Teachers’ attitude towards English language and students’ academic performance in selected secondary schools in Musanze district, Rwanda
| dc.contributor.author | Niyifasha, Philbert | |
| dc.date.accessioned | 2019-09-26T09:56:13Z | |
| dc.date.available | 2019-09-26T09:56:13Z | |
| dc.date.issued | 2019-02 | |
| dc.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 | en_US |
| dc.description.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. | en_US |
| dc.identifier.uri | http://hdl.handle.net/20.500.12306/2079 | |
| dc.language.iso | en | en_US |
| dc.publisher | Kampala International University | en_US |
| dc.subject | Teachers’ attitude | en_US |
| dc.subject | English language | en_US |
| dc.subject | Students’ academic performance | en_US |
| dc.subject | Secondary schools | en_US |
| dc.subject | Musanze district, Rwanda | en_US |
| dc.title | Teachers’ attitude towards English language and students’ academic performance in selected secondary schools in Musanze district, Rwanda | en_US |
| dc.type | Thesis | en_US |