Teachers’ attitude towards English language and students’ academic performance in selected secondary schools in Musanze district, Rwanda
Loading...
Date
2019-02
Authors
Journal Title
Journal ISSN
Volume Title
Publisher
Kampala International University
Abstract
This study examined the effect of teachers’ attitude towards English language as a medium of
instruction and students’ academic performance in selected secondary schools in Musanze
district, Rwanda. The objectives that guided the study included: i) to determine teachers’ attitude
towards English language as a medium of instruction in selected secondary schools Musanze
district; ii) to assess students’ academic performance before the adoption of English language as
a medium of instruction and after its adoption in selected secondary schools in Musanze district;
and iii) to establish the relationship between teachers’ attitude towards English language as the
Medium of Instruction and students’ academic performance in selected secondary schools in
Musanze District. The study adopted a descriptive and cross-sectional design. The study
population was 827 and the target population was 300 teachers. The sample size was 169,
however, 142 respondents participated. The main research instrument was questionnaire,
complemented by document review. Data was analyzed using mean, standard deviations and
linear regression analysis. The study found out that teacher attitude towards the use of English
language as a medium of instruction was fairly satisfactory. Furthermore, the study revealed that
before implementing English language as a medium of instruction, students’ academic
performance was Good (average mean=3.58, Std=1.603), however, after implementing English
language as a medium of instruction, students’ academic performance became moderate (average
mean=2.85, Std=1.360). The study further revealed that teacher’s attitude towards the use of
English language as a medium of instruction is positively and significantly related to students’
academic performance (r=0.460*, p=0.019). The study concluded that teacher attitude towards
English language as a medium of instruction influences students’ academic performance due to
lack of support and expertise, couple with negative sociocultural attitude. The study made the
following recommendations: Ministry of Education should ensure that teacher training is done
right from the foundation set-up using English language as a medium of instruction; Ministry of
Education should ensure that all the text books of different subjects are translated and supplied to
different schools to ensure that both the students and the teachers can continue with the learning
process successfully; and Ministry of Education should keep encouraging teachers to attend
symposiums, seminars, training and presentations that promote the use of English language as a
medium of instruction.
Description
A thesis submitted to the college of education, open, distance and e-learning in partial fulfillment of the requirements for the award of master’s degree in educational management and administration of Kampala International University
Keywords
Teachers’ attitude, English language, Students’ academic performance, Secondary schools, Musanze district, Rwanda