The Impact of Shifting the Medium of Instruction on Academic Performance in Lower Primary Schools in Rubavu District, Rwanda

https://doi.org/10.51867/ajernet.5.3.90

Authors

Keywords:

Academic Performance, Lower Primary Schools, Medium of Instruction, Rubavu District, Rwanda

Abstract

The aim of this research was to examine the academic performance results of lower primary school pupils in Rubavu District before and after the introduction of English as a medium of instruction (MOI). The study focused on school head teachers and teachers of English and Science Elementary Technology (SET) in five selected schools. The theoretical foundation of the study was the behaviorist theory of second language acquisition. The correlational research design and the mixed methods approach were applied. Data was collected through questionnaires and documentary reviews as research tools. The target population was 150 people, from which a sample of 69 participants, including school leaders and upper primary and lower primary teachers, was selected through purposive random sampling from five randomly selected schools. Excel and SPSS were used to aid in data analysis. The data was analyzed descriptively using frequencies and percentages and inferentially using the t-test. The key finding showed that learners’ performance improved, with 71% of respondents believing that learners performed better when the method of instruction was shifted to English. This was also reflected in the quantitative data of t-test results, showing that learners performed better in English and SET after the MOI was shifted to English than before when it was in Kinyarwanda. In lower primary English, scores increased from 58.36 before the shift to 62.53 after the shift, while in SET, scores increased from 28.51 before the shift to 34.64 after the shift. In upper primary, scores increased from 46.27 before the shift to 49.51 after the shift, while in SET, scores increased from 40.56 before the shift to 45.73 after the shift. Respondents said that initially, EMI learners struggled due to different challenges, but when these issues were resolved, there was an improvement in learners' performance. The researcher recommends that the government and policymakers avoid instability in the MOI and consider early transitions, as they help pupils develop their target language from a young age.

Dimensions

Adedokun, A. O. (2011). Notes on language linguistics (phonetics and phonology) and English language method. Fab Publishers.

Ajdini, F. (1974). Behaviorist theory on language learning and acquisition. University of Tetova.

Broad, D., & Columbia, B. (2020). Literature review of theories of second language acquisition. Journal of Applied Linguistics and Language Research, 7(1), 80-86.

Curle, S. (2023). Introduction: English-medium instruction in higher education in the Middle East and North Africa. In Higher education in the Middle East and North Africa. The University of Bath. https://doi.org/10.5040/9781350238572 DOI: https://doi.org/10.5040/9781350238572

Dafouz, E., & Camacho-Miñano, M. M. (2016). Exploring the impact of English-medium instruction on university student academic achievement: The case of accounting. English for Specific Purposes, 44, 57-67. https://doi.org/10.1016/j.esp.2016.06.001 DOI: https://doi.org/10.1016/j.esp.2016.06.001

Hilaire, B., & Ferreira, A. (2015). Investigation of attitudes and classroom practices of educators and learners in relation to English as the medium of instruction at four primary schools in Rwanda. University of the Witwatersrand.

Littlewood, W. (2008). Second language learning. In The handbook of applied linguistics (pp. 501-524). Wiley-Blackwell.

https://doi.org/10.1002/9780470757000.ch20 DOI: https://doi.org/10.1002/9780470757000.ch20

Makombe, R. (2015). The mediation of learning through English in Africa and Asia. Journal of Sociology and Social Anthropology, 6(4), 1-10. https://doi.org/10.31901/24566764.2015/06.04.01 DOI: https://doi.org/10.31901/24566764.2015/06.04.01

Marie, K. A. (2013). Coping with English as language of instruction in higher education in Rwanda. International Journal of Higher Education, 2(2), 1-12. https://doi.org/10.5430/ijhe.v2n2p1 DOI: https://doi.org/10.5430/ijhe.v2n2p1

Menezes, V. (2013). Second language acquisition: Reconciling theories. Open Journal of Applied Sciences, 3(7), 404-412. https://doi.org/10.4236/ojapps.2013.37050 DOI: https://doi.org/10.4236/ojapps.2013.37050

Mlay, N. (2010). The influence of the language of instruction on students' academic performance in secondary schools: A comparative study of urban and rural schools in Arusha, Tanzania (Master's Thesis, Kampala International University).

NESA. (2023). Learning achievement in Rwandan schools analysed using global proficiency benchmarks. https://www.nesa.gov.rw/index.php?eID=dumpFile&t=f&f=94701&token=116db9543c266b24950307df1a8d09d6d0fb7461

Ndabaga, E., Kwok, P. K. P., Sabates, R., Ntabajyana, S., & Bizimana, B. (2023). Transitioning to an unfamiliar medium of instruction: Strategies used by Rwandan primary school teachers to enable learning. International Journal of Educational Research, 120, Article 102206.

https://doi.org/10.1016/j.ijer.2023.102206 DOI: https://doi.org/10.1016/j.ijer.2023.102206

NESA. (2022). Learning achievement in Rwandan schools. National Examination and School Inspection Authority. https://www.nesa.gov.rw/index.php?eID=dumpFile&t=f&f=51692&token=75eaa3203eddfe6c7bc44095ac30fd00c6455388

Suyuti, H. (2019). Teachers' attitudes towards English language and students' academic performance in selected secondary schools in Musanze District, Rwanda (Thesis, Kampala International University, Uganda).

Swai, S. S. (2023). English-medium of instruction (EMI) in Tanzanian secondary schools: Students' and teachers' perceptions and challenges. International Journal of Teaching, Learning and Education, 2(3), 31-42. https://doi.org/10.22161/ijtle.2.3.5 DOI: https://doi.org/10.22161/ijtle.2.3.5

Tabaro, C. (2019). Rwandan attitude towards English: The case study of secondary school learners in Kigali city. International Journal of Contemporary Applied Researches, 6(5), 196-217.

Tamtam, A. G., Gallagher, F., Olabi, A. G., & Naher, S. (2012). A comparative study of the implementation of EMI in Europe, Asia, and Africa. Procedia - Social and Behavioral Sciences, 47, 1417-1425. https://doi.org/10.1016/j.sbspro.2012.06.836 DOI: https://doi.org/10.1016/j.sbspro.2012.06.836

Vumuriya, N., De La, J., Andala, O., & Faustin, M. (2023). Influence of local language use on students' academic performance in lower primary schools in Gatsibo District, Rwanda. Journal of Education, 6(3), 44-57. https://doi.org/10.53819/81018102t5229 DOI: https://doi.org/10.53819/81018102t5229

Yamane, T. (1967). Statistics: An introductory analysis (2nd ed.). Harper and Row.

Yeoh, E. K. K., Chang, L., & Zhang, Y. (2018). Educational learning theories: 2nd edition. In Chinese Economy, 51(4).

https://doi.org/10.1080/10971475.2018.1457318 DOI: https://doi.org/10.1080/10971475.2018.1457318

Yip, D. Y., Tsang, W. K., & Cheung, S. P. (2003). Evaluation of the effects of medium of instruction on the science learning of Hong Kong secondary students: Performance on the science achievement test. Bilingual Research Journal, 27(2), 295-331.

https://doi.org/10.1080/15235882.2003.10162808 DOI: https://doi.org/10.1080/15235882.2003.10162808

Published

2024-09-11

How to Cite

Mahoro, C., & Ngabonziza, J. de D. A. (2024). The Impact of Shifting the Medium of Instruction on Academic Performance in Lower Primary Schools in Rubavu District, Rwanda. African Journal of Empirical Research, 5(3), 1059–1068. https://doi.org/10.51867/ajernet.5.3.90

Similar Articles

You may also start an advanced similarity search for this article.

Most read articles by the same author(s)

1 2 > >>