Please use this identifier to cite or link to this item:
|Title:||The perception of lecturers and students on the impact of Tanzania Swahili language policy on Tanzanian students’ academic performance in Ugandan Universities: a case study of Kampala International University|
|Publisher:||Kampala International University, College of Humanities and Social Sciences|
|Abstract:||The study set out to investigate impact of early language of instruction (LOl) (Swahili or English) on latter Tanzania students’ performance in ~ ~ universities particularly in Kampala International University. Language & ~ instruction was approximated by whether respondent attended model or local school. Performance was measured by students assessment of whether Excellent, good, fair or poor.The aim/purpose of the study was to assess what has been the impact of Tanzania Swahili language policy on Tanzania students’ class performance in foreign Universities especially in KIU. The specific objectives were to review the (English and Swahili) LOl in primary school in Tanzania, to determine Tanzanians class performance in higher institutions of learning at KIU and to establish the relationship between the LOl and class performance. The study was conducted by cross-sectional survey, data being collected using Questionnaire and Interview during the academic year 2006/2007, a sample of 150 students convenient selected and 50 Iectures(46 convenient and 4 from heads of faculties purposely selected) from population of Tanzania students and Lecturers in 2006/2007 academic year. The data was analyzed using chi-square of goodness of fit and percentage distribution techniques. The study established that LOl accounting for 4.84% the Swahili language policy has a negative impact on Tanzanian class performance. This makes the Tanzanian students to employ extra efforts in studying due to language barriers in order to compete with other students from different nationalities. Generally the Tanzania class performance was good. The study concludes that Swahili language policy has negative relationship with class performance explaining the latter by 4.84% while other factors like education materials, teaching method; teacher quality, curriculum explained the remaining 95% of Poor Class performance at University. The study recommend that in the short term measure the KIU Management should organize a meeting with Tanzania students to discuss what should be done to solve the language problem. In the long-run, either the government of Tanzania should start to implement English as LOl from pre primary schools to post schools. Second and the strongest one the Tanzania government should change the system and start using Swahili from pre primary up to University level and alongside to teach English as a subject by trained qualified teacher.|
|Description:||A thesis submitted to the School of Post Graduate in partial Fulfillment of the requirements for the Award of Master’s Degree of Art in Public Policy and Planning of Kampala International University|
|Appears in Collections:||Master of Arts in Public Policy Planning and Management|
Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.