Use of English Language Proficiency and Student’s Academic Performance in Public Day Secondary Schools in Rwanda: A Case of Rwamagana District
DOI:
https://doi.org/10.53983/ijmds.v13n9.033Keywords:
English Language Proficiency, Academic Performance and Public Day Secondary SchoolsAbstract
This research examined the impact of English language proficiency on students’ academic performance in public day secondary schools in Rwamagana, Rwanda. The study aimed to assess factors promoting English proficiency, evaluate students' academic performance using English, and determine the effects of proficiency on academic outcomes. Data were collected through questionnaires, interviews and document analysis, targeting 210 individuals, including students, teachers, SEOs, and Head Teachers. The sample consisted of 82 students and 27 teachers selected randomly, along with 20 key informants, including 5 SEOs and 15 Head Teachers. Both qualitative and quantitative methods were used for data analysis. Findings revealed challenges such as limited English resources, lack of reading clubs, and inadequate language-promoting activities. These issues contributed to poor English performance, limited literacy progress, and a lack of fluency. Statistical analysis showed a significant positive correlation between factors promoting English use and students' proficiency, with a P-value of .000, Adjusted R-Square of .852 and Pearson Coefficient of .843**. The study recommends that stakeholders collaborate to enhance English teaching and learning in Rwanda, recognizing the importance of proficiency for academic success in a globalized world.
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