems
within the school like the class schedule may be interfered. Other
outdoor activities are placed between the normal class timetable so this
may
contribute towards students failure, unlike
other schools that have few activities
students
miss a few period. Teachers sometimes
cannot
cover the entire syllabus for the year because of these outdoor activities”.
From the above
explanations it shows that the rural school uses punishments as a means of
disciplining the students. This was also observed during the time that I was
doing class observations.
Furthermore, in
the rural school one student mentioned the need for a rule of speaking English
only to be established and strictly practice while in school. This rule
according to this student use to be there but teachers were not strict and no
action was taken when students did not practice it. This implies that in theory
there is a rule that obliges students to use the LOI on school grounds but in
practice it is not effectively used in the rural school. On the other hand, in
the urban the English only rule was firmly implemented. Students were not
allowed to speak Kiswahili with teachers outside class likewise teachers were
required to speak English to the students to help them improve their listening
and speaking skills.
In the urban
school their concern was quite similar to the rural school case. Students were
missing classes because of outdoor activities, as one student said:
“The school administration usually takes out
students during regular class hours for instance today form four specializing
in science were taken out of class missing 3 to 4 lessons just to do outdoor
activities. Therefore, this wastes a lot of time and seriously affects
student’s attention”.
The problem of
shortage of teachers is by the head of academics in the rural school:
The number of teacher is another problem
since most of schools especial in rural schools there is inadequate of teacher
you may find that some teachers move to other schools but there is no any
replacement, other teacher are retired while others went to their high studies.
“For
stance, in our school, 2017 one teacher went to the upper studies, also for the
last year two teachers moved to another
schools unfortunately there is
no
any replacement”.
ii.
Students personal factors
According to the head of academics in
the urban school, many secondary school students do not put effort in studying
and this eventually affects their performance. In an interview with he
explained:
“Most
students are not diligent in studying so they will only do a few questions they
ge
for homework. This may not be enough to
practice on and obtain the skills required in
order
to perform well in examinations”.
One of the academic
master in the urban school further adds three important aspects that determine
the degree of success or failure in a student’s‟ academic performance. He said:
“Students
progress and performance depend on 3 things: (a) readiness to study.
Once a student is willing to study they will
become diligent. (b) Teacher-student
rapport, teachers should help a student know
the importance of private/self-study.
(c) Parents follow up: their insistence will
help students to study hard.Lack of
diligence,
motivation, encouragement from teachers and parents may contribute
towards students‟ low achievement. However,
these factors alone do not entirely
determine
learners
success
or failure”.
Other factors that influence their success
include students‟ prior knowledge, ability to pay attention in class, teaching
methods and time spent in learning.
Tuition, on the other
hand, is a common which practice which aims to improve students academic
performance. There are private tuitions classes and school tuition classes
which are known as remedial classes. The urban students go to private tutions
because there are no remedial classes unlike the rural school. The remedial
classes are very important because it is when each subject teacher reviews
examination papers from previous years and helps students learn how to answer
essay questions. The difference between remedial classes and tuition classes is
remedial classes are free of charge while tuitions classes charge fees. Hence,
students tend to rely on these tuition/remedial classes as a means to enable
them to pass the examinations.
iii.
Influence from family and local environment
The family and local
environment a student comes from plays a crucial role in their mannerism and
perception towards schooling and other aspects of a student’s life. This study
intends to analyze findings that show the impact the family and local community
has on students‟ performance level. The findings from the interviews with
students and teachers will give a clear picture of the extent of this matter.
Some of the issues that were raised include the following:
Remoteness from
schools: some students live far away from the school and have to walk long
distances to reach school. This has its problems as a student in the rural
school explained:
“Students’ residences: some students walk long distances to come to
school and
sometimes
they arrive late and are punished as late-comers. This affects their
attention in class after finishing the
punishment and they are also tired and dozing
in class because of waking up early to get to
school early”.
Socioeconomic status
was also an issue mentioned by several students in both schools that it affects
students from performing to their full potential. A student in the rural school
pointed out that some students come from homes that that do not have
electricity
“Poverty
is also a factor because some students have to use “kibatari” or a kerosene
lamp
since they don’t have electricity so you cannot study for a long time as
parents
will
tell you to put off the kerosene lamp early for safety reasons. So if there was
electricity
you could study as long as you want”.
Unfavorable living
surroundings is another issue that two students from the urban and one from the
rural school spoke about including one subject teacher. This is what the
students in the rural school said:
“The
living surroundings of a student can also lower student’s performance example
Sometimes parents constantly fighting all affect students hindering effective
self-study and affecting them psychologically”.
The statements above
suggest that getting punished because of arriving late at school, not have
electrical power to study at night and living in noisy local surroundings all
have an effect on their academic performance. Punishing students for arriving
late affects their concentration in class. Since these students are day
scholars most of them study at home after school so it is important that they
have a quiet and conducive environment for studying. Findings show that
students from the rural
school are mostly affected from these factors more than students from the
urban.
The findings also
indicate that some students in the rural school have little parental support.
This could be a result parents having little or no educational awareness.
Findings reveal that
parents of both urban and rural students are not very keen in following up
their children schooling. Urban parents are very busy while rural parents lack
the educational awareness. Findings also show that rural students as opposed to
urban are obliged to more responsibilities at home. Therefore, favorable living
surroundings, adequate time to study at home and support and motivation from
parents would help students attain much better academic performance.
Students provided their
arguments on the Language of instruction towards their academic performance
where by in Urban areas among 3 schools 27 students equal to 90% agreed and 3
students equal to 10% disagree that language of instruction may influence to
the better performance or failure of the students. Where by those who agreed
said that they most understand when a teacher taught by code switching in
Swahili and English compared to when a teacher uses English language only. One
of the student heard saying that
“We
most pass Kiswahili subject because the language used in instructing is more
familiar
to most of us, but English seems as so
difficult language to understand I think because to
most
of us English is our third language, in our society we use Kiswahili vernacular
language
so
it is so hard for use to master it well”
From the explanation
from the students seems that most of them they are likely to use the language
which is more familiar to them.
CHAPTER FIVE
Summary,
Conclusion and recommendation
5.0 Introduction
Chapter
five includes Summary, conclusion, and the recommendation of the study on the
influence of the language of instruction on student’s academic performance in
the secondary schools a case of Mtwara municipal and Nachingwea district.
5.1 Summary of the study
The study titled the influence of the
language of instruction on student’s academic performance in the secondary
schools. In this study there were about three specific objectives which guided
the researcher on collecting data, namely, To find how the language of instruction contribute towards
student`s success or failure, to identify the differences and similarities in students
performance as contributed by language of instruction in Urban and Rural
secondary schools. To examine other contributing factors that influence students
performance, also this study involved theory which is social learning theory
that emphasized learning through the environment. This research covered total
of 90 respondents, which include Head of schools, Teachers and Students. The
study come up with the following findings;
The
language of instruction contributes towards the success or failure in academic
performance of the students in secondary schools, since for those students who
are well competent on the language of instruction perform well in those subject
taught in English while those who are not competent they get difficult to
perform in their studies, others wise teachers tends to code-switch while they
are in class in order to make the students to understand the lesson. The
problem observed in this study was; to most of the students the English
language is their third language, where Kiswahili and Vernacular languages acts
as the second and first language to them, thus why they get difficulties in
using English language as the language of instruction.
Moreover there are differences in level of
performance between urban and rural areas, and one of reasons for those
differences is language used in the instruction. It was observed that the
performance in Urban schools were high compared to Rural schools, connecting
these differences to the language used for instructing students in urban
schools they are most use Kiswahili and English when they are in school areas
while those students who are in rural they tends to use Kiswahili and
vernacular language.
There are other factors that contribute to the
student’s success and failure of the students, those factors are School administration issues have an
effect on the difference in performance that exists between urban and rural secondary
schools. Despite the fact there are differences but there are also similarities
that exist across both schools observed that the rural school uses punishments
as a means of disciplining the students.
Furthermore,
the need for a rule of speaking English only to be established and strictly
practice while in school. On the other hand, in the urban the English only rule
was firmly implemented
The number of teacher is another problem
since most of schools especial in rural schools there is inadequate of teacher
you may find that some teachers move to other schools but there is no any
replacement, other teacher are retired while others went to their high studies
Students personal factors is another issue
that contribute to the academic performance of the students where by prior
knowledge, ability to pay attention in class, teaching methods and time spent
in learning.
Tuition,
on the other hand, is a common which practice which aims to improve student`s
academic performance. There are private tuitions classes and school tuition
classes which are known as remedial classes. The urban students go to private
tuitions because there are no remedial classes unlike the rural school
Influence from family and local environment Socioeconomic status was also an issue
mentioned by several students in both schools that it affects students from
performing to their full potential. students from the rural school are mostly
affected from these factors more than students from the urban. The findings
also indicate that some students in the rural school have little parental
support. This could be a result parents having little or no educational
awareness.
Conclusion
the
study on the influence of the language of instruction on student’s academic
performance in the secondary schools a case of Mtwara municipal and Nachingwea
district reflects similar problem facing secondary school students in their
academic performance. As revealed by research findings from study areas,
Language of instruction have great impact to the general academic achievement
to the secondary school students, therefore when students are not competent in
the English language it affects general performance to the students. So there
is a need fo educational stakeholders to increase their effort to insure improvement
in provision of education services.
5.3 Recommendations
5.3.1 To the Government
The
government should insure that there in enough teacher in both rural and urban
schools, also should make sure that when a teacher moves out either for further
studies, retiring or even moving to another school there is replacement for
them.
The
government should work collaborative with administration, this helps to realize
administrative and academic challenges facing secondary schools.
5.3.2 To the policy maker
This
study is significant to the policy maker which involve numbers of stake
holders. Since the contribution of language of instruction to the academic
performance of the students in secondary schools, students and teachers were
exposed with the suggestions. These suggested solutions mark the good point for
the policy maker to make the friendly policy for the implementation of the
education goals. The policy maker and education stake holder in general should
not stop up on putting rules into document but they have to make follow up
implementation of laws and also to establish special strategies on how to
implement those language policies in education activities. The policy should
state one language of instruction or there is a need to add another language
which could use perpendicular with the existing language as number of
respondents suggested.
5.3.3 To Teachers
Teacher
should realize that language of instruction has a great role in the students
academic performance, therefore they must employ their professional skills when
teaching in the class and when there is necessary for them to apply several
language
5.3.4 To Students
Students
are supposed to use English language in their formal and non-formal
conversations. Which will help them to build competence in language also
students are needed to have behavior of reading English language materials such
as books, journals, articles, and encyclopedia so that to improve their
provisions on English language and all these can be achieved when the students
knows their responsibilities at schools
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