An assessment on the contribution of English language as a medium of instruction to the performance of students in secondary schools:
STELLA
MARIS MTWARA UNIVERSITY COLLEGE
STEMMUCO
(A Constituent college of St.
Augustine University of Tanzania)
RESEARCH TITLE:
An assessment on the contribution
of English language as a medium of instruction to the performance of students
in secondary schools: a case of Mtwara-Mikindani municipality
A Research Proposal Submitted to the
Faculty of Education in Partial Fulfillment of the Requirements for the Degree
of Bachelor of Arts with Education at Stella Maris Mtwara University College (a
constituent of Saint Augustine University of Tanzania).
BY
WILFRED BENJAMINI M
STE/BAED/13053
2018
DECLARATION
This
Research Proposal is my original work and has not been presented to any other
examination board. No part of this research proposal should be reproduced
without my consent or that of Stella Maris Mtwara University College (a
constituent college of Saint Augustine University of Tanzania).
Name:
WILFERD MHANDO BENJAMINI.
Sign:
……………………
Date:
……………………
CERTIFICATION
This
Research Proposal has been submitted for examination with my approval as Stella
Maris Mtwara University College Supervisor.
Name:
Sr.GISELA CHINGUILE.
Sign:
……………………
Date:
…………………...
ACKNOWLEDGEMENT
At the first, I would like to thank the
Almighty God for granting me the gift of life, strength, and faith that enabled
me to carry out this research proposal. I would like to express my special
thanks to my supervisor Sr.GiselaChinguilein guiding me in this work. Also I express
my thanks to all people who supported for advising and encouraging me in undertaking
this work: my mother Florence Masanja, my aunt Beatrice Nyuki ,Sr. Auxillia Hokororo.My
wife Vivian Jumanne as well as my
headmaster of Rahaleo Secondary School, Julius Mkuele.
DEDICATION
I kindly dedicate this work to my lovely mother
Frolence Masanja, my grandmother Mary Lilian Masanja, my young sisters Lilian
Mhando and Mariam Mhando thanks for always being there for me. Thanks for their
endless support and kindness to me.
ABSTRACT
The study aims to investigatethe
contribution of English language as a medium of instruction to the
performance of secondary schoolstudents in MtwaraMikindani Municipal. The study will be conducted in
Mtwara-Mikindani Municipality. The study will help the government, teachers,
and students to be aware on the on the contribution of English language
as a medium of instruction to the performance of students in secondary schoolsin Mtwara Mikindani Municipal. The
main objective of this study is to assess the contribution of the medium
of instruction to the performance of secondary schools students in Mtwara
Mikindani Municipal while the
specific objectivesto assess the importance of English language of
instruction in secondary schools, to assess challenges facing students in
learning by using English as a medium of instruction, to explore solutions to
alleviate problems brought by English as foreign medium of instruction in
secondary schools. The sample
size of this study consist of 70 respondents, including teachers of secondary
schools and students, considering random sampling which will ensure bias is
eliminated. The study will use interview and Questionnaire to collect primary data while
secondary data will be obtained through reading written materials including
books and journals from the library.
Table of Contents
2.1 Theoretical review of the study
2.2 Review of the related study
2.2.1 Language and teaching and learning process
2.2.2 Attitude of language in learning.
3.5 Data collection techniques
3.5.3 Data Analysis Strategies
3.6 Validity and Reliability of the Study
LIST OF TABLES
Table 1: The Sample Size Categories.
LIST OF ABBREVIATION
UNESCO
United Nations Educational,Scientific and Culture Organization.
URT United
Republic of Tanzania.
ADEA Association for the Development of Education in Africa.
UNICEF United Nations International Children’s Emergency Fund
CHAPTER ONE
1.0 Introduction
The
study about an assessment on the contribution of language of instruction to the
performance of secondary schools in Mtwara-Mikindani .This section will
comprise background of the study statement of the problem, objective of the
study, research questions and the significance of study.
1.1Background
of the study
Globally
in several countries recent attempts to assess the contribution of language of
instruction to the performance the students in their studies. Many countries of
the world are increasing becoming bilingual or multilingual as a result of
globalization and wide expansion of communication routes which rise the need
for people to have a masterly of at least more than two languages,(Imma,2013).
Thus
the national language policies and the selection of languages to be used as the
media of instruction in secondary schools are considerably of importance for
the quality of teaching and learning,(UNESCO,2014).
According
to the ministry of education in Canada (2005), learners are encouraged to use
their first language in classroom as well as in homework and assignments. The
use of first languages enhances learners to develop language proficiency. In
additional to this language is a symbol and tool for the process of building a
solitary of national culture.
In
Africa for long time the topic of medium of instruction in especially secondary
schools has persisted in spite of the 1953 UNESCO conference which resolved
that it is wise to introduce education in the child’s mother tongue. This
persistence is due to either the relies of colonial legacies or local peoples
attitude to certain languages (Okombo, 1999, Ogechi2001, Kioko and
Muthwii,(2003).
According
to Bambose (2010), African secondary schools learners face two major problems.
First, some of their government have incorrectly decided to teach them on
foreign languages that are unfamiliar to them. Second, most of their teachers
are poor role models since they are not proficient in the European languages in
which they teach. Thus later in their lives, the learners have unlearn their
teachers awkward languages constructions. Calls for more use of indigenous
languages in secondary schools citing successful experiments in his native
Nigeria(Bambose,2010).African learners from secondary schools to tertiary level
should be educated in local languages, home languages “mother tongue
languages”(Prah,2003:33)
In
line with other studies seems to be arguing that when a second language is
learned at the expense of the first the learners fails to achieve, Delpit 2008.
Malawi
is another country where the answer to medium of instruction in schools has
remained indefinite. In recent national symposium on language policy for
education. The need for more use of mother tongue languages in Malawi has been
conducted in English and Chichewa, which are alien to many Malawi national,
Kamwendo Mtenje and Sandhaus;(2012).
In
East Africa, the issue of languages of instruction lead into the argument such
as Kenya where the problem surrounding the choice for medium of instructions in
primary schools seem to escalating since 1967 when the approach to primary
schools failed miserably, it has been policy that mother tongue are used to
Grade three in rural areas and either English or Kiswahili in urban areas,
Republic of Kenya (1981,1999).After failure to first attempt since it opposed
to language policy thus the medium of instruction in Kenya secondary schools remains
a challenge for education even in the 21st century, Dogolo(2005).
Tanzania
in particular, since 1967 the constitution was amended and Kiswahili became
formalized as the language of instruction for primary school grades within the
education system.
However,
in 1961 when 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 1970 and 1979 followed by History, Geography, Biology,
Agriculture and Mathematics in Bhaiji,1971 and Campbell,(1990).
Generally,
Tanzania children’s receive seven years of primary education in Kiswahili as
medium of instruction which is now becoming the first language to many children especially those who live in
urban areas but in the rural areas Kiswahili is still second to many children’s
after vernacular languages. English is taught as a compulsory subject in
primary schools from standard one instead of standard three which was the case
study for some years ago. As a result many children’s complete their primary
education and continue to secondary education where the meet the ban for them
to use English as medium of instruction and only Kiswahili as a compulsory
subject, among the factors that hinder success in secondary school especially
government school whereby majority of students and teachers as well as poor
English language proficiency hence massive failure to majority of secondary
schools leavers than the primary school leavers.
1.2Statement
of the problem
English
is the medium of instruction in secondary schools and tertiary education in
Tanzania and it is taught in primary schools as a subject. It is the government
that decides on which language should be the instructional medium. For instance
it is started in the Education and Training Policy (1995) that learners who
complete primary school are expected to have adequately mastered English to be
able to cope with it as the medium of instruction throughout secondary school.
Despite the existence of that policy for about twenty years now students at
secondary schools are not competent and effective in using the language. For
example, The Revolutionary Government of Zanzibar (1996) claimed that teaching
at secondary school level is affected by the low proficiency in English which
is the language of instruction. It is explained that the abrupt switch over to
English as the medium of instruction from Kiswahili which is the language of
instruction at primary school has tended to shock the pupils thus affecting
their performance. To some extent this contributed to students’ low performance
not only in English subject but also in other subjects taught in English in
Zanzibar.
There
are factors that have been associated with students’ low performance from
various scholars. For instance, Vuzo (2010) explained that learners and
teachers may have difficulties in using the language with adequate proficiency
at the secondary schools. Gee (1992) asserts that it is language that the
business of schooling is still primarily accomplished whether that be spoken or
written. If the learners are handicapped in the language of instruction then
learning will not be take place at all as the educator and learners will not be
communicating. That is why there have been debates about the effective language
of instruction in the classroom in Tanzania. Researchers like (Roy Campbell and
Qorro, 1997) claimed that the switch from Kiswahili to English as a medium of
learning in secondary schools was no longer a viable medium of instruction.
They suggested the use of Kiswahili instead of English since students were not
able to use it correctly and effectively.
With
this view, Omari (1997) asserts that to use Kiswahili will not solve the education
problems in the system but rather worsen them through horrible expenses for
translating the books, teaching teachers to use Kiswahili terms, depress
motivations of pupils and parents who preferred English despite of all.
However, Tanzania has not yet been able to use Kiswahili as a medium of
instruction in educational institutions above secondary schools despite several
declaration intending to do so.
1.3
Objectives of the study
These
are the objectives intended to be achieved by the researcher at the end of the
study whereby its findings will help to solve the existing problem these
includes;
1.3.1. General objective
To
assess the contribution of the medium of instruction to the performance of
secondary schools students in Mtwara.
1.3.2 Specific objectives
(i)To
assess the importance of English language of instruction in secondary schools
(ii)To
assess challenges facing students in learning by using English as a medium of
instruction
(iii)To explore solutions to alleviate
problems brought by English as foreign medium of instruction in secondary
schools.
1.3.4 Research questions
(i)What
are the importance of using English as a medium of instruction in secondary
school?
(ii)What
are the challenges likely to face students in using English as medium of
instruction in secondary school?
(iii)What
are the solutions to the challenges led by the use of English as medium of
instruction in secondary schools?
CHAPTER TWO
LITERATURE REVIEW
2.0
Introduction
This
chapter gives the theoretical and related literature for the problem being
investigated.
2.1
Theoretical review of the study
Language
is one of the most useful tool we have as humans without it we could not think
thoughts expressible to others nor could we engage in the activities that
commonly take place in the society we build ourselves.
Pietro
(1994) emphasizes that language is very important in education not only that
but also Roy Campbell and Qorro in 1997 asserted that “…education is carried
out largely through the medium of language…” thus language is very significant
in the education process. Additionally, ADEA argues that “…language is not
everything in education but without language everything is nothing in
education…”(p.5).Language plays crucial role in learning and if the learners is
handicapped in the language of instruction then learning may not take place at
all as the instructor or teacher and the learner will not be communicating
(Malekela,2003).
The
language of instruction in post primary education to both Tanzania mainland and
Zanzibar is English. English subject is taught with consideration of the
objectives stipulated in the syllabus. For example, the objectives are
important since they provide means through which the goals of education in
Tanzania could be achieved. It is through syllabus that can assure the teacher
if or whether he has achieved the goals or objectives before working towards
meetings the goals.
Tanzania
Mainland and Zanzibar use the same English language syllabus at Ordinary Level
secondary schools and it expected that at the end the course students will have
acquired and developed skills of language both spoken and written so as to cope
with English language demands at higher levels of education and the world at
large(URT,2005).
However,
According to Roy Campbell and Qorro (1997), Nyamubi (2003) and Yohana (2012)
emphasis that”…various studies from Tanzania mainland and Zanzibar reported
that student’s performance in English Language Examination has been
consistently poor and nearly half of the students fell into division four and
zero both rural and urban secondary schools students…”.For example in the year
2002 almost 62% of the students failed English subject at ordinary secondary
level of education. In the year 2003, 68% failed, 2004, 72%failed.Similarly in
the year 2005 the number of the students who failed English subject increased
up to 78%.The trend shows that as time went the number of students who failed
this subject increased.
2.2
Review of the related study
In March 1967, the Government declared that Kiswahili was to be
the language of instruction throughout primary school.
The Tanzanian governments also assign education an imperative role
in the process of development, without mentioning the problems caused by the
language used in post primary education (URT, 2000; URT, 1999; URT, 1998).
According
to UNICEF (2016) explained that Early in the history of the nation, Kiswahili
was designated as an official language of Tanzania by President Julius Nyerere
as part of his Ujamaa social
policy. Currently, English and Kiswahili are the official languages of the
country. Kiswahili is used in government, and as the medium of instruction in
primary school; English is the language of diplomacy and also the medium of
instruction in secondary and post-secondary education
According
to Roy-Campbell and Qorro (1997) emphasize that “…with Kiswahili as essential
language of government and language of primary schools the majority of the
Tanzanian population has very little use for English. Yet English used by 5 per
cent of the population continue to be retained as the most important vehicle of
instruction in formal education institutions…”.Vuzo (2014) also emphasize that
“…overwhelming evidence that effective teaching and learning is not taking
place…”
Wedin
(2005) emphasize that “…the policy of today appears effective in building an
elite enclosure of English speakers and a lower middle class of Swahili
speakers and marginalizing the rest of the population. It also effectively
devalues local languages…”.UNICEF (2016) explained that “...two sets of
language issues characterize education in Tanzania today the tension between
use of Kiswahili and English is one of them.
2.2.1 Language and teaching and learning process
The
teaching and learning process involves two active participants in the classroom
the teacher and the learner, and that language learning does not fall entirely
on the teacher. The students must also assume more responsibility for the
learning process (Quist,2000).For example, Vuzo(2010) reported “…through
interactions with each other that teachers and students work together to create
intellectual and practical activities that shape both the form and content of
the target subject. However such situation is not commonly found in secondary
schools in all subjects due to the fact that lecturer method dominates the
teaching and learning process which leads to passive learning. Once Cumming
(2002:18) as quoted in Wang et al.(1994) said “…when I hear, I forget. When I
see, I remember and when I do, I learn. This means that effectiveness of
language learning and teaching in the classroom will depend upon the
educational repertoire teachers have.
Furthermore,
the English teachers are a figure in the language course. According to (Allen
and Valette, 1997; Quist2000) emphasizes that “…indicates that it is clearly
teacher who sets who sets the tone for learning activities…”.Since to teach is
to communicate English teacher must have maximum communicative competence. Also
a teacher must be knowledgeable in the language itself so that he or she can
make useful decision regarding what should be taught to whom, and how the
teaching should be done. Researchers demonstrate clearly that among the factors
that lead to students poor performance
are qualities of teachers (Harmer 2003;Mosha2004).Moreover empirical studies
showed that if early years at the school fail to provide the right foundation
for learning then no amount of special provision at later stages will be able
to achieve the full potential of the child in terms of how his learning will
proceed and how beneficial his attitudes are towards his future life and
learning (Quist,2000).
Teaching
materials are very important in the whole process of teaching and learning to
any subject. They make learning more pleasant to the students because they
offer a reality of experience which stimulates self-activity and imagination on
the part of the students. They also supply concrete basis for conceptual
thinking and hence reduce meaningless word responses from students
(Nyambi,2003).For instance, Kapoli (2011) noted that authentic materials enable
the students to explore the language used in day to day life and which is
tailored to their needs and interests.
UNESCO
(2010) emphasizes that “…the provision of teaching and learning materials
especially books is an effective way of improving results. However, the World
Education Report (1998) reveals out that many countries condition are difficult
whether they relate to the physical states of schools and the availability of
teaching and learning materials, class sizes or the changing characteristics of
the student population.
2.2.2 Attitude of language in learning.
Attitudes
refers to the sets of beliefs that the learner holds towards members of the
target group and also towards his own culture(Brown,2000).Language attitude is
an important concept because it plays a key role in language learning. For
example researchers conducted by
Gardner(2001,2002) about attitudes and motivation showed correlation with
linguistic performance of learners, emphasizing the role of attitudes and
motivation as determinant factors in language learning. It is also generally
agreed among researchers that positive attitudes facilitate the learning
process though attitude does not determine the behavior (Khanna and
Agnihotri,(1994).
2.2.3 Motivation and learning
In
teaching motivation is one of the factors that influence success or failure in
learning a language, particularly a second language of foreign language
(Gardner,2006).Petty (1998) argued that if students do not want to learn, their
learning efficiency will be slow such that they may learn virtually nothing and
if you know how to motivate students you can highly increase their learning.
2.3 Research Gap.
Though
various literatures have given out suggestions on the challenges likely to face
students in using English as medium of instructions in secondary school but the
problem is still there, so this study is going to investigate the contribution
of the use of English as a medium of instruction in secondary schools students’
performance.
According to Kosonen (2004) “…some initiatives have come more recently as reactions to colonial
systems, with results such as the growth of Kiswahili in Tanzania under Nyerere’s
Education for Self-Reliance campaign
there have been more abrupt impositions of bilingual schooling as part of
political ideologies…”
Brock-Utne (2004: 57-84) has also carried out
some studies in Tanzania, a country that also
chose English as an
official language. Furthermore, Brock-Utne(2004: 61-76) discusses the problems
in applying English as a language of instruction in a constructive rather than
a destructive way in the classroom. Brock-Utne argues that “…code switching,
translation of what is not comprehensible in one language, rote learning,
memorization and cheating at exams...”.Not only that but also Brock-Utne claims
that “…the pace of learning a subject matter is slowed down by the fact that
both students and teachers have to go roundabouts to produce comprehensible
input…”.
According
to Brock-Utne (2004: 78-79) refers to Quorro
(2004) emphasizes that “…the key to success in English is not in using it as a
medium of instruction but rather in improving the teaching of English as a
subject otherwise thestudents will learn neither of the two languages in a
proper way.
2.4
Conceptual frame work
Conceptual
framework in this study is based on Blooms (1982) model of evaluation because
of its sustainability in the process of language learning and teaching. It is
useful in examining the interdependence of variables, teaching and learning
process to student’s performance in English language subject. The model
consists of three items: independent variable, dependent variables and
performance. According to Bloom (1982) predicator variables and mediating
variables influence greatly student’s performance.
Figure1: summarizes the idea
contained in the
model
that
if the independent variables
and dependent variables
are
of high
quality,
then
teaching and learning process would produce
good performance in
language
comprehension,
production and
attitudes towards
English.
CHAPTER THREE
RESEARCH METHODOLOGY
3.0
Introduction
This chapter explains
research design, area of the study, target population, sample and sampling
procedure, validation of the research instruments, data collection techniques
and also data analysis.
3.1
Research Design.
Research
design is conceptual structure with which the research is going to be
conducted. The study will employ both qualitative and quantitative approach for
exploiting the participation of students, teachers and other education stake
holders in an assessment on the contribution of language of instruction to the
performance of secondary schools in Mtwara Mikindani Municipal. The study is
designed to bring out details from the view point of participants by using
multiple sources of data.
3.2
Area of the study.
The
study will be conducted in Mtwara-Mikindani Municipality in southern region of
Tanzania which is found between 10-10.7° equator and also between longitude 39°30°
up to 15° East. Bordered with Mozambique to the south is formed by Ruvuma river
to the west Mtwara is bordered by Ruvuma region to the north by Lindi Region
and to the East there is Indian Ocean. According to the national census of 2002
the population of Mtwara Region was about 1,128,523 (www.leat.or.tz
accessed on 18/05/2016 at 2:23 p.m).
The
area chosen whereby the need to see validity and quality of education given to
students in secondary schools is adequate to ensure that studentswill be able
enough to fit in the job opportunities within the area and the case seem to be
more serious due to over increasing of massive failure of students despite the
facts that teachers are adequately employed to cutter for the need of teaching
and learning in secondary schools
3.3
Target population
Population
refers to the group of people or elements from which sample is taken. Kombo
(2006). The target population of this study will be secondary school students
and secondary school teachers in Mtwara Municipal as key in formats to the
study. Targeted population will be 200.
3.4
Sample size
Sample size refers to the number
of items to be selected from the universe to constitute a sample(Kothari, 2004).In
this study the researcher used a sample size of 70 participants as shown in table 3.4.1below, Table 3.4.1: The Sample Size
Categories.
|
Category |
|
|
Students |
60 |
|
Teachers |
10 |
|
Grand total |
70 |
3.4.2 Sampling Techniques
Kothari (2004) defines sampling
technique as procedures the researcher would like to adopt in selecting items
for samples. In this study the researcher will use purposive sampling and
random sampling.
3.5
Data collection techniques
Research instruments can be referred as
tools for collecting data. In this study the researcher will employ two types
of data collection which including interview and questionnaire
3.5.1Interview
According to Kothari (2004:17),
interview is the form of conversation that gives opportunities to the
researcher to observe and understand the respondent’s expression in relation to
the study to be investigated. The researcher will use structured interviewto
the teachers and students in getting information.
3.5.2Questionnaire
These questionnaires intended to be
fulfilled by the respondent and return back to the researcher, there would be
closed ended question. The researcher is going to use closed ended questions,
where by the questionnaire will be provide to teacher and students so as to get
appropriate information.
3.5.3 Data Analysis Strategies
The researcher will use qualitative
method on the description of data by percentage and the qualitative accompanied
with tables using appropriate computer programs like Microsoft Excel and SPSS
to ensure accurate data analysis as acquired from the respondents. The researcher will make
sure that there is neither underestimation nor exaggeration of the findings.
3.6
Validity and Reliability of the Study
Reliability
is the degree to which an assessment tool produces stable and consistent
results. Validity refers to how well a test measures what it intended to
measure. (Kothari, 2004)
Pilot
study is a small scale preliminary study conducted to evaluate feasibility,
time, cost, adverse events and effect size in an attempt to predict an
appropriate sample size and improve upon the study design prior to performance
of a full scale research project (Kothari, 2004).This study proposes to employ
a pilot study that will yield confidentiality about the methods of data
collection which will be used in the field. The study will use the pilot study to measure the
validity and reliability of the data that will be obtained through various
methods of data collection which are questionnaires and interviews.
3.7
Limitations of the Study
In this work the researcher will be
limited by the following. On the techniques of data collection not all
questionnaires will be filled with answers timely from the respondents. Also,
not all respondents who will be given the questionnaire will be happily and
ready to cooperate with the researcher to have correct and required information
since some of the questions will rise inner most of their day to day activities
and some will jeopardy their office position. Moreover, on the interview not
all respondents will have time and willingness to be interviewed and give
correct information.
3.8
Data Analysis Plan.
Concerning
the nature of this study, the researcher will analyze the data in both
qualitative and quantitative form (Mixed research approach). Qualitative data
will describe the use of words or statements with respect to the findings from
interviews while quantitative data will be analyzed using tables and charts
with respect to the field findings.
REFFERENCES:
Association for the
Development in Africa. (2005)
Conference
on bilingual
education
and the use of local
Languages in
education. International Education Journal, 17 (2), 1-5.
Agnihotri,
P.K., &Khanna,
A.L.
(1994) Second language
acquisition:
Social-cultural and linguistic aspects
of English in India.
New Delhi: Sage.
Allen, E.,
& Valette , R. (1997)
Classroom
techniques : Foreign
languages
and English
as a second language.San
Cummings, C. (2002)
Teaching makes
a difference.
Taiwan:
Teaching Inc.
Di
Pietro,
R. (1994)
Helping people do
things
with
English .In
Kral, T. Teacher development:Making
the
right
moves. Washington,
DC: English Language
Programmes
Division.
Gardner,
R,
C. (2001) Integrative motivation
and second language
acquisition Honolulu: Oxford.
Harme
r,
J. (2004)
Thepractice of English language
teaching. Malaysia:
Longman.
Kapoli, I.J. (2001) The impact English
language as a medium of instruction on the training and performance of
secretaries. (Unpublished master’s thesis). University of Dar es Salaam Dares
Salaam.
Roy-Campbell, Z.
& Qorro, M. (1997) Language crisisin Tanzania.
Dar es Salaam: Mkuki na Nyota.
The Revolutionary Government of
Zanzibar (1996) TheZanzibar education
master
plan1996-2006.Zanzibar:
Ministry of
Education
and
Vocational Training
The Revolutionary Government of
Zanzibar (1996) TheZanzibar education
master
plan1996-2006.Zanzibar:
Ministry of
Education
and
Vocational Training.
United Republic of
Tanzania (2002)
National examination council
of Tanzania, certificate of
secondary education
examination
(CSEE). Dar es Salaam: Ministry of
Educational and
Vocational Training.
United Republic of
Tanzania (2005)
English
language syllabus
for
‘O’ level secondary schools.
Dar es Salaam:Tanzania Institute of
Education.
Vuzo, M.(2010)Exclusion through Language: A
reflection on classroom discourse in Tanzanian Secondary Schools. Papers in
Education and Development,29, 14-36.
Yohana , E.
(2012) Effects of language
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on students’ performance in English:
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in Dodoma.
APPENDICES
Appendix i:Coast
budget.
|
S/NUMBER |
KIND
OF ACTIVITY |
QUANTITY |
AMOUNT |
|
1 |
PROPOSAL WRITING Plain
papers |
|
|
|
70@100 |
7000/= |
||
|
Ruler |
1@500 |
500/= |
|
|
Pens |
10@200 |
2000/= |
|
|
Printing,
photocopying, and biding. |
16000 |
16000/= |
|
|
|
SUB TOTAL |
23700/= |
|
|
2 |
DATA COLLECTION Pens |
3@200 |
600/= |
|
Transport |
30000 |
30000/= |
|
|
Allowances |
30000 |
30000/= |
|
|
|
SUB TOTAL |
60600 |
Appendix ii:Time budget
|
TIME/ACTIVITY |
JULY-AUGUST |
AUGUST-SEPTEMBER |
SEPTEMBER-OCTOBER |
OCTOBER |
APRIL
2016 |
|
LITERATURE
REVIEW |
a)
|
|
|
|
|
|
PROPOSAL
WRITING |
b)
|
|
|
|
|
|
DATA
COLLECTION |
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DATA
ANALYSIS |
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d)
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REPORT
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e)
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SUBMISSION
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f)
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Research
Questionnaire for students
Dear
Respondent;
I’m Wilfred Mhando Benjamini a student at Stella
Maris Mtwara University College, a Constituent College of St. Augustine
University College, and I’m pursuing a Bachelors degree in Education with Arts
(Geography and Kiswahili). Currently am carrying out a research study to find
out the contribution of the language of instruction to the performance of
students in secondary schools of Mtwara Mikindani municipality and I request
you to react to the questions the way you feel is appropriate to you by either
filling in spaces or tick where applicable.
All the information you will provide will only be
used for academic purposes only, and will be handled professionally with high
level of respect and confidentiality.
1.
Gender
i.
Male
ii.
Female
2.
Age group
i.
12-15
ii.
15-20
iii.
21-Above
3.
Which class are
you?
i.
Form 1
ii.
Form 2
iii.
Form 3
iv.
Form 4
4.
Which of the
following languages is most commonly used by yours teachers during class hours?
i.
English
ii.
Kiswahili
5.
Which of the
following languages do you understand most when used by the teacher in class?
i.
Kiswahili
ii.
English
6.
Which of the
following language has difficult vocabulary for you to use?
i.
English
ii.
Kiswahili
7.
Do you always
use an English to Kiswahili dictionary?
i.
Yes
ii.
No
8.
Does your
teacher need to interpret some terminologies for you during teaching and
learning process?
i.
Yes
ii.
No
Questionnaires
for Teachers
Dear Respondent;
I’m Wilfred Mhando Benjamini a student at Stella
Maris Mtwara University College, a Constituent College of St. Augustine
University College, and I’m pursuing a Bachelors degree in Education with Arts
(Geography and Kiswahili). Currently am carrying out a research study to find
out the contribution of the language of instruction to the performance of
students in secondary schools of Mtwara Mikindani municipality and I request
you to react to the questions the way you feel is appropriate to you by either
filling in spaces or tick where applicable.
All the information you will provide will only be
used for academic purposes only, and will be handled professionally with high
level of respect and confidentiality.
1.
Gender
i.
Male
ii.
Female
2.
Level of
education
i.
Diploma
ii.
Bachelors
iii.
Masters
iv.
Any other,
Specify …………..
3.
Teaching
experience
i.
1-3 years
ii.
4-6 years
iii.
7 -10 years
iv.
10 above
4.
Which language
do you use most while teaching students
i.
Kiswahili
ii.
English
5.
Which language
do you feel comfortable while teaching students?
i.
English
ii.
Kiswahili
6.
Do you always
encourage yours students to use dictionaries while teaching?
i.
Yes
ii.
NO
If
yes
7.
Do you always
interpret for your students some vocabularies from English to Kiswahili?
i.
Yes
ii.
No
8.
What is the
reaction of your students if they don’t understand an English terminology?
i.
…………………………………………………………………………………………
ii.
…………………………………………………………………………………………
9.
Do you always
check for language mistakes made by your students in class, test or exams?
i.
Yes
ii.
NO
If
Yes,
10. How do you support those students to improve their
English language use?
i.
………………………………………………………………………………………..
ii.
………………………………………………………………………………………..
iii.
………………………………………………………………………………………...
………………………………………………………………………………………...
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