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THE IMPACT OF ENGLISH AS MEDIA OF INSTRUCTION ON
STUDENTS’ ACADEMIC PERFORMANCE IN COMMUNITY
SECONDARY SCHOOLS IN BUNDA DISTRICT
NEEMA NESTORY
A DISSERTATION SUBMITTED IN PARTIAL FULFILLMENT OF THE
REQUIREMENTS FOR THE DEGREE OF MASTER OF EDUCATION IN
ADMINISTRATION, PLANNING, AND POLICY STUDIES OF
THE OPEN UNIVERSITY OF TANZANIA
2018
ii
CERTIFICATION
The undersigned certifies that she has read and hereby recommends for acceptance
by the Open University of Tanzania a dissertation titled:“The Impact of English as
Media of Instruction on Students’ Academic Performance in Community
Secondary Schools in Bunda District” in Partial Fulfillment of the Requirements for
the Degree of Master of Education in Administration, Planning, and Policy Studies
of the Open University of Tanzania.
……………………………………………
Dr. Josephine Yambi
(Supervisor)
……………………………………………
Date
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COPYRIGHT
No part of this dissertation may be reproduced, stored in any retrieval system, or
transmitted in any form by any means, electronic, mechanical, photocopying,
recording or otherwise without prior written permission of the author or the Open
University of Tanzania in that behalf.
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DECLARATION
I, Neema Nestory, do hereby declare that this dissertation is my own original work
and that it has not been presented and will not be presented to any other university
for similar or any other degree award.
……………………………………………
Signature
……………………………………………
Date
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DEDICATION
This work is dedicated to my beloved husband Mr. Gody Mahenge, my precious
children, my parents and my country Tanzania.
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ACKNOWLEDGEMENT
After completing this work, the writer feels the need to express her sincere
appreciation to all those who in one way or another, have participated in making this
great milestone possible. No language can express the sincere appreciation and many
thanks, which go to our Almighty God for his guidance and protection and for giving
me strength, good health and the understanding of the critical and analytical skills to
accomplish this work.
Deep appreciation is given to Dr. Josephine Yambi of the Open University of
Tanzania, the research supervisor, who despite her multitudinous responsibilities,
found time to give the researcher valuable counsels, critical and constructive advice,
moral support, and competent research expert guidance at every stage of this study,
she will always be remembered.
Heartfelt appreciation is due to Mr. Joshua Matiku the academic master at the Open
University Mara Regional Centre for his commitment to see this dissertation to
completion. He assisted tremendously during his tenure with using online University
Library and other available resources at the University Regional Centre.
Finally, I acknowledge the encouragement of my beloved husband, Mr. Gody
Mahenge and our children for having been constant inspiration and stimulus in
finishing this work. Praise is to Almighty God who made all these things possible.
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ABSTRACT
This study was concerned with the Impact of English as Media of Instruction on
Students’ Academic Performance in Community Secondary Schools in Bunda
District. The objectives were to find out the relationship between the language of
instruction and the secondary school students’ academic performance; to identify
teachers and students language of instruction preference in secondary school level; to
identify the impact of English as media of instruction on secondary schools students’
academic performance in Bunda district; and to explore possible changes that can be
made to reduce the problem of student poor performance resulting from English as a
medium of instruction in Bunda district. The study adopted a cross-sectional research
design and it used questionnaires and documentary sources to collect data. This study
involved 98 respondents. Data was then analyzed using statistical software SPSS. It
was found that85.7% of respondents said agreed that there is LOI determine the
secondary schools students’ academic performance and 90.8% indicated that EMI
affects the secondary schools students’ academic performance. Surprisingly, 70%of
students, 100% form four failures, 71.4% teachers, 80% SMT, and 100% of DSEO
preferred Kiswahili language as LOI and evaluation. Findings indicated that EMI has
psychological impact, impact in the learning process, and impact in test or
examinations performance, which were presented into three phases: initial
progressive context, learning process and period, and learning process and period.
Majority of respondents proposed change on language of instruction. The study
concludes that using EMI contributes to poor academic performance among students,
resulting in poor quality education.
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TABLE OF CONTENTS
CERTIFICATION.....................................................................................................ii
COPYRIGHT............................................................................................................iii
DECLARATION.......................................................................................................iv
DEDICATION............................................................................................................v
ACKNOWLEDGEMENT........................................................................................vi
ABSTRACT..............................................................................................................vii
LIST OF TABLES...................................................................................................xiv
LIST OF FIGURES..................................................................................................xv
LIST OF APPENDICES........................................................................................xvii
LIST OF ABBREVIATIONS...............................................................................xviii
CHAPTER ONE.........................................................................................................1
INTRODUCTION......................................................................................................1
1.1 Introduction....................................................................................................1
1.2 Background to the Problem............................................................................1
1.3 Statement of the Problem...............................................................................5
1.4 General Objective of the Study......................................................................6
1.5 Specific Objectives of the Study....................................................................6
1.6 Research Questions.........................................................................................7
1.7 Significance of the Study................................................................................7
1.8 Limitations of the Study.................................................................................8
1.9 Delimitations of the Study..............................................................................8
1.10 Scope of the Study..........................................................................................9
ix
1.11 Definition of the Key Terms..........................................................................9
CHAPTER TWO......................................................................................................11
REVIEW OF LITERATURE..................................................................................11
2.1 Introduction..................................................................................................11
2.2 Overview of Key Terms...............................................................................11
2.2.1 Medium of Instruction..................................................................................11
2.2.2 English Medium of Instruction.....................................................................12
2.2.3 Proficiency in English..................................................................................13
2.2.4 Code-switching and Code-mixing................................................................13
2.2.5 Academic Performance.................................................................................14
2.3 Language Policy in Tanzania.......................................................................15
2.3.1 Language Planning and Language Policy....................................................15
2.3.2 Development of Tanzania Language Policy.................................................15
2.3.2.1 Pre-colonial Language Policy.......................................................................15
2.3.2.2 Colonial Language Policies..........................................................................15
2.3.2.3 Post-independence Tanzania Language Policy Development......................16
2.3.3 The Current Focus of Education Language Policy in Tanzania...................18
2.4 Theories Related to the Study.......................................................................19
2.4.1 Vygotsky Theory..........................................................................................19
2.4.2 Cognitive Load Theory.................................................................................21
2.4.3 Zone of Proximal Development Theory.......................................................23
2.5 Impact of Bilingualism on Learners Performance........................................26
2.5.1 Initial Progressive Context...........................................................................26
2.5.1.1 Poor Mastery of LOI.....................................................................................26
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2.5.1.2 Teachers with Poor LOI Skills.....................................................................27
2.5.1.3 Cognitive Overload.......................................................................................28
2.5.2 Learning Process and Period........................................................................29
2.5.2.1 Poor Listening Comprehension....................................................................29
2.5.2.2 Foreign Language Anxiety...........................................................................29
2.5.2.3 Wastage of Time...........................................................................................31
2.5.2.4 Learning Appetite Loss................................................................................31
2.5.3 Expected Performance Outcome..................................................................31
2.5.3.1 Poor Understanding......................................................................................31
2.5.3.2 Poor English Proficiency (Speaking, Reading and Writing Skills)..............32
2.5.3.3 High Memorization.......................................................................................33
2.5.3.4 Poor Examination Results............................................................................34
2.6 Conceptual Framework.................................................................................34
2.6.1 Summary of Conceptual Framework............................................................35
2.7 Empirical Literature Review........................................................................36
2.8 Knowledge Gap............................................................................................40
CHAPTER THREE..................................................................................................42
RESEARCH METHODOLOGY............................................................................42
3.1 Introduction..................................................................................................42
3.2 Study Design.................................................................................................42
3.3 Research Approach.......................................................................................43
3.4 Study Area....................................................................................................43
3.5 Study Population, Sample and Sampling Techniques..................................44
3.5.1 Study Population...........................................................................................44
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3.5.2 Sample..........................................................................................................44
3.5.2 Sampling Procedures....................................................................................45
3.5.2.1 Purposive Sampling......................................................................................45
3.5.3.2 Random Sampling Technique......................................................................45
3.6 Data Collection Methods and Procedures....................................................46
3.6.1 Documentary Review...................................................................................46
3.6.2 Questionnaires..............................................................................................46
3.7 Validation of the Research Instruments........................................................47
3.8 Data Processing and Analysis Procedure.....................................................47
3.9 Research Ethical Issues................................................................................48
CHAPTER FOUR....................................................................................................49
DATA PRESENTATION, ANALYSIS AND DISCUSSION...............................49
4.1 Introduction..................................................................................................49
4.2 Characteristics of the Study Respondents....................................................50
4.3 The Relationship between the Language of Instruction and the Secondary
Schools Students’ Academic Performance in Bunda District......................52
4.4 Teachers and Students LOI Preference in Secondary School Level............53
4.4.1 Overall Findings on Teachers and Students’ Preference..............................53
4.4.2 Students’ Most Preferred Language for Instruction and Evaluation............54
4.4.3 The Liked Language.....................................................................................55
4.4.4 Respondents’ Prestigious Language.............................................................57
4.4.5 The Language Used in the Classrooms and School Environment................58
4.4.6 SMT and Teachers’ Level of LOI Proficiency.............................................58
4.4.7 Comfortability with the Use of EMI.............................................................59
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4.5 Impact of English as Media of Instruction on Students’ Academic
Performance in Bunda District.....................................................................60
4.5.1 State of Impact of EMI on Secondary Schools Students’ Academic
Performance..................................................................................................60
4.5.2 Initial Progressive Context...........................................................................62
4.5.2.1 Students Poor Mastery of LOI......................................................................62
4.5.2.2 Teachers with Poor LOI Skills.....................................................................64
4.5.2.3 Students Cognitive Overload........................................................................65
4.5.3 Learning Process Period...............................................................................67
4.5.3.1 Continuation of Heavy Cognitive Load........................................................67
4.5.3.2 Foreign Language Anxiety...........................................................................69
4.5.3.3 Wastage of Time...........................................................................................70
4.5.3.4 Poor Cooperative Learning...........................................................................71
4.5.3.5 Loss of Learning Enthusiasm.......................................................................72
4.5.4 Expected Performance Outcome..................................................................73
4.5.4.1 Poor Understanding......................................................................................73
4.5.4.2 English Reading, Writing and Speaking Skills............................................74
4.5.4.3 High Memorization.......................................................................................75
4.5.4.4 Poor Examination Results............................................................................76
4.6 Proposed Changes that Can Reduce Students’ Poor Academic
Performance Due to use of EMI in Bunda District......................................78
CHAPTER FIVE......................................................................................................80
SUMMARY, CONCLUSION AND RECOMMENDATIONS............................80
5.1 Introduction..................................................................................................80
xiii
5.2 Summary of Findings...................................................................................80
5.3 Conclusion....................................................................................................82
5.4 Recommendations........................................................................................82
5.4.1 Recommendations for Policymakers............................................................82
5.4.2 Recommendations for the Government........................................................83
5.4.3 Recommendations for Further Research......................................................83
REFERENCES.........................................................................................................85
APPENDICES...........................................................................................................96
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LIST OF TABLES
Table 1.1: Trends of Continued Poor Performance in Community Secondary
Schools in Bunda District 2010 – 2015........................................................4
Table 3.1: Composition of the Study Sample.............................................................45
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LIST OF FIGURES
Figure 2.1: Vygotsky Theory...................................................................................20
Figure 2.2: Cognitive Load Theory..........................................................................23
Figure 2.3: Zone of Proximal Development Theory................................................24
Figure 2.4: Impact of EMI on Secondary Students’ Academic Performance in
Tanzania Accordance with the Level of Mastery of LOI......................25
Figure 2.5: Conceptual Frame Work........................................................................35
Figure 4.1: Teacher, SMT and DSEO Respondents’ Academic Qualification........50
Figure 4.2: Teacher, SMT and DSEO Respondents’ Working Experience.............51
Figure 4.3: Respondents Views on the Relationship between LOI and Secondary
Schools Students’ Academic Performance............................................52
Figure 4.4: Teachers and Students’ LOI Preference................................................53
Figure 4.5: Teachers and Students Language of Instruction Preference..................54
Figure 4.6: Students’ Most Preference Language for Instruction &Evaluation......55
Figure 4.7: Respondents’ Status on their like to English Language........................56
Figure 4.8: Students, Form Four Failures, Teachers, SMT and DSEOs
Responses about on their like to English Language..............................56
Figure 4.9: Students, Form Four Failures, Teachers, SMT and DSEOs Responses
about the Language they Feel Proud to use as LOI...............................57
Figure 4.10: Teachers and SMT Perception on their Level of LOI Proficiency........59
Figure 4.11: Students, Form Four Failures, Teachers, SMT and DSEOs
Perception on their Level of Comfortability with the Use of EMI........60
Figure 4.12: Respondents Views on the State of Impact of EMI and Secondary
Schools Students’ Academic Performance............................................61
xvi
Figure 4.13: Teachers and SMT Perception on Students’ Ability to Competently
Apply their English Skills.....................................................................63
Figure 4.14: Student Respondents’ Perception on their Ability to Express
Excellently in English or Kiswahili.......................................................64
Figure 4.15: Respondents’ Perception on their Cognitive Overload Experience......66
Figure 4.16: Teacher and SMT Respondents’ Perception on EMI as a Burden to
Secondary Schools Students..................................................................67
Figure 4.17: Student Respondents’ Perception on their Continuation of Experiencing
Heavy Cognitive Load...........................................................................68
Figure 4.18: Form four failures, teachers, SMT and DSEO Respondents’ Perception
about their Continuation of Experiencing Heavy Cognitive Load........69
Figure 4.19: Respondents’ Perception about their FLA Experience..........................70
Figure 4.20: Respondents’ Perception on the Learning time Spent using English.. . .70
Figure 4.21: Student Respondents’ Learning Appetite status....................................72
Figure 4.22: Poor Understanding Status of the Respondents.....................................73
Figure 4.23: Teacher Respondents’ Perception on Students’ English Reading,
Writing and Speaking Skills..................................................................74
Figure 4.24: Student Respondents’ Memorization Practice Status............................75
Figure 4.25: Form Four Failures Teacher SMT and DSEO Respondents’
Memorization Practice Status in Secondary Education.........................76
Figure 4.26: Respondents’ Perception on Impact of EMI on Secondary Schools
Students’ Academic Performances........................................................77
Figure 4.27: Respondents’ Proposed Changes...........................................................79
xvii
LIST OF APPENDICES
Appendix I: The Impact of Bilingualism on Students’ Academic Performance
Survey Questionnaire for Students (Swahili Version)...............................96
Appendix II: The Impact of Bilingualism on Students’ Academic Performance
Survey Questionnaire for Form Four Failures (Swahili Version)............100
Appendix III: The Impact of Bilingualism on Students’ Academic Performance
Survey Questionnaire for Teachers (English Version)............................105
Appendix IV: The Impact of Bilingualism on Students’ Academic Performance
Survey Questionnaire for School Management Team (SMT) (English
Version)....................................................................................................110
Appendix V: The Impact of Bilingualism on Students’ Academic Performance
Survey Questionnaire for District Educational Officers (DEO) (English
Version)....................................................................................................115
Appendix VI: The Impact of Bilingualism on Students’ Academic Performance
Survey Documentary Review Schedule for Expressed Impact................119
Appendix VII: Research Clearance Letter...............................................................121
Appendix VIII: Utamblisho wa Mwanachuo anaefanya Utafiti katika Shul za
Sekonary Wilaya ya Bunda......................................................................122
xviii
LIST OF ABBREVIATIONS
BMES Bilingual and Multilingual Education System
CSS Community Secondary Schools
CLT Cognitive Load Theory
CLLT Community Language Learning Theory
DAS District Administrative Secretary
DED District Executive Director
DSEAO District Secondary Education Academic Officer
EMI English Medium of Instruction
FGD Focus Group Discussion
FLA Foreign Language Anxiety
HMLOI High Mastery of Language of Instruction
IT Information Technology
LOI Language of Instruction
MED-APPS Master of Education Administration and Policy Studies
MOI Medium of Instruction
NECTA National Examination Council of Tanzania
OUT Open University of Tanzania
PMLOI Poor Mastery of Language of Instruction
RAS Regional Administrative Secretary
SMT School Management Team
SPSS Statistical Package for Social Sciences
UNESCO United Nations Educational, Scientific and Cultural Organization
xix
URT United Republic of Tanzania
VT Vygotsky Theory
1
CHAPTER ONE
INTRODUCTION
1.1 Introduction
This chapter presents introductory information about the study on the impact of using
English as medium of instruction on students’ academic performance in community
secondary schools in Bunda district. The areas covered in this chapter include the
background to the problem, the statement of the problem, objective of the study and
research questions. In addition, it presents the significance of the study, delimitation,
and limitations of the study and definition of key terms used in the study.
1.2 Background to the Problem
Language and education are two inseparable concepts because education is
disseminated through language; they are dependent on each other (Dube, et al., 2013).
The language of instruction is key to any level of academic development. It plays a
great role in the students’ academic under-performance in secondary school levels.
Proper Language of Instruction (LOI) is crucial in the education system of any nation
in teaching and learning process and more so in assessment as Wolff (2005) argues
that language is not everything in education, but without language, everything is
nothing in education.
The selection of language of instruction is a vital decision and key for pupils and
students’ higher academic performance, sustainable development and stability of any
nation. It should be noted that without proper LOI it is not possible to attain such
achievements. Kira et al (2012) asserted that one of the major factors, which
2
determine students’ success in education, is proficiency in the language of instruction,
which facilitates communication between teachers and students. In other words, if
students do not have adequate communication skills, effective learning cannot take
place (David and Ogsinji, 2009; Neke, 2003). If students fail to understand and use
well the language used for assessment they will clearly fail to show knowledge
gained. Likewise, if they can use and understand well the language used they will
clearly show knowledge gained.
Many countries of the world are increasingly becoming either bilingual or
multilingual as a result of the impact of globalization (Imam, 2005). Thus, national
language policies and the selection of languages to be used as media of instruction in
schools are of considerable importance for the quality of teaching and learning
(UNESCO, 2005).A number of studies (e.g., UNESCO, 2005; Qorro, 2006; Rajani,
2006) reported that learners can only actively participate in knowledge creation if they
are allowed to use the language they understand very well, which, in most cases, is the
language they usually speak in their day to day life.
To the contrary, education language policies in Sub-Saharan African countries such as
Botswana, Ethiopia, Ghana, Kenya, Namibia, Nigeria, Rwanda, South Africa, and
United Republic of Tanzania have laid greater emphasis on the use of foreign
languages which learners are neither familiar with nor understand them in their
education systems. African languages have been ignored in the education setting and
English imported as foreign language and LOI. Concerning the use of Bilingual and
Multilingual Education System (BMES), the UNESCO Education Paper reported the
fact that when the foreign language is dominant to 89% of all subject is used as a new
3
language to learners, they face a number of challenges including poor academic
performance (UNESCO, 2003). Walqui (2006) maintains the same idea that
adolescent students learning academic subject matter in new language face a number
of challenges, both local and global in nature, as they negotiate the linguistic,
academic and social world of schooling.
It has been reported that educational language policies of many Sub-Saharan African
countries are poisoning their children instead of eradicating ignorance. Forinstance,
under the Namibia’s language policy, English has been the medium of instruction in
most of Namibia’s classrooms for nearly 20 years, but with teachers shown to be
falling in competency tests, calls for change are mounting. The challenge of the
decision to use English as the national language still deeply affects the level of success
in education (Kisting, 2012).
In the previous studies (Mvungi, 1980; Rubagumya, 1991, 2003; Rubanza, 1996,
2002;Malekela, 2003; Qorro, 2005; Brock-Utne, 2005; Rugemalira, 2005; Mpemba,
2007) the researchers have clearly indicated that students are negatively affected by
the current subtractive system of bilingual education and consistently advocated a
switch to Kiswahili as sole LOI at all levels of education in Tanzania. It has been
observed that poor performance of secondary schools students in their national
examinations in Tanzania has always been attributed to their low proficiency in the
language of instruction, which is English.
This fact is of essence to this study pending the continued poor performance of public
secondary schools in the country for the past five years or more. For example, 50% of
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secondary school candidates scored zero in National Form Four Exams in 2010 and
60% scored zero in 2012 in the same examination (NECTA, 2010 and 2012).
Graph of the proceeding low performance among the community secondary schools in
Bunda District for the past four years in Form Four National Examination (NECTA
2010, 2011, 2012, and 2013) implies that, in this district one of the major factors
which accelerate students’ low success in academic is poor proficiency in the
language of instruction, which facilitates communication between teachers and
students. For example, 63.6% who sat for examination scored 0 in 2010 and in 2013
results were also not better where 62% scored 0,where division 0 were reduced at
1.6% only. This is in consistent with UNESCO, 2003 and the findings of Neke (2003)
and David et al (2009) cited in Kira, (2012) which asserted that if students do not have
adequate communication skills, effective learning cannot take place.
Table 1.1: Trends of Continued Poor Performance in Community Secondary
Schools in Bunda District 2010 – 2015Year of Exam Division scored and Percentage
Students sat for Exam
I % II % III % IV % 0 %
2010 2,890 07 0.24 31 1.07 130 4.48 985 34 1,845 63.62011 2,584 09 0.5 25 1 126 4 1,148 40 1,081 422012 2,771 02 0.1 28 1 102 4 823 34 1,687 612013 2,615 05 0.19 49 1.87 151 6.8 706 28 1,446 622014 1221 6 0.5 70 5.7 200 16 546 44.8 398 32.62015 2563 11 0.4 84 3.3 224 8.8 1159 45.2 1122 43.82016 1486 6 0.4 49 3.3 133 9 612 41.2 686 46.2
Source: NECTA (2017)
Every year, NECTA administers examinations for Form two and Form four and they
report that students’ answers are full of awkward and poorly constructed English
sentences, low quality representational drawings (especially problematic in the
5
Biology exam), and questions that contain a disturbing range of over-simplified
generalizations, petty definitions, excessively difficult arcane and downright
inaccuracies.
1.3 Statement of the Problem
Tanzania uses 90% Kiswahili as a medium of instruction (for 9 subjects: Mathematics,
Science, History, Civics, Geography, IT, Sports and games (habiba na michezo),
vocational skills (Stadi za Kazi), and Kiswahili) and 10% for 1 subject: English as a
subject at primary school level for seven years. The learners then find themselves
using English as a medium of instruction in their secondary education and when they
join university. Kiswahili is taught as a subject in secondary school.
It should be noted however, that Kiswahili as a medium of instruction is the first
language especially in urban areas while it is different in rural areas where by
Kiswahili language is the second language after vernacular languages. Therefore, in
secondary school, it becomes difficult to most students to use English language or
master LOI.
Komba et al, (2012) asserted that many students in Tanzania complete various levels
with poor grades or scores in English and in other subjects like Mathematics, Physics,
Geography and the like. As a result, many of these students resort to reseat
examinations; still as they do that very few succeed to pass and get opportunity to
continue for A-level studies or college education.
EMI does not facilitate effective teaching and learning in classrooms. Both teachers
and students are not competent in EMI. Learners undergo difficulty in understanding
6
lessons taught in the class. For many years teaching and learning process in Tanzania
has been gradually becoming worse but recently has deteriorated sharply as a result of
using EMI.
Preliminary researches such as those conducted by Qorro (2006), Komba et al, (2012),
and Godfrey (2014) seem to suggest that English as the medium of instruction has
proved to be a barrier to more meaningful learning for the majority learners in
Tanzania including those in community secondary schools. However, impact for
English as media of instruction on students’ academic performance in community
secondary schools in Bunda district is not yet studied. Therefore, this study is taking a
case of community secondary schools in Bunda district to examine the impact of
English as media of instruction on students’ academic performance.
1.4 General Objective of the Study
The general objective of this study was to investigate the impact of using English as
media of instruction on students’ academic performance in community secondary
schools in Bunda district.
1.5 Specific Objectives of the Study
The specific objectives of this study were:
(i) To identify the relationship between the language of instruction and the
secondary schools students’ academic performance in Bunda district.
(ii) To identify teachers and students language of instruction preference in
secondary school level.
7
(iii) To identify the impact of English as media of instruction on secondary schools
students’ academic performance in Bunda district.
(iv) To identify possible changes that can be made to reduce the problem of poor
English language proficiency in community secondary schools in Bunda district.
1.6 Research Questions
The main research questions of this study were:
(i) How does English as language of instruction relate to secondary schools
students’ academic performance in Bunda district?
(ii) What is the language of instruction preference of teachers and students in
secondary school level?
(iii) What are the impacts of English as media of instruction on secondary schools
students’ academic performance in Bunda district?
(iv) What are the possible changes required to reduce the problem of poor English
language proficiency in community secondary schools in Bunda district?
1.7 Significance of the Study
Regardless of studies which have been conducted on this problem, the study
investigated the major problems facing English as media of instruction, its impact and
contribution towards students’ poor academic performance in community secondary
schools focusing on Bunda District.
This research will increase awareness of the magnitude of the problem and will
provide recommendations to improve the situation since the local as well as
international community may be drawn to the attention of this problem.
8
The research will also add on the existing knowledge on the impact of English as
medium of instruction on students’ academic performance in community secondary
schools in the country. Furthermore, the researcher expects that the study will trigger
further research on aspects related to this topic which were not considered in this
study.
1.8 Limitations of the Study
The opted cross-sectional survey method, fund available, time curb, negative cultural
perception on research activities, and other convenient prejudice background were
challenging. The respondents might not have answered all questions or be honest in
answering questionnaires fearing a reprisal from employer, which might compromise
the validity and reliability of the research findings.
1.9 Delimitations of the Study
The purpose of this study was to investigate the use of English as a medium of
instruction in community secondary schools with a specific focus delimited to
studying its impact on students’ academic performance. The researcher confined this
study to identify the impacts of English as media of instruction on students’ academic
performance in community secondary schools in Bunda District. This study has
specifically included a limited representative sample of community secondary schools,
students, teachers, schools SMTs, and DEOs. Respondents were provided with
sufficient time and were encouraged to privately in quite environment to avoid the
social interaction influence. Numerical and letters were used on instruments to ensure
confidentiality and protection of the respondents. Thus, the conclusion of the study
9
will only be applied only to Bunda district and probably the whole United Republic of
Tanzania.
1.10 Scope of the Study
The scope of the study is to investigate and get the first hand information about the
impact of using English as media of instruction on students’ academic performance in
community secondary schools in Bunda district. All Bunda district community form
the scope of the study.
1.11 Definition of the Key Terms
This section provides the working definitions of the key terms/concepts used in the
study.
Academic achievements the learning outcome of the students which is reflected in
psychological outcome, learning process outcome, and test/exams outcome or the self-
perception and self evaluation of one’s objective academic success (Sivastava, et al.,
2009).
Community secondary schools in Tanzania are the secondary schools built from
funds raised by relevant ward community and local council with some financial
assistance from the central government (UNESCO, 2005).
English Language Learners are students in community secondary schools whose
first language is other than English, or is a variety of and who may require focused
educational support to assist them in attaining proficiency in English. To all
Tanzanian students, English is not their native language(UNESCO, 2003).
10
Foreign Language means any language that is not one’s mother tongue or a language
that does not have the status of a national language (UNESCO, 2003).
Language Policy is a body of ideas, laws, regulations, rules and practices intended to
achieve the planned language change in the societies, group or system (Kaplan and
Baldauf, 1997 cited in Johnson, 2013).
Language of Instruction (LOI) in or out of schools refers to the language used for
teaching the basic curriculum of the educational system. The language of instruction
in schools is a medium of communication for the transmission of knowledge
(UNESCO, 2003).
Second Language is a language spoken in addition to one’s native language; the first
foreign language that one learns (Oxford English Dictionary, 2007).
Target Language is a language into which a text is being translated (Hornby, 2010).
11
CHAPTER TWO
REVIEW OF LITERATURE
2.1 Introduction
This chapter provides an overview of the literature regarding theoretical background
of the impact of language of instruction on learners’ academic performance. It is
divided into sections which address: an overview of key terms related to the study,
language policy in Tanzania, theories of language of instruction, impact of language
of instruction on learners’ academic performance in relation to reviewed theories,
conceptual framework, empirical literature review and research gap.
2.2 Overview of Key Terms
This section provides the key meanings of the following concepts: medium of
instruction, English medium of instruction, proficiency in English, code-switching,
code-mixing, and academic performance.
2.2.1 Medium of Instruction
Mkwizu (2003) cited by Gran (2007) defines medium of instruction as the language
that is used in the process of teaching and learning. She describes it as a tool for
transferring skills and knowledge. According to Mkude (1999) cited by Bosco et al
(2015) language of instruction (LOI) is the language used for the purpose of imparting
knowledge in education system and normally selected by the government of the
country to meet the demands of the dynamics of knowledge growth and expansion. It
has been argued that language that qualifies as a medium of instruction is one that
both teachers and learners understand well. Furthermore, it is a language, which
12
enables students to apply the knowledge and skills they have acquired and to think
critically, analytically and creatively(Mkwizu, 2003).
UNESCO, (2003) state that LOI in or out of school refers to the language used for
teaching the basic curriculum of the educational system. The choice of the language or
indeed the languages of instructional (in case of education policy recommends the use
of several languages of instruction) is a recurrent challenge in the development of
quality education. While some countries opt for one language of instruction, often the
official or majority language, others have chosen to use educational strategies that
give national or local languages an important place in schooling.
The choice of the language of instruction by the governments often has its importance
and impact or influence in schooling system. For the case of this study, speakers of
mother tongues in Bunda district, which are not identified as national language and
LOI, are often at a considerable disadvantage in the educational system similar to the
disadvantage in receiving instruction in a foreign official language.
2.2.2 English Medium of Instruction (EMI)
In his report Dearden (2014) gives a working definition of EMI as the use of the
English language to teach academic subjects in countries or jurisdictions where the
first language (L1) of the majority of the population is not English. EMI is for non-
native English speakers. EMI is increasingly being used in universities, secondary
schools and even primary schools.
The main findings from phase 1 of Dearden, (2014) research project indicates that:
teachers view EMI as a way to improve communication, to exchange ideas, to create
13
relations between countries, a way of facilitating world peace and a tool to enable
movement in academia and business. However, findings show that EMI is being
rejected as some of the countries were determined to protect a home, unifying
language(s) or education system. Israel, Senegal and Venezuela for example were
reported as not allowing EMI in public education. In Italy, higher education
institutions had fought and won a battle against EMI. The countries using their
languages and reject EMI have expressed higher advancement in education quality,
economic and technology. Concern was expressed that not all teachers were
competent or able to teach through EMI with negative impact on students’
performance. In the United Republic of Tanzania, subjects that are taught through
EMI in secondary schools education level include: Mathematics, Physics, Chemistry,
Biology, Agriculture, Bookkeeping, Commerce, History, Civics, Geography, English,
and Religious Education.
2.2.3 Proficiency in English (PIE)
Driscoll, (2003) cited in Kumar, (2014) define PIE as English learners’
communication information, ideas and concepts necessary for academic success
whose first language is a language other than English and who are unable to perform
ordinary classroom activities in English. The problem of low academic performance in
case of students in community secondary schools with lack of PIE has been reported
in various studies conducted in the country.
2.2.4 Code-switching and Code-mixing
Several scholars have attempted to define code-switching and code-mixing. Among
them are Amuda (1989), Atoye (1994) and Belly (1976). Hymes (1974) defines code-
14
switching as an alternative use of two or more languages, varieties of a language or
even speech style. Code switching is described as an active and creative process where
material from two languages is incorporated in communication.
It involves momentary, rapid switching from one language to another. The change
may occur many times during a single conversation, and also within single sentences
(Dulay, Burt and Krashen 1982 cited by Gran, 2007). Code-mixing, on the other, hand
refers to mixing of two or more language varieties in speech. According to Redouane
(2005) it refers to all access where lexical items and grammatical features from two
languages appear in one sentence. Teaching and learning in Tanzania is surrounded
with code-mixing (Mtallo, 2015).
2.2.5 Academic Performance
Academic performance is the outcome of education the extent to which a student,
teacher or school has achieved their educational goals as reflected in the percentage of
marks scored by the student in the education system. Mehta K.K. (1969) cited in Mir
et al (2013) viewed academic performance as learning outcome that express how
students perform their potentials efficiently in both curricular and non curricular
performance.
Further, the Cambridge University Reporter (2003) cited in Kyoshaba (2005) asserted
that frequently academic performance is defined in terms of examination performance.
In this study academic performance is featured in three phases termed as:
psychological performance, learning process performance, and test or examinations
performance.
15
2.3 Language Policy in Tanzania
2.3.1 Language Planning and Language Policy
Language planning is a process designed to affect language use within a particular
speech community. It is mostly visibly undertaken by government (Kaplan et al.,
1997)who may determine exactly the language(s) that people will know in a given
nation(Shohamy, 2006). Language policy refers to the set of ideas and beliefs, rules
and regulations, including the language practices and management decisions of a
community or polity (Spolsky, 2004). Kennedy (2011) defines language policy as the
deliberate attempt to change an individual’s or community’s use of a language or
languages or varieties. It is concerned with official efforts to affect the relative status
and use one or more languages. National language policy strongly influences
education policy in any country.
2.3.2 Development of Tanzania Language Policy
2.3.2.1 Pre-colonial Language Policy
In the area of the United Republic of Tanzania, during pre-colonial period ,over 120
ethnic communities had their territorial domain where each group spoke their own
indigenous language, which distinguishes one community from the other (Vuzo,
2002). The ethnic communities had their own education systems, which through their
languages transmitted their ethical values, attitudes, ideas, philosophy, knowledge,
customs, traditions and technology (Whiteley, 1969; Rubagumye, 1990; URT, 2011).
2.3.2.2 Colonial Language Policies
During colonialism language of instruction was changed as the colonial masters
changed; German colonial administration (1887-1918) encouraged the use of
16
Kiswahili as official language in local administration(Gottneid, 1976) and adopted it
in the education system as the LOIin primary education(Whiteley, 1969). The British
colonial administration (1919-1961) maintained the Germany colonial language policy
of using Kiswahili for governance/administration and social communication. The
language was used as LOI in the four years of primary education for Africans and
English was enforced as LOI in schools from fifth year through secondary education
and official language in Tanzania mainland. English language was given a prestigious
place and speaking good English was a sign of achievement and civilization which
lead to some Africans to think and perceive that without English language it is
impossible to make any development (Gottneid, 1976; Whiteley, 1969; Brock-Utne,
2006; Brock-Utne, 2005; URT, 2011).
In his first Presidential speech in Parliament on 10thDecember, 1962, the President
Julius Kambarage Nyerere made a brief but poignant statement that:
“Among all the evils of colonialism, there was none worse than their attempt to make us believe that we did not have our own culture and that whatever we had was of no value at all” (URT, 2011).
2.3.2.3 Post-independence Tanzania Language Policy Development
After the attainment of Tanzania mainland and Zanzibar Revolution, the nation has
adopted capitalist and socialist ideologies at different times, which influenced national
language policies and education policies including LOI. In the First Post-
Independence Period, 1961-1966, Tanzania inherited capitalism and the government
maintained colonial curriculum and colonial language policy by using Kiswahili as
LOI in the first five years of primary education, and English from the sixth to
secondary education. In1963, the Ministry of Education abolished the use of Asian
language Gujaratiin primary schools (Brock-Utne, 2006).
17
It was in the Second Post-Independence Period, which lasted between 1967 to Mid
1980s when the country adopted socialism. Two major reforms were in education
under the socialist ideology occurred: the introduction of Education for Self-Reliance
(ESR) and the adoption of Kiswahili as the LOI in the rest of primary education
classes as it was the most spoken language in the country and extension of its use to
the Certificate Level Teachers’ Training and Adult education (Buchert, 1994; URT,
2011).
During this period secondary students revealed to experience problems in
understanding and expressing themselves in English. Many researches and
academicians, notably Mlama and Materu (1978) and Mvungi (1974, 1982)
documented problems that secondary schools students encountered when using EMI
in secondary education. The 1982 Presidential Commission of Education that was lead
by Jackson Makweta identified such problems, which influenced its recommendations
that demanded change from EMI to Kiswahili becoming the LOI (URT, 1984). The
government has not yet adopted this recommendation up-to-date.
In the Second Post-Independence from mid 1980s to present, the country witnessed a
free market economy, liberalization and privatization policies; privatization was
extended to education in 1990s when the Education Amendment Act No. 10 of 1995
legalized primary schools and the education system witnessed contradictions between
language policy and implementation in its official government documents. In 1992 the
government legalized use of English as LOI in private primary schools while
Kiswahili remained the LOI in government schools and the Education and Training
Policy of 1995 the Cultural Policy of 1997 confirmed it (URT, 1995; URT, 1997).
18
2.3.3 The Current Focus of Education Language Policy in Tanzania
In the year 2015, February, during the launch of revised education policy the
government of Tanzania under H.E. Jakaya Mrisho Kikwete the government
announced its plans to reform education and change the current language policy from
English to Kiswahili as language of instruction in all levels of education, which with
the current leadership the proposed LOI policy is not implemented. If that decision is
to be implemented Tanzania will become the first sub-Saharan African countries to
use African language as the medium of instruction throughout the schooling years.
Currently, public education in Tanzania is bilingual, as it has been since the country’s
independence from the British in 1961. The problem is there is no political
commitment or political will to the ruling party leaders concerning the situation in the
schools as this is not the first time that political commitments to change the LOI have
been made nothing is done and the situation is getting too worse (Brock-Utne, et
al.,2004).
Failure to implement the 1982 Presidential Commission of Education
recommendations and recommendations in the 2015 revised language policy leaves
critical doubts and questions concerning the intentions of our leaders towards our
young people future. In 2011 the government admitted the problem as a challenge
(URT, 2011) and researchers such as Mtallo, (2015) came to similar conclusion of the
failure to implement the current language policy. In reality, it seems, the whole
process of formulating language policy in Tanzania does not consider the interests of
the learners as it is surrounded by political expediency. The question is whether
19
English it taught and learned at present is a blessing or a curse for African (Tanzanian)
learners (Rubagumya, 2010).
2.4 Theories Related to the Study
This section provides an overview of the theories of language of instruction. Three
types of theories were reviewed, these include: first Vygotsky theory, second
Cognitive Load theory, and third Zone of Proximal Developmenttheory. Based on
these theories, the researcher developed the researcher model.
2.4.1 Vygotsky Theory
Language is a social concept that developed through social interactions. According to
Lev Vygotsky (1896 – 1934), a 20th century Soviet psychologist, the founder of theory
of cultural-historical psychology, the overall goal of education is to generate and lead
development, which is the result of social learning through internalization of culture
and social relationship. He asserted that specific functions are not given to a person at
birth but are only provided as cultural and social patterns (Vasily and Stephen, 1995).
Vygotsky’s theory places more emphasis on the role of language in cognitive
development. Cognitive skills and patterns of thinking are the products of those
activities practiced in the social institutions of culture in which the student grows
(Vygotsky, 1962).Figure 2.1shows the Vygotsky’s theory.
A similar view is expressed by Fosnot (1996) who found that people are adapted to
their surrounding environment based on their interpretations and individual
perceptions of it. Thus, humans are not born with knowledge nor is knowledge
independent of social context.
IMPACT TO
20
Figure 2.1: Vygotsky Theory
Source:Adapted from Miller, et al. (2003)
Rather, one gains knowledge as she/he develops by way of social interaction with
peers and adults. Social interaction plays an important role in students learning.
Language has a particular role in learning and performance development. It is through
social interaction that students learn from each other as well as adults. Students’
culture particularly their home surroundings have a great deal of contribution towards
new knowledge and skills that one acquires.
A student within appropriate social interaction where English language is used in
social interaction as a mother tongue, native language, national language and in
academic learning system will experience good mastery of LOI and higher
achievement in academics.
Culture
Social interaction
Language of instruction Leaner
(Student)
Poor Academic Performance
High Academic Performance
Level of Academic
Performance
21
From the above description, it can be deduced that, a student within a bilingual and
multilingual education system where mother tongue, native languages and national
language are highly used in social interactions while not recognized as medium of
instruction in academic learning system and where learning system is featured with
high practicing of code-switching/code-mixing, will experience poor mastery of LOI
that will result into lower academic achievement.
According to the findings of the study conducted in Morogoro region by Kiwara
(2013) it was indicated that teachers do not use English language in throughout classes
as the result of teachers’ incompetent in use of English language. Kiwara’s findings
agree with those of Criper and Dodd (1984)who found that teaching was much done in
Kiswahili in secondary schools in Tanzania. as well, Rwezaura (1994) came to similar
conclusion that the tendency of speaking of Kiswahili by Tanzanian teachers while
they well recognize the language of instruction in secondary schools is English
consequently lead to falling of students’ academic performance because this attitude
makes them to internalize Kiswahili as being legitimate.
2.4.2 Cognitive Load Theory
Cognitive load theory was developed out of the study of problem solving by John
Sweller in the late 1980s. Cognitive load theory proposes that since working memory
is limited, learners may be bombarded by information and, if the complexity of their
instructional materials is not properly managed, this will result in a cognitive
overload. The cognitive overload impairs schema acquisition, later resulting in lower
performance (Sweller et al., 1998).
22
The concept of cognitive load was developed as an attempt to explain why effective
learning sometimes fails to take place (Mayer et al,. 2003). Scholars have reported
that both the background of the learner and the environmental context could be the
source of cognitive load (Paas et al,. 1994); moreover, learning difficulty is highly
relevant to the increase in cognitive load (Sweller, 1988). Various studies have
reported three types of cognitive load: Intrinsic cognitive load,extraneous cognitive
load (or “ineffective load”)and germane cognitive load (or “effective load”).
Intrinsic cognitive load refers to the inherent structure and complexity of the
instructional materials, it is relevant to how much information the working memory
needs to deal with at the same time; extraneouscognitive load refers to the degree to
which a task influences learning, the worse the instructional design(relates to poor
design of the instructional strategy, which does not take necessary instructional
variables into account), the more difficult the learning task will become; and germane
cognitive load refers to an instructional design that facilitates the learning process by
properly taking the necessary instructional variables into consideration. Instructional
design refers to a systematic process that is employed to develop education and
training programs in consistent and reliable fashion(Dempsey et al,.2007).
Mayer (2010) argued that meaningful learning from words and pictures happens when
the learner engages in the following five cognitive processes: (1) selecting relevant
words for processing in verbal working memory; (2) selecting relevant images for
processing in visual working memory; (3) organizing selected words into a verbal
model; (4) organizing selected images into a pictorial model; and (5) integrating
verbal and pictorial representations with each other and with prior knowledge.
23
Figure 2.2: Cognitive Load Theory
Source:Adapted from Van Merrienboer et al. (1994)
These processes depend on both teachers’ and learners’ high mastery of language of
instruction (LOI). The higher the mastery of LOI and the required standard cognitive
load experienced, the higher the meaningful leaning and higher academic
performance; and the poor mastery of LOI, the cognitive overload(overloading
working memory) with pressure for foreign language, the low meaningful leaning and
low academic performance experience.
2.4.3 Zone of Proximal Development Theory
A central concept in Lev Vygotsky’sZone of Proximal Development(ZPD) theory is
determining the optimal match between the learner’s background knowledge and the
introduction of new ideas and skills is an effective way to maximize academic growth.
According to Vygotsky (1978) ZPD is the distance between the actual developmental
Input Output
High Academic Performance
Poor Academic Performance
Standard Cognitive load
Cognitive Overload (FLA)
Learners
Task in native language
Task in foreign language
Student B with PMLOI
Student A with HMLOI
24
level as determined by independent problem solving and the level of potential
development as determined through problem solving under adult guidance or in
collaboration with more capable peers.ZPD bridges the gap between what is known
and what can be known. Vygotsky claimed that optimal learning occurred in this zone.
Implication for instruction: ZPD theory requires teachers and students to act as
collaborators, working together on task that is difficult to the student, with the aim of
students who are more skillful to share their knowledge in order to accomplish a task
with those who are less skillful and they eventually become proficient or gain better
understanding of a topic (Schunk, 2008, Kozulin, 2003). Thus, learning takes place
effectively when students work in groups under the supervision of a
teacher(Nomlomo, 2005). What a student is able to do in collaboration today he will
be able to do independently tomorrow (Vygotsky, 1987).
Figure 2.3: Zone of Proximal Development Theory
Source: Adapted from Nickerson (2013)
Skills too difficult for a student to master on his/her
own, but that can be done with guidance and
encouragement from a knowledgeable person (Teacher or Student)
LEARNING
What is not
knownWhat is known
Mediator (Language)
25
ZPD recognizes the essential of mastery of LOI in achieving its purpose. Vygotsky
regarded language as an important tool or mediator that helps learners move into and
through their ZPD or the next layer of knowledge or understanding (Josiah et al.,
2012).
The use of foreign language as LOI in secondary schools harms the ZPD process.
Teachers and students experience poor mastery of LOI, inability to understand
instructions, inability to effectively learn using that particular LOI and it becomes
difficult to communicate the required information thus meaningful learning cannot
take place under ZPD and poor academic performance is inevitable(Gran, 2007;Mlay,
2010; and Komba et al., 2012).
Figure 2.4: Impact of EMI on Secondary Students’ Academic Performance in Tanzania Accordance with the ZPD-theory and Level of Mastery of LOI
Source: Current Research (2015)
First Input:National Language (Kiswahili) used as LOI
Second Input: Practice of Bilingual and Multilingual Education (foreign language-English used as LOI)
Learner’s good mastery of LOI
Learner’s poor mastery of LOI
First Learner
Second Learner
Exam
High Academic Achievement
Low Academic Achievement
Input: (Type of Language of Instruction)
Output: (Academic Performance)
26
According to Zone of Proximal Development theory mastery of language of
instruction and academic performance are interdependent of each other. One cannot
exist without the other. The higher the mastery of LOI the higher the academic
performance and the poor mastery of LOI lead to the poor academic performance.
Several studies (Gran, 2007, Mlay, 2010,Josiah et al., 2012 and Kiwara et al., 2013)
came to similar conclusion about the impact of the level of mastery of LOI on the
level of academic performance or achievement.
2.5 Impact of Bilingualism on Learners Performance
According to various theories of LOI reviewed above, the researcher categorized the
impact of bilingualism on learners’ performance into three phases: initial phase
progressive context; second phase EMI learning process; and third phase expected
performance outcome.
2.5.1 Initial Progressive Context
Initial progressive context are variables, observed as primary EMI impacts which
enhance impact on the learners academic performance quality during the learning
process which are summarized below:
2.5.1.1 Poor Mastery of LOI
According to various studies, there is a correlation between limited or lack of
proficiency and poor mastery of language of instruction and students’ academic
performance (Andersen 1975, Cummins 1979, Cummins 1981, and Krashen
1985).These findings have been confirmed by studies conducted in Tanzania by Roy-
Campbell, Qorro 1987, Roy-Campbell, and Qorro1997, and Qorro 1999).It has been
27
reported that in majority secondary schools in Tanzania most students and majority of
teachers are seriously handicapped when it comes to using English as the language of
instruction(Qorro, 1999).
Reviews of various reports conducted in Tanzania have concluded that for years
teachers who are not competent in EMI are forced to teach in English pass incorrect
English to their students (Mlama and Matteru, 1978); teachers’ instructions are not
clear when are given in English than in Kiswahili (Rubagumya, Jones and Mwansoko
1998);and teachers are not capable of correcting students’ bad English since their
English is just as poor or bad (Vuzo, (2005). Thus, poor proficiency in, and poor
mastery of EMI are passed on to the one subsequent generation of pupils and students
to another, it has become a process of recycling poor English in schools.
2.5.1.2 Teachers with Poor LOI Skills
Reporting LOITASA researches done in Tanzania, Senkoro (2005) indicates that
several studies came to similar conclusion that English can no longer serve efficiently
as a medium of instruction in secondary schools and tertiary education in the country
since in spite of the official policy, in government secondary schools English is, to
every large extent, not being used as MOI and teachers continues to teach their lessons
in Kiswahili and only give notes for the same in English as a result of poor LOI skills
among secondary schools’ teachers and students; thus, Kiswahili should replace it.
Several studies (Criper et al.,1984; UDSM, 1999; and Malekela, 2003 cited in Gran,
2007) arrived to a similar conclusion that English proficiency amongst the students at
the first and the oldest University of Dar es Salaam in the country was unsatisfactory.
28
Then what about the impact of such situation that existed for some decades to
secondary students’ academic performance?
At the first LOITASA Conference in April 2002 it was reported that one secondary
school in Dar es Salaam that had 50 teachers only three (6%) teachers were proficient
in, and used correct English while teaching and the remaining forty seven (94%)
teachers expressed poor LOI skills and proficiency. Vuzo (2010) observed that both
students and teachers had trouble in using EMI with adequate proficiency at the
secondary schools. Proficiency in LOI is an important factor in academic performance
and lack of proficiency in the LOI results in poor performance in academics (Kumar,
2014).
2.5.1.3 Cognitive Overload
Cognitive load refers to the total amount of mental effort being used in the working
memory or the amount of mental activity that is processed by working memory at a
certain time (Cooper, 1998 cited by Kutkut, 2011). It is generally considered a
construct representing the load that performing a particular task imposes on the
cognitive system (Sweller et al., 1998).
Overloading working memory hampers academic performance thus, the recommended
remedy is to design instructional systems that optimize the use of working memory
capacity and avoid cognitive overload (De Jong, 2010). For example, consider the
difference between having to study a subject in one’s native language versus trying to
study subject in foreign language. The cognitive load is much higher in the second
instance because the brain must work harder to process language while simultaneously
29
trying to integrate new information. The overloading working memory with pressure
for foreign language learning creates and develops the Foreign Language Anxiety
(FLA) that have proved to hamper the learners or students academic performance
(Maclntyre et al., 1989).
2.5.2 Learning Process and Period
Learning process are impacts on students’ academic performance which are occurring
beneath the specific learning process and period.
2.5.2.1 Poor Listening Comprehension
A student who uses bilingualism faces difficulties during listening comprehension
process in foreign language learning process. There is a positive significant
relationship between FLA with listening and speaking task. Poor listening
compression results into poor writing and speaking outcomes. For the excellent
capture of spoken information by students, they must comprehend the content as they
listen to it; retain information in their working memory; integrate it with what follows;
and continually adjust their understanding of what they hear in light of prior
knowledge and incoming information (Osada, 2004). This complex listening
comprehension in foreign language learning imposes a heavy cognitive load on
working memory which outcomes are poor academic performance.
2.5.2.2 Foreign Language Anxiety (FLA)
Two factors reported often as impending learning performance are memory overload
and learning anxiety. The cognitive overload has influence on students’ capacities to
learn and academic performance. When the learner becomes overwhelmed by the
30
amount or difficulty of the information in their working memory, it results into
difficulty in understanding or ceasing to learn. Anxiety refers to the subjective
feelings of tension, apprehension, nervousness and worry associated with arousal of
the autonomic nervous system (Horwitz et al., 1986). Anxiety leads to deficits in
learning and performance; it affects learners at every stage of learning, during input,
processing, or performance (Maclntyre et al., 1989).
Results of the recent studies have indicated that anxiety was often reported to be an
important cause for decreased learning motivation, interference with learning process,
and poor academic performance (Elkhafaifi 2005; Pappamihiel 2002 and Sparks et al
2007 cited in Chen et al., 2009). Anxiety occurring in a foreign-language learning is
referred to as foreign language anxiety (FLA) which is a distinct complex of self-
perceptions, beliefs, feelings, and behaviors related to classroom language learning
arising from the uniqueness of the language learning process (Horwitz et al., 1986).
Sumra et al., (2010) conducted a study in which they found out that many children
reached Standard seven without any English skills at all. In the same vein, they also
reported that by the time the students completed primary school, 49.1% of all children
still could not read a Standard two level English story, and far fewer were likely to be
able to read at Standard seven level.
This means that they joined secondary education with foreign language anxiety
(FLA), they feel a threat to their self image because they have to engage in tasks in the
foreign language over which they have a poor command that prepares them for poor
performance.
31
2.5.2.3 Wastage of Time
Since the load of learning English language is imposed on working memory of a
learner (student) while performing a particular task of learning nine to eleven
secondary school education subjects; the student uses a lot of time learning the
English language than the nine to eleven subjects.
2.5.2.4 Learning Appetite Loss
In Ndalichako et al. (2014) research, it was found that EMI was among the factors that
influenced secondary students to dislike particular subjects. Students indicated that
they like a subject in which the language was clear to them because their English
language proficiency is very low; during examinations they are required to write in
English while the problem remains that they cannot express themselves in writing
though they know the points for a particular question; and sometimes they fail to
respond to questions as they don’t even understand the demand of the questions.
When students do not understand the subject, they turn to hate it. The outcome of such
situation is the loss of learning appetite and poor academic performance.
2.5.3 Expected Performance Outcome
The theories reviewed indicate that the expected performance outcomes which are
occurring at the end and after a specific learning process and period.
2.5.3.1 Poor Understanding
Studies have reported that learners in secondary schools were neither comfortable nor
understanding the English language, and students’ level of English proficiency was
completely inadequate for teaching, and learning subjects taught in English
32
(Rubagumya, 2002;Qorro, 2006). In a recent study, Kiwara et al. (2013) found that
majority of the student respondents reported not to understand well the subject matter
when they were taught using EMI. In their article Ndalichako et al. (2014) reported
similar impact that the major factor that contributes to massive failure rate in schools
is the use of English language as its use enhances poor understanding among
secondary school students.
Similar conclusion has been arrived in the study conducted by Christopher (1996) in
China which attempted to find out how different modes of instruction (MOI) used in
schools would affect the academic performance of secondary students. The study
findings show that students who used EMI had difficulties in learning content subjects
in EMI; mixed-code is the worst instruction medium for students academic
performance and impede their language development; students can achieve best
results in Chinese medium on all subjects except which used EMI; and Chinese
Medium of Instruction (CMI) as the first choice, showed superior performance in
subjects that used CMI and do not have inferior performance outcome.
2.5.3.2 Poor English Proficiency (Speaking, Reading and Writing Skills)
According to Wilkinson et al. (2002), students’ success in schools depends upon their
being proficient in the LOI. Similar view is expressed by Malekela (2003) who
argues, if learner is handicapped in the LOI, then, learning may not take place as the
instructor and the learner will not be communicating. Various studies indicate that, the
use of EMI have impact on speaking, reading and writing skills of the secondary
school students such that of Mlama and Materu (1978) and Mvungi (1974, 1982) who
33
indicated secondary school students in 1970s and 1980s experienced problems in
understanding and expressing themselves in English.
Recent researchers and academicians have come up with similar findings, notably
Qorro (2006) observed that when teacher’s handwriting was not legible, students did
not ask but they simply copied words incorrectly since they were not able to
distinguish correct from incorrect spelled words. In her study Mlay’s (2010) student
respondents reported that many students fail examinations because they cannot write
answers accurately in English language though they can write well using Kiswahili.
Kiwara, et al.(2013) reported that teachers were not able to use English language
either they are not competent enough in English or they preferred to use Kiswahili to
help students understand because they are not competent in English language.
2.5.3.3 High Memorization
Kiwara et al. (2013) arrived at the conclusion that EMI affects the students’ academic
performance and quality of education in secondary schools as respondents (students)
indicated not to understand when teachers use English language throughout the
instruction. In response to the situation, studies show that learners opt to practice high
memorization with the purpose of achieving good academic performance as the
examination system expects (Gran, 2007).
It should be noted that, the absence of communication and dialogical relationship
between students and teachers due to lack proficiency in LOI, cultivates and maintains
the continued existence of the authoritarian method within the Tanzanian school
system. Gran (2007) argues that teachers have remained as knowledge banks and are
34
practicing a narrative teaching method, in which the teacher is the source of
knowledge, controls the content of the lesson and students are treated as empty
vessels, which the teacher is supposed to fill with knowledge. Simultaneously, the
prevailing examination methods measure memorization rather than skills, and time
shortage due to overcrowded syllabus (Herber, 1989 cited in Gran, 2007) calls for
higher memorization than understanding the subject matter.
2.5.3.4 Poor Examination Results
According to Komba et al. (2012), most language experts in Tanzania consider the use
of EMI as a key factor for underachievement of majority of students at post primary
education levels. Various studies in Tanzania have indicated a significant relationship
between the level of secondary schools students’ academic success and their abilities
in the EMI (Mlama et al., 1978; Criper et al., 1984; Rubagumya et al., 1998; Qorro,
1999; Malekela, 2003; Wilkinson et al., 2008, Kiwara et al., 2013). Very few
researchers realized that there is no relationship between the level of secondary
schools students’ academic performance and EMI such as Kadeghe (2000).Similar
conclusion has been reached by several studies in Africa such as the study of Sarah
(2003) in South Africa and Yohannes (2009) in Ethiopia.
2.6 Conceptual Framework
This study is about the impact of English as Media of Instruction on students’
academic performance in community secondary schools. The model used in this study
illustrates LOI with its outcomes and influencing the LOI outcomes based on the
literature reviewed.
35
2.6.1 Summary of Conceptual Framework
According to the theories of LOI, the level of impact of EMI on students’ academic
performance is observed into various levels. For the purpose of this study, the impacts
were observed into three phases: initial phase progressive context; second phase
learning process and period; and third phase expected performance outcome.
Initial progressive context are variables which are observed as primary EMI impacts
which enhance impact on the learners academic performance quality during the
learning process.
Figure 2.5: Conceptual Frame Work
Source: Researcher’s construct (2017
A Progressive Context Independent Variables
Poor mastery of LOI, Cognitive overload, students and teachers with poor LOI skills
Heavy cognitive overload, FLA, wastage of time, poor cooperative learning, and learning appetite loss.
Learner in the Community Secondary
School
Academic Performance
Test/ExamPerformance
Poor Examinations
Results
Low mastery of LOI, Poor understanding, poor writing, reading, speaking and listening skills
Learning Process
Dependent Variables
Product
36
These include poor mastery of LOI for both teachers and learners; teachers with poor
LOI skills; and cognitive overload. Learning process and period are impacts on
students’ academic performance which are occurring beneath the specific learning
process and period such as heavy cognitive load, FLA, wastage of time, poor
cooperative learning, and learning appetite loss. Expected performance outcome
relating to poor understanding; poor listening, reading and writing skills; high
memorization and poor examination results. The conceptual framework used as the
guiding framework for this study is diagrammatically presented below.
2.7 Empirical Literature Review
There have been quite a number of studies with various findings about the language of
instruction in the United Republic of Tanzania and across the world. The work done
by various researchers focused on language of instruction in secondary education in
Tanzania revealed a significant relationship between LOI and secondary schools
students’ academic performance; and provided some significant recommendations.
Mvungi, (1974) on Language Policy in Tanzania Primary Schools with Emphasis on
Implementation and Mvungi (1982) on The Relationship Between Performance in the
Instructional Medium and Some Secondary School Subjects in Tanzania, documented
problems that secondary schools students encountered in understanding and
Expressing themselves in English.
In “Haja ya Kutumia Kiswahili Kufundishia Katika Elimu ya Juu” by Mlama et al.
(1978) found that there was a serious problem on LOI for both teachers and students.
For instance students could not express themselves in English and most of them were
37
unable to participate in lessons conducted in English. In contrast students were able to
express themselves with relevant answers in Kiswahili. Researchers recommended
Kiswahili to be used as LOI in secondary schools and higher learning institution.
Report on the teaching of the English language and its use as a medium in education
by Criper, et al, (1984) who reported that much teaching in secondary schools is being
done in Kiswahili. Criper and Dodd’s study presented following three main findings:
it was estimated that 10% of Form four students were at the beginner’s level of
English language learning, approximately 75% of the teaching in form one is done in
Kiswahili, and fewer than 20% of University students who were tested on their
reading level were found to be extremely low. They recommended that English should
continue to be LOI in secondary schools, while strengthening and improving its
teaching.
Mkwizu (2003) on The pedagogical implications of using English as The Medium of
Instruction in teaching civics in Tanzania secondary schools observed that use of
English language for teaching and learning results into decrease of students
participation in the learning process in the classrooms in Tanzania; Kiwara (2013) on
Language of Instruction and its Impact on Quality of Education in Secondary Schools
remarked that students do not understand well the subject matter taught in English a
Survey of the Reading Competence in English among Secondary School Students in
Tanzania conducted by Roy-Campbell and Qorro (1987) reported that only 95% could
only understand English language written text when helped with the teacher; Roy-
Campbell et al, (1997) on The Language Crisis in Tanzania the Myth of English
versus Education remarked that students were not able to use English correctly and
38
effectively; and Ndalichako et al. (2014) on Students’ Subject Choice in Secondary
Schools in Tanzania: A Matter of Students’ Ability and Interests or Forced
Circumstances? reported that the use of English as LOI limits students’ level of
understanding of the concepts and hence made them dislike the subject. Other work
reported.
Empirical evidence which have clearly indicated that in Tanzania students are
negatively affected by the current subtractive system of bilingual education and
consistently advocated a switch to Kiswahili as sole LOI at all levels of education
include the work done by Rubagumya (1991) on Language Promotion for Education
Purposes: The Example of Tanzania; Rubagumya (2002) on English Medium Primary
Schools in Tanzania: A Changing Linguistic. Market in Education; Rubagumya
(2003) on English Medium Primary Schools in Tanzania: A New Linguistic Market in
Education; Rubanza, (1996) on Can a Three-Tier Language Policy Work in Tanzania?
A new Perspective; Malekela (2003) on English as a medium of instruction in post-
primary education in Tanzania: Is it a fair policy to the learners? and a research by
Qorro (2005) on Parents’ Views on the Medium of Instruction in Post-Primary
Education in Tanzania.
Other reputable previous work such as the Recommendations of the 1982 Presidential
Commission on Education URT (1984)suggested that Kiswahili should be introduced
as the LOI in secondary schools in 1985 and at the tertiary level in 1992 (Roy-
Campel, 1992); Galabawa and Lwaitama (2005) from the study on A Comparative
Analysis of Performance in Kiswahili and English as Languages of Instruction at
Secondary Level Selected Tanzania Schools remarked that students who were taught
39
and tested in English had worse results while those who taught in Kiswahili performed
well with good results and they proposed switch from English to Kiswahili; and
Rubagumya et al. (1998) on Language for learning and teaching in Tanzania reported
that teaching and learning was ineffective through English medium and proposed
Kiswahili to be used as LOI.
Senkoro (2005) from the study on Teachers’ views on language medium of instruction
in post-primary education in Tanzania revealed that a good number of teachers
admitted that there is a frequent rate of both code-switching and code-mixing between
English and Kiswahili during teaching and learning in secondary schools. Mlay (2010)
on 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 found that LOI have great influence on the academic achievement of
learners and due to effects of EMI on learners recommended students to be allowed to
opt which language to use in writing exams either English or Kiswahili; and other
imperative local studies of Rubagumya (1990), Qorro (1999), Kadeghe (2000),
Rubagumya (2002), Brock-Utne, et al., (2004), Brock-Utne(2006), Gran (2007), are
just example of great studies done within the United Republic of Tanzania which
reported problems related to the use of English as LOI in Tanzania. Further example
of the work which advocated a switch to Kiswahili as sole LOI at all levels of
education in Tanzania are work done by Brock-Utne (2005a); Brock-Utne (2005b);
Rugemalira, (2005); and a study done by Mpemba (2007).
Other imperative review covered work the reputable and great studies conducted
within Africa and abroad, such as Sarah (2003) research in South Africa, Yohannes
40
(2009) study in Ethiopia remarked that the use of mastered language as LOI result into
better academic performance compare to the use of English as LOI; Josiah et al
(2012)reported significant relationship between language of instruction and students’
academic performance; and that of Christopher (1996) conducted in China indicated
the positive correlation between the LOI and student’s academic achievement.
Empirical evidence from various studies discussed has reported the correlation
between using English as LOI and unsatisfactory students’ academic performance is
concurrent. It has been noted that the use of EMI robs students the opportunity of
meaningful learning through familiar language, which may improve their academic
performance during psychological performance, learning process performance, and
test or examinations performance.
2.8 Knowledge Gap
The review of literature recognizes the presence of bulk of studies investigating on the
impact of using English as media of instruction on students’ academic performance in
community secondary schools in Tanzania with true and tangible findings and
valuable recommendations, which have received nationwide attention while the
education deterioration and poor performance seems to students in secondary schools.
Regardless of the government of Tanzania having considered the recommendations
and revised education policy lunched on the year 2015, February that addresses the
problem by announcing to replace EMI with Kiswahili as LOI, the government’s
decision has remained on the papers with no implementation while students’
performance seems to get worse year after year and especially in the community
secondary schools.
41
Despite the thorough review of literature that has existed before the 2014 language
policy, the researcher identified unique practices and impacts in secondary schools’
classes that call for replacing the existing practices and national language policy so
that educatability may take place which will trigger off students’ academic
performance in secondary schools. It seems there is great need to research on the
impact of EMI in the delay of implementing language of instruction as stated in the
2014 Education Policy. In the literature on the impact of EMI on secondary students’
academic performance in the country after the2014Education Policy, Bunda district is
rather limited while perceptions and experience of students, form four failures,
teachers and district educational officials’ have not received attention. Therefore, this
study intended to fill this research gap and enrich this area of language and education
policy.
42
CHAPTER THREE
RESEARCH METHODOLOGY
3.1 Introduction
This chapter focuses on methodology that was employed for the study. Generally, it is
organized under the following subsections: study design, study area, study population,
sample size and sampling techniques, sample, sampling procedures, data collection
techniques/methods, validation of the research instruments, data processing and
analysis techniques, and research ethical consideration issues.
3.2 Study Design
According to Meenakshi et al (2010) research design is the plan, structure and strategy
of investigation conceived so as to obtain answers to research question and control
variance. The research design used in this study was descriptive survey, which is
devoted to the gathering of information about prevailing conditions or situations for
the purpose of description and interpretation (Aggarwal 2008 cited in Salaria, 2012).
The study aimed at collecting information from respondents on their attitudes,
opinion, and the real situation in relation to the impact of using English as media of
instruction on students’ academic performance in community secondary schools in
Bunda District. Data was acquired through documentary review and administering
questionnaires to the sample of the targeted population.
The researcher used different categories of people which consist of students, teachers,
SMT members, and DSEOs (cross-sectional survey). The cross-sectional survey,
43
which a researcher obtains information from groups of people of different age, sex at
single point in time (Borg et al., 2007), was employed since it is relatively inexpensive
and takes up little time to conduct.
3.3 Research Approach
According to Burn et al. (2005) and Saunder et al. (2003) a deductive approach is
based on an earlier theory or model and therefore it moves from the general to
specific. Deductive research tends to proceed from theory to data (theory, method,
data, findings) (Haigh et al. 2008). For the purpose of this study, deductive approach
was adopted.
The researcher started by conducting a review of the literature on theories related to
the study; developed questionnaires which were used to collect primary data; and data
analysis followed using SPSS software. The study utilized both quantitative and
qualitative approaches to enhance the validity and credibility of the study findings.
Obviously, these sequential stages listed above are the way through which a deductive
research progresses.
3.4 Study Area
The study was conducted in Bunda district, one of the five districts of the Mara region
of the United Republic of Tanzania. It is administratively divided into four divisions
and twenty-six wards. Bunda district was selected because of its accessibility, the
researcher familiarity with the area, financially affordable, and the schools encounter
severe impacts of English as media of instruction.
44
3.5 Study Population, Sample and Sampling Techniques
3.5.1 Study Population
In research, population is a group of individuals, objects or items from which samples
are taken for measurement (Kombo et al., 2006). The aim of this study was to obtain
data that enabled the researcher to examine the impact of using English as media of
instruction on students’ academic performance. Therefore, the target population of this
study involved all students studying in the public community secondary schools; form
four failures from the public community secondary schools living in the study area;
teachers and School Management Team (SMT) members of the public community
secondary schools; and officials in District Secondary Education Officers (DSEOs) in
Bunda district.
3.5.2 Sample
According to Goode, et al. (1968) sample is a smaller representation of the larger
whole. It is a small proportion of a population selected for observation and analysis. It
is a collection consisting of a part or sub-set of the objects or individuals of
population, which is selected for the purpose of representing the population (Pandey et
al., 2015). To come up with a successful analysis of the problem which was under
investigation, the researcher took the 102 key respondents from sampling frame to this
study which comprised of students, form four failures, teachers, SMT of the public
community secondary schools and officials in DSEOs in Bunda district. The decision
for sampling size of this study was based on time, purpose of the study, population in
question and intention to reduce sampling error. The researcher expected to collect
information from 102 respondents; however, only 98participated in the study.
45
Table 3.1: Composition of the Study Sample
Category of Respondents Number
Students who attended English Medium Primary School 4
Students who did not attend English Medium Primary School 26
Form four failures 30
Teachers 28
Members of SMT 8
Officials in DSEOs 2
Total 98
Source: Field Data (2017)
3.5.2 Sampling Procedures
Two types of sampling techniques were used to select the sample, namely, the non-
probability or purposive sampling and probability sampling techniques.
3.5.2.1 Purposive Sampling
According to Meenakshi (2010) purposive sampling is when certain units in the
universe are purposively selected. The procedure was used to select specific
individuals who included: education officials in the DSEO’s office and members of
the School Management Team (SMT) from the sampled schools were purposively
selected because they are informative on the problem studied and responsible for
academic performance in the district.
3.5.3.2 Random Sampling Technique
Borg et al. (2007) define stratified sampling as a formation of group of research
participants by identifying subgroups with certain characteristics in the population and
then drawing a random sample of individuals from each subgroup. The researcher
46
used the stratified random sampling to draw sample of classes and eight schools from
the twenty-six community secondary schools in Bunda district.
The stratified random sampling was used to ensure accurate coverage with sufficient
numbers of different sub-groups of this study population and reduce standard error or
collection of biased data(Kothari 2004, Marcus et al., 2003 and Sapsford 2007). The
researcher also selected respondents (teachers and students) from each of the sampled
schools using simple random sampling.
3.6 Data Collection Methods and Procedures
The study employed the documentary review method and questionnaires as methods
to collect data.
3.6.1 Documentary Review
The documents reviewed include National Examination Council of Tanzania
(NECTA) results, subject quizzes, terminal and annual tests, students’ notes and
exercise books, and library English books borrowing data. These were valuable
documents and of great help in identifying impact of EMI on students’ academic
performance.
3.6.2 Questionnaires
This study employed questionnaires to collect both quantitative and qualitative data
and provided respondents with adequate time to give well thought answers (Singh,
2006). The questionnaires consisted of questions that addressed the specific objectives
of the study (See Questionnaire for students Appendix 1-A, questionnaire for teachers
47
Appendix 1-B,Questionnaire for SMT members Appendix 1-C, and questionnaire for
DSEO’s officials Appendix 1-D).
3.7 Validation of the Research Instruments
Validation refers to the process of ensuring that research instruments constitute
accurate, honest and trustworthy data to bring intended outcome that yields constant
identical results in other situations when someone else uses the same instruments
(Sapsford, 2007 & Marcus, 2003).
For the purpose of lessening harmful in the research instruments, ensure reliability of
the study, and collect accurate and trustworthy data from the survey, the researcher
carried out a pilot study in one of the wards in Bunda district; from the pilot study,
some questions were adjusted to remove identified ambiguities so as to get most
useful data from the respondents. Questionnaires were provided to recruited
respondents and they were given sufficient time to answer at their schools or offices.
The researcher collected worked out questionnaires on the following day.
3.8 Data Processing and Analysis Procedure
Data analysis plan is a systematic process, which involves working with data,
organizing and breaking them into manageable units, synthesizing them, searching for
patterns, discovering what is important and what is learned and deciding what to tell
others (Kothari, 2004).
The researcher processed the collected data by carrying out manual editing, coding,
classifying, and tabulating data so as they are manageable for analysis. The qualitative
48
and quantitative methods were applied in data analysis including content analysis,
which involved labeling, coding, all of the data and supported with Statistical Package
for Social Sciences (SPSS) software. The findings are presented using charts with
explanations basing on each research objective.
3.9 Research Ethical Issues
Emphasizing on the role of a researcher in protecting the research participants,
Lincoln et al, 2000 demonstrated that researchers must follow rules for protection of
human subjects. Executing this role, while conducting this investigation, the
researcher implemented the following procedures in order to make sure that all the
participants were fully aware of the study performed and well protected. Firstly, the
researcher obtained permission from the relevant authorities to conduct the study
including the Open University of Tanzania and the Bunda district. Then the researcher
sought consent from respondents to participate in the study after assuring them on
their dignity, privacy, as well as their welfare being taken care of. Secondly, the
researcher provided anonymity/confidentiality of all data provided by respondents by
coding the questionnaires and presenting the findings in a generalized manner as some
of the information provided by the respondent is sensitive.
49
CHAPTER FOUR
DATA PRESENTATION, ANALYSIS AND DISCUSSION
4.1 Introduction
This chapter presents data analysis and discussion of the findings of this study. The
description of general characteristics of the study respondents is presented and further,
findings are presented in sub-sections as guided by the specific objectives of this study
and discussed in the light of the reviewed literature.
The specific objectives of this study were to: find out the relationship between the
language of instruction and the secondary schools students’ academic performance in
Bunda District; to identify teachers and students language of instruction preference in
secondary school level; to identify the impact of English as media of instruction on
secondary schools students’ academic performance in Bunda District; and, to explore
significant changes that can be made to reduce the poor English language performance
among secondary school students in Bunda District.
The study sought data from secondary school students, previous form four failures,
teachers, SMT members, and DSEO officials using questionnaires and documentary
review schedule. The sample was made of 102 respondents. Out of these 96.1%
(N=98) responded. The response rate is considered high enough and justifiable for
data analysis.
The qualitative and quantitative methods were applied in data analysis with aid of the
Statistical Package for the Social Sciences (SPSS) software.
50
4.2 Characteristics of the Study Respondents
The data used in the analysis of the characteristics of the study respondents was
obtained from the data instruments. Basing on the first part of the questionnaires,
personal information for every respondent was obtained and analyzed The findings
indicate that 23.3% of student respondents were form one students, 23.3% were form
two, 26.7% were form three, and 26.7% were form four. It was found that 46.7% of
respondents were aged between 13-15 years old, 53.3% were above 15 years, 50%
were girls, and 50% were boys. Looking at the profile of form four failure
respondents, 35.7% were of 2015NECTA results and 25% were of 2016NECTA
results.
Further, findings show that 40% of teachers, SMT and DSEO respondents were
Diploma holders; 50% had attained Bachelor degree; and 10% were Master Degree
holders. Basing on the respondents categories, Figure 4.1 indicates further that 57.1%
of teacher respondents were Diploma holders, 39.3% were Undergraduates, and 3.6%
had Masters Degree;90% of SMT respondents were Undergraduates, and 10% had
Masters Degree; and 100% of DSEO respondents were Masters Degree holders.
Teachers SMT DSEO0%
20%
40%
60%
80%
100%
120%
Diploma holders
Undergratuates
Masters Degree holders
Figure 4.1: Teacher, SMT and DSEO Respondents’ Academic Qualification
Source: Field Data (2017)
51
Figure 4.2 presents the respondents’ working experience of being a teacher in public
secondary school (teachers and SMT) or being a public officer in the DSEO. The
findings show that 17.9%% of teacher respondents had an experience between 1-5
years,39.3% had worked between 6-10 years, 35.7% had worked between 11-15 years,
and 7.1% had working experience of between 16-20 years. Twenty percent of SMT
respondents had an experience of between 1-5 years,40% had worked between 6-10
years, 29% between 11-15 years, and 20% between 16-20 years; while 50% of DSEO
respondents had an experience between 1-5 years and 50% had experience of
between6-10 years.
1-5years 6-10 years 11-15 years 16-20 years0%
10%
20%
30%
40%
50%
60%
TeachersSMTDSEO
Figure 4.2: Teacher, SMT and DSEO Respondents’ Working Experience
Source: Field Data (2017)
Regarding their teaching subjects 60.5% were arts subject teachers, 15.8% English
language teachers and 23.7% science subject teachers.
52
4.3 The Relationship between the Language of Instruction and the Secondary
Schools Students’ Academic Performance in Bunda District
The analysis was guided by objective one, which sought to find out the relationship
between the language of instruction and the secondary schools students’ academic
performance in Bunda district.
In the survey instruments of all respondents were asked to indicate if there is
relationship between the language of instruction and the secondary schools students’
academic performance in Bunda district. Figure 4.3 indicates that majority of the
respondents85.7% said that LOI determines the secondary schools students’ academic
performance while 14.3% said that LOI does not determine secondary schools
students’ academic performance.
LOI does not Affects Students Academic Performance
LOI Affects Students Academic Per-formance
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
Figure 4.3: Respondents Views on the Relationship between LOI and Secondary
Schools Students’ Academic Performance
Source: Field Data (2017)
53
The findings show that there is a significant relationship between the LOI and
secondary schools students’ academic performance. The responses are consistent with
Vygotsky Theory and research conducted by Mlay (2010) in Arusha on the influence
of the language of instruction on students’ academic performance in secondary
schools.
4.4 Teachers and Students LOI Preference in Secondary School Level
The analysis was guided by study objective two, which sought to identify teachers and
students language of instruction preference in secondary school level.
4.4.1 Overall Findings on Teachers and Students’ Preference
Teachers and students were requested to show the LOI they preferred to be used in
secondary schools in Tanzania. The aim of this question was to get an understanding
if teachers and students preferred a specific language to be used as LOI in secondary
schools. Generally, Figure 4.4 indicates that 80.6% of respondents (teachers and
students) preferred Kiswahili, 8.2% preferred English, while 11.2% preferred code
mixing.
11.2%
8.2%
80.6%Code Mixing
English
Kiswahili
Figure 4.4: Teachers and Students’ LOI Preference
Source:Field Data (2017)
54
With more specifications, Figure 4.5 indicates that 70% of students preferred
Kiswahili, 13.3% preferred English, while 16.7% preferred code mixing; 100% of the
form four failures preferred Kiswahili; 71.4% of teachers preferred Kiswahili, 14.3%
preferred English, while 14.3% preferred code mixing;80% of SMT members
preferred Kiswahili, 20% preferred code mixing; and 100% of DSEOs respondents
preferred Kiswahili.
English
Kiswahili
Code Mixing
0% 20% 40% 60% 80% 100% 120%
DSEOsSMT MembersTeachersForm Four FailuresStudents
Figure 4.5: Teachers and Students Language of Instruction Preference
Source: Field Data (2017)
4.4.2 Students’ Most Preferred Language for Instruction and Evaluation
Student respondents were requested to point out the language they preferred to be
used as LOI and during evaluation. The intention was to identify the true student
respondents’ preference. Figure 4.6portrays student respondents’ views where 83.3%
wanted to be instructed in Kiswahili and examined in Kiswahili while 16.7% to be
instructed in English and examined in English. Form four failures were asked the
55
same question whose responses expressed their desire to be instructed in Kiswahili
and examined in Kiswahili (100%) none preferred any other languages.
Students Form Four Failures 0%
20%
40%
60%
80%
100%
120%
Kiswahili
English
Other Languages
Figure 4.6: Students’ Most Preference Language for Instruction and Evaluation
Source: Field Data (2017)
4.4.3 The Liked Language
The researcher sought data from the respondents on the language that they like. The
intention was to know the language that the learners enjoy using and academically
perform better when they are taught or study using the language. Respondents were
asked if they liked English language. The findings portrayed in Figure 4.7and Figure
4.8show some differences among respondents opinions as shown by 13.3% who
expressed their preference to English language (16.7% of students, form four failures
0%, 14.3% of teachers, 40% of SMT and 0% of DSEO) while 86.7% of respondents
said they do not like English language (83.3% of students, form four failures 100%,
85.7% of teachers, 60% of SMT and DSEO 100%).
56
Like English
Does not Like English
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
Figure 4.7: Respondents’ Status on their like to English Language
Source: Field Data (2017)
Like English
Does not Like English
0% 20% 40% 60% 80% 100% 120%
DSEO
SMT
Teachers
Form Four Failures
Students
Figure 4.8: Students, Form Four Failures, Teachers, SMT and DSEOs Responses
about on their like to English Language
Source: Field Data (2017)
Additionally, they were asked to say if they love Kiswahili language. However, there
seemed a serious and considerable response where 100% of respondents showed to
like Kiswahili. There was not a single respondent who opted not to love Kiswahili.
57
4.4.4 Respondents’ Prestigious Language
Figure 4.9presents the respondents’ perceptions with regard to the language they feel
proud to use. Findings show that, 88.8% of the respondents were feeling proud to use
Kiswahili as the LOI while 11.2% did not. 86.7% of the student respondents were
feeling proud to use Kiswahili as the LOI; 100% of form four failure respondents felt
proud for Kiswahili to be used as the LOI; 85.7% of teacher, 80% of SMT and 100%
of DSEO respondents were feeling proud Kiswahili to be used as the LOI while
13.3% of the student respondents did not feel proud and felt proud to use EMI. It
should be noted that 14.3% of teacher respondents and20% of SMT respondents felt
proud to use EMI regardless of their English proficiency level and ranking their
students’ English reading, writing and speaking skills as bad.
Felt Proud to use EMI Felt Proud to use Kiswahili as LOI0%
20%
40%
60%
80%
100%
120%
Students
Form Four Failures
Teachers
SMT
DSEO
Figure 4.9: Students, Form Four Failures, Teachers, SMT and DSEOs Responses about the Language they Feel Proud to use as LOI
Source: Field Data (2017)
58
4.4.5 The Language Used in the Classrooms and School Environment
The study sought data from student respondents on the language teachers used during
instruction in the class. Findings indicates that 100% of student respondents reported
that teachers were not using English language throughout instruction; they mixed
English and Kiswahili even during English classes; moreover, Kiswahili language
dominated while students have not reported to any authority on that situation. All
teachers (100%) admitted to use code mixing during teaching in the classes. Similar
situation has been reported to be practiced in the classrooms at various secondary
schools in Tanzania (Criper et al.,1984, Kiwara et al., 2013, Rubagumya et
al.,1998and Vuzo, 2005),colleges and universities in the country such as University of
Dar es Salaam (Gran, 2007).
Teachers and SMT respondents were asked to identify language that teachers use
highly outside classroom activities in the school environment. It was found that 100%
of the teachers and SMT respondents admitted that Kiswahili is highly used than
English throughout in the school environment outside classroom activities.
4.4.6 SMT and Teachers’ Level of LOI Proficiency
According to the data collected, none among teachers and SMT respondents reported
to have excellent English language proficiency, 13.2% of teachers and SMT members
reported to have better English language proficiencywhile31.6% reported good and
55.2% reported to have satisfactory proficiency while none reported poor. Figure 4.10
shows 14.3% of teacher respondents ranked themselves with better, 32.1% good and
53.6% satisfactory. It also shows that 10% of SMT respondents ranked themselves
with better proficiency, 30% good and 60% satisfactory.
59
Teachers
SMT
0% 10% 20% 30% 40% 50% 60% 70%
Poor
Satisfactory
Good
Better
Excellent
Figure 4.10: Teachers and SMT Perception on their Level of LOI Proficiency
Source: Field Data (2017)
Generally, the findings show that secondary school teachers’ English proficiency is
not at acceptable level for excellent students’ academic performance in Bunda district.
Thus, majority preferred Kiswahili to be used as LOI.
4.4.7 Comfortability with the Use of EMI
The study respondents were asked if they are or were comfortable using EMI.
Findings show that 92.9% of respondents are not comfortable with EMI while 7.1%
were comfortable. Figure 4.11 presents the respondents’ perceptions with regard to
comfortability with use of EMI. It shows that 93.3% of student respondents are not
comfortable with EMI, 6.7% were comfortable; 100% of form four failures
respondents were not comfortable with EMI;92.9% of teachers respondents are not
comfortable with EMI, 7.1% were comfortable with EMI;80% of SMT respondents
are not comfortable with EMI, while 20% were comfortable with EMI; and 100% of
DSEO respondents were not comfortable with EMI.
60
Comfortable with EMI Not Comfortable with EMI0%
20%
40%
60%
80%
100%
120%
Students
Form Four Failures
Teachers
SMT
DSEO
Figure 4.11: Students, Form Four Failures, Teachers, SMT and DSEOs
Perception on their Level of Comfortability with the Use of EMI
Source: Field Data (2017)
4.5 Impact of English as Media of Instruction on Students’ Academic
Performance in Bunda District
Objective three of the study sought to identify impact of English as media of
instruction on students’ academic performance in Bunda district. After the data
analysis, the study reported the status of impact of EMI and categorized the identified
impact into three categories: initial progressive context, learning process and period,
and learning process and period.
4.5.1 State of Impact of EMI on Secondary Schools Students’ Academic
Performance
The respondents were asked if EMI affects negatively secondary schools students’
academic performance. It was found that 90.8% indicated that EMI affects the
61
secondary schools students’ academic performance while 9.2% mentioned that EMI
does not affect secondary schools students’ academic performance.
Students Form Four Failures
Teachers SMT Members DSEOs Oficials 0%
20%
40%
60%
80%
100%
120%
Perce
nt (%
)
Figure 4.12: Respondents Views on the State of Impact of EMI and Secondary
Schools Students’ Academic Performance
Source: Field Data (2017)
Furthermore, as presented in Figure 4.12 it was found that 86.7% of student
respondents strongly agreed that EMI affects negatively the secondary schools
students’ academic performance while those who attended English medium primary
schools 13.3% of students strongly disagreed; 100% the form four failures
respondents strongly agreed; 89.3% of teacher respondents strongly agreed while
10.7% (English teachers) strongly disagreed; 80% of SMT respondents strongly
agreed while 20% (English teachers and one science subject teacher) strongly
disagreed; and 100% of DSEO respondents strongly agreed. Therefore, with such
62
findings, there is a significant positive correlation between the EMI in secondary
schools and students’ negative academic performance in Bunda district. The responses
are in consistent with studies such as Mlay (2010), Qorro (1999), Qorro (2006),
UNESCO, (2005), Komba et al., (2012) and Kiwara et al., (2013).
4.5.2 Initial Progressive Context
Initial progressive context are variables reported by the study participants including:
students poor mastery of LOI, teachers with poor LOI skills and cognitive overload.
These are presented below:
4.5.2.1 Students Poor Mastery of LOI
The study findings indicate that most student respondents and majority of teacher
respondents are seriously handicapped when it comes to using English as the language
of instruction. During data collection, there seemed to be a failure in reading
questionnaires in English language.
In each sampled school the researcher first provided students respondents
questionnaires written in English language, only 13.3% of them, and these are those
who went through English medium primary schools were able to read, understand the
questionnaire and answer the asked questions while the rest of the students, that is
86.7% returned them and requested for a Kiswahili version because they could not
understand what is written in the questionnaire. The findings portrayed in the Figure
4.13 and Figure 4.14confirm the finding above which is an indication of their poor
mastery of EMI.
63
Teachers SMT0%
10%
20%
30%
40%
50%
60%
70%
80%
Strongly disagreeDisagreeNeuralAgreeStrongly agree
Figure 4.13: Teachers and SMT Perception on Students’ Ability to Competently
Apply their English Skills
Source: Field Data (2017)
Teacher and SMT respondents were asked to indicate whether their students are able
to apply competently their English language skills in their learning process. The
findings in Figure 4.13 show that 71.4% of teacher respondents strongly disagreed,
17.9% disagreed, 10.7% remained neutral, and none agreed or strongly agreed while
60% of SMT respondents strongly disagreed, 30% disagreed, 10% remained neutral
and none agreed or strongly agreed.
64
English Kiswahili0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Figure 4.14: Student Respondents’ Perception on their Ability to Express Excellently in English or Kiswahili
Source: Field Data (2017)
However, there seemed a clear lowest mastery of LOI as reveled by the findings
presented in Figure 4.14 above, where 86.7% of those who were able to express
excellently through writing, reading and speaking using Kiswahili language was
higher compare to13.3% of those were able express excellently using EMI. Here the
responses are in consistence with Zone of Proximal Development theory and studies
conducted in Tanzania by Roy-Campbell, et al., (1987), Roy-Campbell et al., (1997),
Qorro (1999), andQorro (1999).
4.5.2.2 Teachers with Poor LOI Skills
However, there also seemed that teachers and SMT had poor mastery of LOI as 63.2%
of them expressed weakness or incompetence in understanding and answering
questionnaires in English language when; while collecting data they asked to be
65
provided with Kiswahili version while 36.8% did not. They gave reasons for asking
the Kiswahili version, one of the teachers said:
“Some of us we do not understand well English language, we prefer Kiswahili because we can understand it well and express ourselves clearly as we answer your questionnaires.”
Based on such incident, it indicates the poor mastery of EMI that teachers possess.
The SMT ranking of the ability of teachers using English to teach their subjects in this
study indicates inclination to poor quality. Concerning teachers’ commitment to the
teaching and learning process by using EMI, the findings show that there is a slight
commitment to EMI that could obstruct English language proficiency growth as
shown by only 10% of teachers who were ranked satisfactory while90% were ranked
poor; and their confidence and competence towards EMI was also portrayed poor
mastery of LOI as 20% were ranked satisfactory while80% were ranked poor.
Descriptive statistics indicate that with regard to teachers’ knowledge of syllabus and
pedagogy in the preparation of scheme of work, lesson plans and lesson notes using
English language, their English language proficiency is not poor as 80% were ranked
better while 20% were ranked good. Here, the responses on teachers’ poor LOI skills
are consistent with Zone of Proximal Development theory and Kumar, (2014), studies
conducted in Tanzania and Reporting LOITASA researches done in Tanzania,
Senkoro (2005), LOITASA Conference report in April 2002,Vuzo (2010), Criper et
al., (1984), and UDSM (1999) who reported poor LOI skills among teachers.
4.5.2.3 Students Cognitive Overload
Figure 4.15 presents data which express the cognitive overload or overloading
working memory that hampers students’ academic performance. Findings show that
66
the cognitive overload was much higher when student respondents started secondary
education as shown by 86.7% of student respondents who indicated to spend much
time at the beginning in learning English language while simultaneously trying to
integrate new information of the subject matter in English language. Other
respondents expressed similar behavior: 100% of form four failures, 92.9% of
teachers, 80% of SMT and 100% DSEO. Small number of the respondents reported
not to have experienced cognitive overload13.3% of students, 0% of form four
failures, 7.1% of teachers, 20% SMT and 0% DSEO.
Experienced Cognitive Overoal No Cognitive Overload0%
20%
40%
60%
80%
100%
120%
Students
Form four Failures
Teachers
SMT
DSEO
Figure 4.15: Respondents’ Perception on their Cognitive Overload Experience
Source: Field Data (2017)
Teacher and SMT respondents were asked to say if EMI is a burden to students. The
findings show that 60.7% of teacher respondents strongly agreed, 28.6% agreed,
10.7% remained neutral and none ranked disagree or strongly disagree while 70% of
SMT respondents strongly agreed, 20% agreed, 10% remained neutral and none
ranked disagree or strongly disagree (see Figure 4.16).
67
Teachers SMT0%
10%
20%
30%
40%
50%
60%
70%
80%
Strongly agreeAgreeNeutralDisagreeStrongly Disagree
Figure 4.16: Teacher and SMT Respondents’ Perception on EMI as a Burden to
Secondary Schools Students
Source: Field Data (2017)
The responses on EMI as a burden to secondary schools students are in consistence
with Cognitive load theory and various works done by Van Merrienboer et al. (1994),
Sweller et al.(1998), Mayer (2010), and Maclntyre et al,(1989) which show that
Overloading working memory hampers academic performance.
4.5.3 Learning Process Period
4.5.3.1 Continuation of Heavy Cognitive Load
The student respondents were asked to state whether they are continuing to experience
the overloading working memory in learning English language as they continue to
acquire secondary education. It was found that 85.7% of student respondents admitted
68
while a handful of the student respondents14.3% denied. Apparently, 80% of student
respondents admitted to continue experiencing heavy cognitive load while 20%
denied. Figure 4.17demonstrate the above findings, where 85.7% of form one, 71.4%
of form two, 75% of form three and 87.5% of form four students respondents admitted
while 14.3% of form one, 28.6% of form two, 25% of form three and 12.5% of form
four denied. The responses are in consistent with Cognitive load theory and Osada
(2004).
Continue experiecing cognitive over-load
No cognitive overload0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Form One
Form Two
Form Three
Form Four
Figure 4.17: Student Respondents’ Perception on their Continuation of
Experiencing Heavy Cognitive Load
Source: Field Data (2017)
However, the rest of the respondents were also asked to state whether they continued
to experience the overloading working memory as they learned using English
language for the rest of their life span in acquiring secondary education. Figure 4.18
shows that 100% of form four failures, 85.7% of teachers, 60% SMT and 100%
DSEO acknowledged while 0% of form four failures, 14.3% of teachers, 40% SMT
and 0% DSEO denied. The responses are consistent with Cognitive load theory.
69
Continued to experience heavy cognitive load
Did not experience heavy cognitive load
0%
20%
40%
60%
80%
100%
120%
Form Four Failures
Teachers
SMT
DSEO
Figure 4.18: Form four failures, teachers, SMT and DSEO Respondents’
Perception about their Continuation of Experiencing Heavy
Cognitive Load
Source: Field Data (2017)
4.5.3.2 Foreign Language Anxiety (FLA)
The respondents were asked to say whether they experience or experienced foreign
language anxiety when using EMI. The data shows that 88.8% of respondents
admitted experiencing foreign language anxiety while a handful of the respondents
11.2% denied. Figure 4.19 shows that 86.7% of students, 100% of form four failures,
85.7% of teachers, 80% SMT and 50% DSEO experience or experienced foreign
language anxiety when using EMI while 13.3% of students, 0% of form four failures,
14.3% of teachers, 20% SMT and 50% DSEO denied. The responses are consistent
with Cognitive load theory and work of Horwitz et al. (1986), Maclntyre et al.(1989)
and Sumra et al. (2010).
70
Experienced FLA Did not experience FLA0%
20%
40%
60%
80%
100%
120%
Students
Form Four Failures
Teachers
SMT
DSEO
Figure 4.19: Respondents’ Perception about their FLA Experience
Source: Field Data (2017)
4.5.3.3 Wastage of Time
The data shows that 87.8% of all respondents spend much of their time to learn
something in English while 100% of respondents are able to spend little time to learn
something in Kiswahili language.
Used much time when used English Did not use much time when used English
0%
20%
40%
60%
80%
100%
120%
Students
Form Four Failures
Teachers
SMT
DSEO
Figure 4.20: Respondents’ Perception on the Learning time Spent using English
Source: Field Data (2017)
71
However, Figure 4.20 depict that 86.7% of students, 100% of form four failures,
85.7% of teachers, 60% of SMT and 100% of DSEO waste much time to learn in
English while 13.3% of students, 0% of form four failures, 14.3% of teachers, 40% of
SMT and 0% of DSEO did not; and none among respondents reported to waste much
time to study something in Kiswahili language. The findings confirm the fact that
students waste much of their time working hard to processor learn in English language
while simultaneously trying in a very little time utilized in integrating new
information of the subject matter.
4.5.3.4 Poor Cooperative Learning
The student respondents were asked to indicate the language they used when they
were required to learn in groups under the supervision of their teachers. It was found
that 100% of the student respondents said that they used both English and Kiswahili
while none reported to use English throughout. Explaining reasons for using two
languages, one respondent said:
“When the lesson is presented in English majority of students do not understand unless someone who understands English language explains it to us in Kiswahili language, if the group is lacking such a person will end up just making funs and telling stories. This does not help much because we discuss using both English and Kiswahili which dominates at 90% than English yet at the end we are required to answer test and examinations using English language. We cannot help each other to get good understanding.”
However, findings show that, with such learning groups, there seemed to be a
hampering of the zone of proximal development through poor language proficiency or
mastery among teachers and students that results into students’ poor academic
performance. The responses are in consistent with Zone of Proximal Development
(ZPD) theory(Vygotsky, 1978;Vygotsky, 1987;Schunk, 2008; Kozulin, 2003;
72
Nomlomo, 2005;Gran, 2007; Mlay, 2010;Kiwara et al., 2013; and Komba et al.,
2012).
4.5.3.5 Loss of Learning Enthusiasm
Figure 4.21 indicates that when students did not understand the LOI,23.3% of them
lost their appetite to learn only simultaneously attending classes,60% of them lost
their appetite to learn and stopped learning while simultaneously attending classes, 0%
of the students learning appetite increased simultaneously while attending classes, and
16.7% of them remained normal. On other hand, when students understood the LOI
none of student respondents lost their appetite to learn only simultaneously attending
classes, none of student respondents lost their appetite to learn and stopped learning
simultaneously attending classes, for 70% of students their learning appetite increase
simultaneously while attending classes and 30% remained normal simultaneously
attending classes.
Subject understood Subject not understood0%
10%
20%
30%
40%
50%
60%
70%
80%
Lost appetite to learn only
Lost learning appetite and stop learning
Learning appetite increased
remain normal
Figure 4.21: Student Respondents’ Learning Appetite status
Source: Field Data (2017)
73
Findings reveal that there is a significant relationship between mastery of language of
instruction and the learning appetite. Therefore, when there is poor mastery of LOI,
the learning appetite disappears and poor academic performance takes place and vice
versa. The responses are in consistent with work of Ndalichako et al, (2014).
4.5.4 Expected Performance Outcome
4.5.4.1 Poor Understanding
In the survey instruments the student respondents were asked to indicate their level of
understanding when they are taught in English. Findings indicate that majority of the
students respondents did not understand when their teacher used English in the class
while few understood. Figure 4.22 shows that 86.7% admitted not to understand while
13.3% reported to understand what was taught by teachers using EMI.
Under-stand when
taught in English; 13.3%
Do not under-stand when
taught in English; 86.7%
Figure 4.22: Poor Understanding Status of the Respondents
Source: Field Data (2017)
74
4.5.4.2 English Reading, Writing and Speaking Skills
Figure 4.23 presents the data on English reading, writing, and speaking skills. The
survey findings show that there is impact found on students English language skills as
a result of using EMI.14.3% of the teacher respondents reported their students to
practice good reading skills; 25% reported not good, 60.7% reported bad, while none
reported better. Results indicate there is expression of poor writing skills among
students as shown by 7.1% of teachers who reported their students to practice good
writing skills,39.3% reported not good, 53.6% reported bad while non reported better.
However, there seemed to be failure in practicing the required English speaking skills
as revealed by only 7.1% of teachers who reported their students to practice good
speaking skills, 17.9% reported not good, 75% reported bad while non reported better.
Reading skills Writing skills Speaking skills0%
10%
20%
30%
40%
50%
60%
70%
80%
Better
Good
Not good
Bad
Figure 4.23: Teacher Respondents’ Perception on Students’ English Reading, Writing and Speaking Skills
Source: Field Data (2017)
Here, responses on English reading, writing, and speaking skills draw on consistent
with the recent academicians findings by Mvungi (1974), Mlama et al. (1978),
Mvungi (1982), Malekela (2003), Qorro (2006),Mlay (2010),Kiwara, et al.(2013).
75
4.5.4.3 High Memorization
The student respondents were asked to indicate if they spend much time to memorize
answers for tests and examinations in English language than understanding. The
findings in the Figure 4.24 indicate that such memorization practice is highly
practiced among students as shown by 83.3% who admitted to practice it while 16.7%
said no.
Do not practice answers memorization Practice answers memorization0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
Figure 4.24: Student Respondents’ Memorization Practice Status
Source: Field Data (2017)
Other respondents were asked to reveal whether they spent much time in secondary
school education memorizing answers for tests and examinations in English language
than understanding. Figure 4.25 reveal that 100% of form four failures respondents
agreed, none said no; 78.6% of teachers respondents agreed, 21.4% said no; 80% of
SMT respondents agreed, 20% said no; and 100% of DSEOs respondents agreed, none
said no.
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Practiced answer memorization Did not practice answer memoriza-tion
0%
20%
40%
60%
80%
100%
120%
Form Four Failures
Teachers
SMT
DSEO
Figure 4.25: Form Four Failures Teacher SMT and DSEO Respondents’ Memorization Practice Status in Secondary Education
Source: Field Data (2017)
Therefore, with such trend, Figure 4.24 and Figure 4.25 confirmed the fact that high
memorization than understanding behavior is being transferred from one generation of
learners to another, thus there is high correlation between high memorization and the
use of EMI in secondary schools which affects academic performance. The responses
are consistent with study by Kiwara et al., (2013), and Gran (2007).
4.5.4.4 Poor Examination Results
The respondents were asked to say whether they agree that EMI is the major factor
that contributes towards students’ unsatisfactory performance in secondary schools
where results show that majority of respondents 86.7% agreed. Further findings as
presented in Figure 4.26reveal that EMI is a major contributor as shown by student
respondents who 60% strongly agreed, 20% agreed, and 6.7% remained neutral, 3.3%
disagreed and 10% strongly disagreed; form four failure respondents who 71.4%
77
strongly agreed and 28.6% agreed ;teacher respondents who 60.7% strongly agreed,
25% agreed, 3.6% remained neural7.1% disagreed and3.6% strongly disagreed; SMT
respondents who 40% strongly agreed, 30% agreed, 10% remained neural;10%
disagreed and 10% strongly disagreed; while DSEO respondent who 50% strongly
agreed and 50% agreed.
Strongly agreed
Agreed Neutral Disagreed Strongly disagreed
0%
10%
20%
30%
40%
50%
60%
70%
80%
StudentsForm Four FailuresTeachersSMTDSEO
Figure 4.26: Respondents’ Perception on Impact of EMI on Secondary Schools
Students’ Academic Performances
Source: Field Data (2017)
According to the documentary review, students in the sampled schools portrayed poor
performance in quizzes, terminal tests, annual tests and form four NECTA results for
both English and other subjects. The responses are consistent with various studies
78
conducted in Africa and Tanzania by Sarah (2003) in South Africa and Yohannes
(2009) in Ethiopia, Komba et al. (2012), Mlama et al. 1978, Criper et al. (1984),
Rubagumya et al. (1998), Qorro (1999), Malekela (2003) Wilkinson et al. (2008),
Kiwara et al. (2013) in Tanzania.
4.6 Proposed Changes that Can Reduce Students’ Poor Academic
Performance Due to use of EMI in Bunda District
The analysis was guided by objective four which focused on finding out from
respondents which are preferred changes that can reduce students academic problems
related to the use of English as a medium of instruction in Bunda district. Specifically,
the researcher sought to gather information on respondents’ views concerning changes
or solutions to be implemented with the purpose of reducing the problem and increase
students’ academic performance. Data regarding this information were drawn from the
population sample that comprised of students, teachers, members of SMT of the
public community secondary schools and officials in the office of DSEO in Bunda
district.
Figure 4.27 presents the major proposed changes on language of instruction, which
revealed that 73.3% of student respondents indicated to highly propose the change of
language of instruction from English and use Kiswahili instead in all subjects. The
findings further indicate that majority of other respondents highly recommended
similar changes as shown by 100% of form four failure respondents,75% of teacher
respondents, 60% of SMT respondents and 100% of DSEO respondents. However,
there seemed to be few respondents who proposed applying code mixing as shown by
10% student respondents, 10.7% of teacher respondents and 10% of SMT
79
respondents. The findings also revealed that there were those who proposed using
English language strictly in teaching and learning activities as revealed by 16.7% of
student respondents, 14.3 % of teacher respondents, and 30% of SMT respondents.
Change of LOI Continue using EMI Apply Code mixing during teaching
0%
20%
40%
60%
80%
100%
120%
StudentsForm Four FailuresTeachersSMTDSEO
Figure 4.27: Respondents’ Proposed Changes
Source:Field Data (2017)
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CHAPTER FIVE
SUMMARY, CONCLUSION AND RECOMMENDATIONS
5.1 Introduction
This chapter presents a summary of major findings of the study. In addition, it
provides conclusion on issues that emerged from the findings and makes
recommendations on what can be done to improve students’ academic performance in
relation to English as Medium of Instruction. Lastly, the chapter identifies areas for
further research.
5.2 Summary of Findings
The purpose of this study was to investigate the impact of using English as media of
instruction on students’ academic performance in community secondary schools in
Bunda district. The summary of findings is presented according to the study
objectives. With regard to objective one, the study revealed that there is statistical
significant relationship between the language of instruction and the secondary schools
students’ academic performance in Bunda district.
Study findings on the second objective concerning identifying teachers and students
language of instruction preference in secondary school level revealed that Kiswahili
language is the most preferred by respondents to be used as language of instruction
and evaluation. It was found that that majority of students do not understand English
language, teachers did not either use English language throughout instruction so as to
help students learn the language and understand the subject matter; as well they are
not competent enough in English language. The findings show that respondents like
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Kiswahili language and they are proud of it. They admitted to use Kiswahili language
in the classrooms and school environment; simultaneously majority of respondents
seemed not to be comfortable with EMI.
On the third objective which sought to identify the impact of English as media of
instruction on secondary schools students’ academic performance in Bunda district.
The findings indicate that there is statistically significant positive relationship between
the EMI in secondary schools and students’ negative academic performance in Bunda
district. Further, the study findings show that, there is impact of EMI on academic
performance in all three phases as this study categorized: first phase: initial
progressive learning context include: students’ poor mastery of LOI, teachers with
poor LOI skills, and students cognitive overload; second phase: learning process:
continuation of heavy cognitive load, foreign language anxiety (FLA), wastage of
time, poor cooperative learning (Zone of Proximal Development), and learning
appetite loss; and third phase: expected performance outcome: poor understanding,
poor English reading, writing and speaking skills, high memorization, and
examination results.
With regard to objective four of the study, it was found that changes proposed by
respondents indicated that majority of respondents 80.6% propose the change of
language of instruction from English and use Kiswahili as a media of instruction in all
subjects. Only few of the respondents seemed to propose applying code mixing as
shown by 12.2% of the respondents, while other few respondents proposed using
English language strictly in teaching and learning activities as revealed by 7.1% of the
respondents.
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5.3 Conclusion
Based on the findings of this study, the following conclusions are made. The use of
EMI in secondary school education has negative impact on students’ academic
performance. This is because the findings show that EMI results into cognitive
overload, Foreign Language Anxiety, and majority of the students do not understand
either when teachers teach using English or during the Zone of Proximal
Development, thus resulting in poor examinations results as well as poor quality of
secondary education in community secondary schools.
Further, it has been found that teachers do not use English language throughout
instruction. This is because both teachers and students particularly are not competent
in the English language, consequentially findings revealed that Kiswahili language is
preferred to be the language of instruction in secondary schools in Tanzania because
students are competent in Kiswahili language and can understand well the subjects
when teachers use Kiswahili.
5.4 Recommendations
From the findings and conclusions of this study, the following recommendations are
made to the two principal education stakeholders in Tanzania namely: policy
developers and research organizations or institutions.
5.4.1 Recommendations for Policymakers
Focusing on upgrading and improving students’ academic performance and secondary
education quality among community secondary schools in the country, the following
measures are highly recommended:
83
(i) To adhere to the principle of the Linguistic Human Rights (LHRs) theory(for
Tanzania case Kiswahili language)than continuing upholding the colonial legacy
that benefits Europeans.
(ii) To develop and implement policies that clears a colonial misconception and
confusion among Tanzanians that without foreign language it is not possible to
attain development individually or at a national level.
5.4.2 Recommendations for the Government
Despite of the various efforts that have been taken by the government of Tanzania to
improve students’ academic performance and secondary education quality, it is
recommended that:
(i) To enhance the implementation the newly 2014 Education Policy that gets off
the LOI-policy ambivalence in secondary education level and higher education
that puts Kiswahili as a medium of instruction throughout the national education
system.
(ii) To employ more resources at the Institute of Curriculum Development so as to
enhance the switch of Kiswahili as a LOI throughout the education system.
(iii) The government of Tanzania should budget for the implementation of the 2014
Education Policy(switch to Kiswahili as a LOI throughout the education system)
to enhance students’ academic performance and secondary education quality.
5.4.3 Recommendations for Further Research
Based on the findings and conclusion of this study, the following are the suggestions
for further researches made to research organizations or institutions:
84
(i) This study can be replicated to other districts of Tanzania as well as other
countries in Africa.
(ii) A study could be conducted on what benefits the nation by embracing LOI that
facilitates poor academic performance in the country.
85
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APPENDICES
Appendix I: The Impact of Bilingualism on Students’ Academic Performance
Survey Questionnaire for Students (Swahili Version)
Mimi ni Bi Neema Nestory ambaye ni mwanafunzi wa Chuo Kikuu Huria Tanzania
ninayesoma Shahada ya Uzamili ya Elimu katika Usimamizi, Mipango na Sera. Kwa
sasa ninafanya utafiti kuhusuMatokeo Ya Kiingereza kama lugha ya kufundishia
katika Taalumaya wanafunzi wilaya ya Bunda. Nakiri kuwa taarifa ninazokusanya
zitahifadhiwa kwa usiri mkubwa na kwa lengo la matumizi ya kitaaluma na
sivinginevyo.
Kwa mawasiliano zaidi
Namba ya Simu: +255 753 375386/689 223830
Barua pepe: [email protected]
Ahsante kwa kushiriki
Neema Nestory.
SEHEMU A: TAARIFA BINAFSI
(Weka alama ya tiki [ √ ] katika neno linalokuhusu zaidi)
1. Jinsia:[ ] Me [ ] Ke
2. Kidato unachosoma: Kidato cha kwanza [ ] kidato cha pili [ ]
Kidato cha tatu[ ] Kidato cha nne [ ]
3. Uzoefu wa kufundishwa kwa lugha ya kiingereza:
Chini ya miaka 2 [ ] kati ya miaka 3-4 [ ] zaidi ya miaka 7 [ ]
4. Umri wako:
Chini ya miaka 12[ ] kati ya miaka 13-15 [ ] zaidi ya miaka 15 [ ]
97
SEHEMU B: USOMAJI NA KUJIFUNZA LUGHA YA KIINGEREZA
(Zungushia neneo lililosahihi kuliko yote katika maswali yafuatayo)
1. Je, kuna uhusiano wowote kati ya lugha ya kiingerezana ufaulu wa kitaaluma kwa
wanafunzi wa shule za sekondari?(a) Ndiyo (b) Hapana
2. Je, lugha ya kiingereza ina athari hasi kwa ufauru wa wanafunzi wa shule za
sekondari kitaaluma? (a) Ndiyo (b) Hapana
3. Unafikiri wadau wa Elimu wana jukumu la kufanya katika maendeleo ya taaluma
yako hasa katika lugha ya mawasiliano shuleni?
(a) Ndio ( b) Hapana
4. Walimu wanapotumia kiingereza kufundishia darasani huwa unaelewa?
(a) Ndio (b) Hapana.
5. Walimu wanapotumia kiingereza kufundishia huwa mnaelewa wote darasani
(a) Ndio (d) Hapana.
6. Unawasiwasi unapotumia lugha ya kiingereza? (a) Ndio (d) Hapana.
SEHEMU C: MATUMIZI NA ATHARI ZA LUGHA YA KIINGEREZA
1. Jibu maswali yafuatayo kama yanavyoelekeza kwa kuweka alama Xmbele ya
swali katika namba ambayo ni jibu sahihi kwa swali husika.
1 2 3 4Hakika nakubali Nakubalii Sikubali Hakika sikubali
No. Maswali: 1 2 3 4 5
1. Umeshawahi kujadiliana na walimu wako juu
ya malengo yako ya kielimu changamoto
unazozipata hasa wakati wa kujifunza kupitia
98
lugha ya kiingereza?
2. Unafikiri maendeleo yako ya kitaaluma
kushuka kwa sasa yamechangiwa na kutumia
lugha ambayo ni ngeni kwako?
3. Unadhani ikitumiwa lugha ya Kiswahili katika
mchakato wa kujifunza maendeleo yako ya
kitaaluma yatakuwa mazuri zaidi?
4. Matokeo ya shule yako kwa ujumla
yanaridhisha?
5. Unadhani kuendelea kutumia lugha ya
kiingereza kufundishia nchini ni utumwa?
2. Unaipenda lugha ya Kiingereza? (Zungushia jibu sahihi): (a) Ndio (b) Hapana.
3. Ni lugha ipi unayoweza kuandika kwa usahihi zaidi? (Zungushia jibu sahihi): (a)
Kiingereza (b) Kiswahili.
4. Ni lugha ipi unayoweza kujieleza kwa usahihi zaidi? (Zungushia jibu sahihi): (a)
Kiingereza (b) Kiswahili.
5. Unajisikia furaha na fahari kufundishwa na kujifunza elimu ya sekondari kwa
lugha ya Kiingereza? (Zungushia jibu sahihi): (a) Ndio (d) Hapana.
6. Ni lugha ipi mnayoitumia sana pale mnapojifunza katika makundi darasani?
(a) Kiingereza (b) Kiswahili, (c) Mchanganyiko Kiswahili na
Kiingereza
7. Unatumia muda mwingi zaidi kujifunza lugha ya Kingereza? (Zungushia jibu
sahihi): (a) Ndio (d) Hapana.
8. Je, ulipoingia elimu ya sekondari lugha ya kiingereza ilikuwa ni mzigo mkubwa
katika kupata elimu bora?(a) Ndio (d) Hapana.
99
9. Je unapoendelea naelimu ya sekondari lugha ya kiingereza inaendelea kuwa ni
mzigo mkubwa katika kupata elimu bora?(a) Ndio (d) Hapana.
10. Unatumia muda mwingi zaidi kukariri masomo kwa lugha ya kiingereza kuliko
kuelewa? (Zungushia jibu sahihi): (a) Ndio (d) Hapana.
11. Je, ulipatwa na wasiwasi wa kujifunza kutumia lugha ya kigeni pale ulipokuwa
sekondari?(a) Ndio (d) Hapana.
12. Ni nini kilitokea pale ambapo ulikuwa huelewi lugha ya kiingereza?
A. Nilipoteza hamu ya kusoma na kuendelea kuhudhuria vipindi.
B. Nililipoteza hamu ya kusoma na nikaacha kuhudhuria vipindi.
C. Hamu ya kusoma iliongezeka.
D. Nilibaki kama kawaida nilivyo.
13. Je, unaweza kuandika athari zaidi za lugha ya kiingereza katika mafanikio ya
masomo yako? Ndiyo/Hapana. Kama ndiyo eleza kwa ufupi …………………
……………………………………………………………………………………
……………………………………………………………………………………
SEHEMU D: MABADILIKO MUHIMU/UBORESHAJI
1. Pamoja na jitihada zinazofanyika hadi sasa katika sekta ya elimu, unafikiri nikitu
gani kinachoweza kufanyika zaidi ili kuboresha maendeleo ya kitaaluma ya
wanafunzi
A. Kubadili lugha ya kufundishia kutoka kiingereza na kutumia kiswahili
B. Kutumia lugha zote mbili kwa masomo yote ( )
C. Kuongeza idadi ya vipindi vya somo la kiingereza
100
D. Walimu kutoruhusu kabisa mawasiliano kufanyika kwalugha ya kiswahili
katika mazingira ya shule.
ASANTE KWA KUSHIRIKI
Appendix II: The Impact of Bilingualism on Students’ Academic Performance
Survey Questionnaire for Form Four Failures (Swahili Version)
Mimi ni Bi Neema Nestory ambaye ni mwanafunzi wa Chuo Kikuu Huria Tanzania
ninayesoma Shahada ya Uzamili ya Elimu katika Usimamizi, Mipango na Sera. Kwa
sasa ninafanya utafiti kuhusuMatokeo Ya kiingereza kama lugha ya kufundishia
katika Taalumaya wanafunzi wilaya ya Bunda. Nakiri kuwa taarifa ninazokusanya
zitahifadhiwa kwa usiri mkubwa na kwa lengo la matumizi ya kitaaluma na
sivinginevyo.
Kwa mawasiliano zaidi
Namba ya Simu: +255 753 375386/689 223830
Barua pepe: [email protected]
Ahsante kwa kushiriki
Neema Nestory.
SEHEMU A: TAARIFA BINAFSI
(Weka alama ya tiki [ √ ] katika neno linalokuhusu zaidi)
1. Jinsia: [ ] Me [ ] Ke
2. Mwaka uliomaliza masomo ya Elimu ya sekondari ……………………….
SEHEMU B: USOMAJI NA KUJIFUNZA LUGHA YA KINGEREZA
101
(Zungushia neneo lililosahihi kuliko yote katika maswali yafuatayo)
1. Je, kuna uhusiano wowote kati ya lugha ya kiingereza na ufaulu wa kitaaluma
kwa wanafunzi wa shule za sekondari? (a) Ndiyo (b) Hapana
2. Je, lugha ya kiingereza ina athari hasi kwa ufaulu wa wanafunzi wa shule za
sekondari kitaaluma? (a) Ndiyo (b) Hapana
3. Unafikiri wadau wa elimu walikuwa najukumu la kufanya katika maendeleo ya
taaluma yako hasa katika lugha ya mawasiliano shuleni?
(a) Ndio ( b) Hapana
4. Walimu wanapotumia lugha ya kiingereza kufundishia darasani
ulikuwaunaelewa?
(a) Ndio (b) Hapana.
5. Walimu wanapotumia lugha ya kiingereza kufundishia mlikuwa mnaelewa wote
darasani? (a) Ndio (d) Hapana.
6. Unawasiwasi unapotumia lugha ya kiingereza? (a) Ndio (d) Hapana.
SEHEMU C: MATUMIZI NA ATHARI ZA LUGHA YA KIINGEREZA
1. Jibu maswali yafuatayo kama yanavyoelekeza kwa kuweka alama X mbele ya
swali katika namba ambayo ni jibu sahihi kwa swali husika.
1 2 3 4Hakika nakubali Nakubalii Sikubali Hakika sikubali
No. Maswali: 1 2 3 4 5
1. Umeshawahi kujadiliana na walimu wako juu
ya malengo yako ya kielimu changamoto
102
unazozipata hasa wakati wa kujifunza kupitia
lugha ya kiingereza?
2. Unafikiri maendeleo yako ya kitaaluma
kushuka yalichangiwa na matumizi ya lugha
ambayo ni ngeni kwako?
3. Unadhani kama ingetumiaka lugha ya
kiswahili katika mchakato wa kujifunza
maendeleo yako ya kitaaluma yangekuwa
mazuri zaidi?
4. Matokeo ya shule yako kwa ujumla
yanaridhisha?
5. Unadhani kuendelea kutumia lugha ya
kiingereza kufundishia nchini ni utumwa?
2. Unaipenda lugha ya kiingereza? (Zungushia jibu sahihi): (a) Ndio (b) Hapana.
3. Ni lugha ipi unayoweza kuandika kwa usahihi zaidi? (Zungushia jibu sahihi): (a)
kiingereza (b) kiswahili.
4. Ni lugha ipi unayoweza kujieleza kwa usahihi zaidi? (Zungushia jibu sahihi): (a)
kiingereza(b) kiswahili.
5. Ulijisikia furaha na fahari kufundishwa na kujifunza elimu ya sekondari kwa
lugha ya kiingereza? (Zungushia jibu sahihi): (a) Ndio (d) Hapana.
6. Ni lugha ipi mliyokuwa mnaitumia sana pale mlipokuwa mnajifunza katika
makundi darasani?
(a) Kiingereza (b) kiswahili, (c) mchanganyiko kiswahili na kingereza
103
7. Je, ulitumia muda mwingi zaidi kujifunza luga ya kiingereza? (Zungushia jibu
sahihi): (a) Ndio (d) Hapana.
8. Je, ulipoingia elimu ya sekondari lugha ya kiingereza ilikuwa ni mzigo mkubwa
katika kupata elimu bora?(a) Ndio (d) Hapana.
9. Je, ulipoendelea naelimu ya sekondari lugha ya kiingereza inaendelea kuwa ni
mzigo mkubwa katika kupata elimu bora?(a) Ndio (d) Hapana.
10. Je ulitumia muda mwingi zaidi kukalili masomo kwalugha ya kiingereza kuliko
kuelewa? (Zungushia jibu sahihi): (a) Ndio (d) Hapana.
11. Je, ulipatwa na wasisi wa kujifunza kutumia lugha ya kigeni pale ulipokuwa
sekondari?(a) Ndio (d) Hapana.
12. Ni nini kilitokea pale ambapo ulikuwa huelewi lugha ya kiingereza?
A. Nilipoteza hamu ya kusoma na kuendelea kuhudhuria vipindi.
B. Nililipoteza hamu ya kusoma na nikaacha kuhudhuria vipindi.
C. Hamu ya kusoma iliongezeka.
D. Nilibaki kama kawaida nilivyo.
13. Je, unaweza kuandika athari zaidi za lugha ya kiingereza katika mafanikio ya
masomo yako? Ndiyo/Hapana. Kama ndiyo eleza kwa ufupi …………………
……………………………………………………………………………………
……………………………………………………………………………………
……………………………………………………………………………………
……………………………………………………………………………………
SEHEMU D: MABADILIKO MUHIMU/UBORESHAJI
104
1. Pamoja na jitihada zinazofanyika hadi sasa katika sekta ya elimu, unafikiri nikitu
gani kinachoweza kufanyika zaidi ili kuboresha maendeleo ya kitaaluma ya
wanafunzi
A. Kubadili lugha ya kufundishia kutoka kiingereza na kutumia kiswahili
B. Kutumia lugha zote mbili kwa masomo yote ( )
C. Kuongeza idadi ya vipindi vya somo la kiingereza
D. Walimu kutorushusu kabisa mawasiliano kutumika kwakiswahili katika
mazingira ya shule.
ASANTE KWA KUSHIRIKI
105
Appendix III: The Impact of Bilingualism on Students’ Academic Performance
Survey Questionnaire for Teachers (English Version)
Dear Sir/Madam,
I am Neema Nestory, a student at the Open University of Tanzania. I am writing a
Masters dissertation. My study is aboutThe Impact of English as Media of Instruction
on Students’ Academic Performance in Community Secondary Schools in Bunda
District.
Kindly I request you to provide me with information. I want to assure you that all the
information/data which will be collected during the process of this study will be
treated with great confidentiality, and will be used for academic purpose and not
otherwise.
For more information:-
+2553 375386 or +2559 223830.
Thanks.
Neema Nestory
SECTION A: PERSONAL DATA
106
(Put a tick [√] at the correct word or phrase that applies to you mostly)
1. Gender: Male ( ) Female ( )
2. Educational level:Diploma ( ) Degree() PGDE () MA () PhD ( )
3. Experience of being public secondary school teacher:
1-5( ), 6-10 ( ), 11-15 ( ), 16-20 ( ), and above 20 years ( )
4. Teaching subject: English ( ) Kiswahili ( ) Geography ( )
History ( ) Civics ( ) Physics ( ) Mathematics ( )
Chemistry ( ) Biology ( ) Agriculture ( ) Bookkeeping ( )
Commerce ( )
SECTION B: USAGE OF EMIIN TEACHING AND LEARNING PROCESS
1. Is there any relationship between the language of instruction and the secondary
schools students’ academic performance? (a) Yes (b) No
2. Does English as medium instruction affects negatively secondary schools
students’ academic performance? (a) Yes (b) No
3. Which language do you prefer to use for the subject you are teaching to be well
understood?Circle the correct answer: (a) English only (b) Kiswahili only (c)
Code-mixing using two language at the same time
4. What is your level of English language proficiency during teaching? Circle the
correct answer: (a) Best (b) Better (c) Good (d) Not good (e) Bad
5. Are you comfortable using EMI?Circle the correct answer: (a) Yes (b) No
6. What is the level of your students on the following: Readingskills (a) Better (b)
Good (c) Not good (d) Bad; Writingskills (a) Better (b) Good (c) Not good (d)
Bad and Speaking skills (a) Better (b) Good (c) Not good (d) Bad.
107
7. Do your students understand when you are teaching using EMI in the class? (a)
Yes (b) No
8. Which language do teachers use mostly after classes activities in the school
environment?Circle the correct answer: (a) English (b) Kiswahili
SECTION C: IMPACT OF USAGE OF EMI
1. To which extent do you agree/disagree with the following statement related to the
impact of usage of EMI? Please select a number of your correct choice and mark
“X” appropriately using the 5 point scale ranging from 1 to 5.
1 2 3 4 5Strongly
agreeAgree Neutral Disagree Strongly
disagree
No. Statement 1 2 3 4 5
1. Students comfortable with English language.
2. English as a media of instruction in teaching and
learning process is a burden to students.
3. English language is used throughout inside and
outside the classroom.
4. Students able to apply their English writing skills in
answering test and examination.
5. Teachers and students are satisfied with teaching and
learning processes
6. Both formative and summative evaluation of
academic performance is satisfactory
7. English as a media of instruction in sec. schools is
the major factor that contributes towards students’
unsatisfactory performance
2. Do you like English language? Circle the correct answer: (a) Yes (b) No
108
3. Do you feel proud to use EMI? Circle the correct answer: (a) Yes (b) No
4. Do you spend much time to learn something in English language? Circle the
correct answer: (a) Yes (b) No
5. Do you spend much time to learn something in Kiswahili language than English
language? Circle the correct answer: (a) Yes (b) No
6. Did you feel English language was a burden in learning process when you joined
secondary education?(a) Yes (b) No
7. Did you feel English language was a burden in learning process as you continued
studying secondary education after the first term?(a) Yes (b) No
8. Did you spend much time in secondary school to memorize answers for tests and
examinations in English language than understanding? (a) Yes (b) No
9. Do your students spend much time to memorize answers for tests and exams in
English language than understanding? (a) Yes (b) No
10. Do you experience foreign language anxiety when using English?(a) Yes (b) No
11. Briefly outline impact of EMI to your students’ performance: …………………..
...................................................................................................................................
...................................................................................................................................
...................................................................................................................................
...................................................................................................................................
...................................................................................................................................
...................................................................................................................................
...................................................................................................................................
...................................................................................................................................
............................................................................................................
109
SECTION D: DESIRED CHANGES
1. As among of the educational stake holders, what are the alternative and/ or
solutions do you suggest that can facilitate general academic performance
A. Teaching and learning activities to be conducted by using English strictly
B. Change language of instruction from English and use Kiswahili as a media of
instruction in all subjects.
C. Applying code mixing when teaching and learning activities practiced.
D. Introducing regular English debate clubs.
2. Briefly outline other solutions if available: ………………………………………
……………………………………………………………………………………
……………………………………………………………………………………
……………………………………………………………………………………
……………………………………………………………………………………
……………………………………………………………………………………
……………………………………………………………………………………
…………………………………………………………………………………....
THANKS FOR YOUR PARTICIPATION
110
Appendix IV: The Impact of Bilingualism on Students’ Academic Performance
Survey Questionnaire for School Management Team (SMT)
(English Version)
Dear Sir/Madam,
I am Neema Nestory, a student at the Open University of Tanzania and I am writing a
Masters dissertation. My study is aboutThe Impact of English as Media of Instruction
on Students’ Academic Performance in Community Secondary Schools in Bunda
District.
Kindly I request you to provide me with information. I would like toassure you that
all the information/data which will be collected during the process of this study will be
treated with great confidentiality, and will be used for academic purpose and not
otherwise.
For more information:-
+2553 375386 or +2559 223830.
Thanks.
Neema Nestory
111
SECTION A: PERSONAL DATA
(Put a tick [√] at the correct word or phrase that applies to you mostly)
1. Gender: Male ( ) Female ( )
2. Educational level: Diploma ( ) Degree ( ) PGDE ( ) MA ( ) PhD ( )
3. Experience of being public secondary school teacher:
1-5 ( ), 6-10 ( ), 11-15 ( ), 16-20 ( ), and Above 20 years ( )
4. Teaching subject: English ( ) Kiswahili ( ) Geography ( )
History ( ) Civics ( ) Physics ( ) Mathematics ( )
Chemistry ( ) Biology ( ) Agriculture ( ) Bookkeeping ( )
Commerce ( )
SECTION B: USAGE OF EMIIN TEACHING AND LEARNING PROCESS
1. Is there any relationship between the language of instruction and the secondary
schools students’ academic performance? (a) Yes (b) No
2. Does English as medium instruction affect negatively secondary schools students’
academic performance? (a) Yes (b) No
3. Which language do you prefer to use so that the subject you are teaching to be
understood well?Circle the correct answer: (a) English only (b) Kiswahili only (c)
Code-mixing using two language at the same time
4. What is your level of English language proficiency during teaching? Circle the
correct answer: (a) Best (b) Better (c) Good (d) Not good (e) Bad
5. Are you comfortable using EMI? Circle the correct answer: (a) Yes (b) No
6. What is the level of your students on the following: Readingskills (a) Better (b)
Good (c) Not good (d) Bad; Writingskills (a) Better (b) Good (c) Not good (d)
Bad and Speaking skills (a) Better (b) Good (c) Not good (d) Bad.
112
7. Do all your students understand when you are teaching using EMI in the class?
(a) Yes (b) No
8. Which language do teachers mostly use after class activities in the school
environment? Circle the correct answer: (a) English (b) Kiswahili
SECTION C: IMPACT OF USAGE OF EMI
1. To which level do you rank the following statement related to the impact of usage
of EMI? Please select a number of your correct choice and mark “X”
appropriately using the 5 point scale ranging from 1 to 5.
1 2 3 4Very poor Just ok Good Excellent
No
.
Statement 1 2 3 4
1. Ability of your teacher’s on knowledge and competence
on their teaching subject
2. Teachers’ knowledge of syllabus and pedagogy in the
preparation of scheme of work, lesson plan and lesson
notes by using English language
3. Teachers’ competence and confidence towards English
as a media of instruction
4. Learners competence in consulting with teachers in
academic matters
5. Teaching and learning materials are accessible and
enough to satisfy teaching and learning activities
6. General school academic performance of internal and
national exams
7. Teacher’s perception and commitment to the teaching
and learning process by using English as a media of
113
instruction
2. Do you like English language? Circle the correct answer: (a) Yes (b) No
3. Do you feel proud to use EMI? Circle the correct answer: (a) Yes (b) No
4. Do you spend much time to learn something in English language? Circle the
correct answer: (a) Yes (b) No
5. Do you spend much time to learn something in Kiswahili language than English
language? Circle the correct answer: (a) Yes (b) No
6. Did you spend much time in secondary school to memorize answers for tests and
examinations in English language than understanding? (a) Yes (b) No
7. Do your students spend much time to memorize answers for tests and exams in
English language than understanding? (a) Yes (b) No
8. Do you experience foreign language anxiety when using English?(a) Yes (b) No
9. Briefly outline impact of EMI to your students’ performance: …………………..
……………………………………………………………………………………
……………………………………………………………………………………
……………………………………………………………………………………
……………………………………………………………………………………
……………………………………………………………………………………
……………………………………………………………………………………
……………………………………………………………………………………
……………………………………………………………………………………
……………………………………………………………………………………
……………………………………………………………………………………
114
……………………………………………………………………………………
……………………………………………………………………………………
SECTION D: DESIRED CHANGES
1. As among of the educational stake holders, what are the alternative and/ or
solutions do you suggest can facilitate general academic performance
A. Teaching and learning activities to be conducted by using English strictly
B. Change language of instruction from English and use Kiswahili as a media of
instruction in all subjects.
C. Applying code mixing when teaching and learning activities practiced.
D. Introducing regular English debate clubs.
2. Briefly outline other solutions if available: ………………………………………
……………………………………………………………………………………
……………………………………………………………………………………
……………………………………………………………………………………
……………………………………………………………………………………
……………………………………………………………………………………
……………………………………………………………………………………
……………………………………………………………………………………
……………………………………………………………………………………
……………………………………………………………………………………
THANKS FOR YOUR PARTICIPATION
115
Appendix V: The Impact of Bilingualism on Students’ Academic Performance
Survey Questionnaire for District Educational Officers (DEO)
(English Version)
Dear Sir/Madam,
I am Neema Nestory, a student at the Open University of Tanzania and I am writing a
Masters dissertation. My study is aboutThe Impact of English as Media of Instruction
on Students’ Academic Performance in Community Secondary Schools in Bunda
District.
Kindly I request you to provide me with information. I want to assure you that all the
information/data which will be collected during the process of this study will be
treated with great confidentiality, and will be used for academic purpose and not
otherwise.
For more information:-
+2553 375386 or +2559 223830.
116
Thanks.
Neema Nestory
SECTION A: PERSONAL DATA
(Put a tick [√] at the correct word or phrase that applies to you mostly)
1. Gender: Male ( ) Female ( )
2. Educational level: Diploma ( ) Degree ( ) PGDE ( ) MA ( ) PhD ( )
3. Experience of being public officer in the District Education Office for secondary
schools: 1-6 ( ), 6-10 ( ), 11-15 ( ), 16-20 ( ), and Above 20 years ( )
SECTION B: USAGE OF EMIIN TEACHING AND LEARNING PROCESS
1. Are you comfortable with using EMI in secondary schools? Circle the correct
answer: (a) Yes (b) No then give reasons for your answer: ……………………
……………………………………………………………………………………
……………………………………………………………………………………
……………………………………………………………………………………
……………………………………………………………………………………
…………………………………………………………………………………….
2. Do you agree with the demands that EMI affects academic performance in
secondary schools performance? (a) Yes (b) No. Briefly explain how in
relation to your answer …………………………………………………………
……………………………………………………………………………………
……………………………………………………………………………………
……………………………………………………………………………………
……………………………………………………………………………………
117
……………………………………………………………………………………
……………………………………………………………………………………
3. Which language do youprefer/suggest to be used so that the subjectstaughtin
secondary schools to be well understood? Circle the correct answer: (a) English
only (b) Kiswahili only (c) Code-mixing using two languages at the same time.
Give reasons for your answer: …………………………………………………
…
……………………………………………………………………………………
……………………………………………………………………………………
……………………………………………………………………………………
……………………………………………………………………………………
……………………………………………………………………………………
…………………………………………………………………………………
SECTION C: IMPACT OF USAGE OF EMI
1. Do you like English language? Circle the correct answer: (a) Yes (b) No
Give reasons for your answer: ……………………………………………………
……………………………………………………………………………………
……………………………………………………………………………………
……………………………………………………………………………………
……………………………………………………………………………………
……………………………………………………………………………………
2. Do you feel proud with the use of EMI in secondary schools? Circle the correct
answer: (a) Yes (b) No. Give reasons for your answer: ………………………..
118
……………………………………………………………………………………
……………………………………………………………………………………
…………………………………………………………………………………….
3. Do you spend much time to learn something in English language? Circle the
correct answer: (a) Yes (b) No
4. Do you spend much time to learn something in Kiswahili language than English
language? Circle the correct answer: (a) Yes (b) No
5. Do you experience foreign language anxiety when using English? (a) Yes (b) No
6. Briefly outline impact of EMI to your students’ performance: …………………..
……………………………………………………………………………………
……………………………………………………………………………………
……………………………………………………………………………………
……………………………………………………………………………………
SECTION D: DESIRED CHANGES
1. As among of the educational stake holders, what are the alternative/solutions do
you suggest can facilitate general academic performance
A. Teaching and learning activities to be conducted by using English strictly
B. Change language of instruction from English and use Kiswahili as a media of
instruction in all subjects.
C. Applying code mixing when teaching and learning activities practiced.
D. Introducing regular English debate clubs.
2. Briefly outline other solutions if available: ………………………………………
119
……………………………………………………………………………………
……………………………………………………………………………………
…………………………………………………………………………………….
THANKS FOR YOUR PARTICIPATION
Appendix VI: The Impact of Bilingualism on Students’ Academic Performance
Survey Documentary Review Schedule for Expressed Impact
Quality academic performance expressed in the documentary review
Section A: English Subject
1 2 3 4 5Highly good Good Somehow
goodBad Worse
No. Document 1 2 3 4 5
1. NECTA results
2. Quizzes
3. Terminal
4. Annual tests
5. Students’ notes
120
6. Exercise books
7. Library English books borrowing data
Section B: Other Subject
1 2 3 4 5Highly good Good Somehow
goodBad Worse
No
.
Document 1 2 3 4 5
1. NECTA results
2. Quizzes
3. Terminal
4. Annual tests
5. Students’ notes
6. Exercise books
7. Library books borrowing data
121
Appendix VII: Research Clearance Letter
Correspondences
122
Appendix VIII: Utamblisho wa Mwanachuo anaefanya Utafiti katika Shul za
Sekonary Wilaya ya Bunda
123