Sokoine University of Agriculture

Do students’ backgrounds in the language of instruction influence secondary school academic performance?

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dc.contributor.author Komba, S. C.
dc.contributor.author Bosco, S.
dc.date.accessioned 2016-12-28T09:26:01Z
dc.date.available 2016-12-28T09:26:01Z
dc.date.issued 2015
dc.identifier.issn 2222-1735
dc.identifier.uri http://www.suaire.sua.ac.tz/handle/123456789/1153
dc.description Journal of Education and Practice, 2015; 6 (30): 148-156 en_US
dc.description.abstract In Tanzania, two types of primary schools exist, based on the language of instruction used. These are English medium schools and Swahili medium schools. Students who complete their studies from both types of schools join secondary schools where the language of instruction is solely English. This study investigated the influence of students’ backgrounds in the language of instruction on secondary school academic performance. The specific objectives of the study were two: First, to compare form one annual examinations results for students who had used English and those who had used Swahili as the medium of instruction at primary school level and, secondly, to compare the form two national examinations results for students who had used English and those who had used Swahili as the medium of instruction at primary school level. The study involved 524 students from eight secondary schools in Mbeya region. The data were collected through review of documents containing students’ admission lists and examinations results. The analysis of the collected data was done using computer software, Statistical Package for Social Sciences, version 18, in which an independent samples t-test was conducted to test the hypotheses advanced for this study. The findings were as follows: First, students whose medium of instruction at primary school level was English, performed better in form one annual examinations than their counterparts who had used Swahili and the difference was statistically significant at p<0.05, in a twotailed test. Secondly, students who had used English as the medium of instruction at primary school level, performed better in form two national examinations than those who had used Swahili and the difference was also statistically significant at p<0.05, in a two-tailed test. It was thus, concluded that the language of instruction used by students at primary school level influenced significantly students’ academic performance at secondary school level. en_US
dc.language.iso en en_US
dc.subject students’ backgrounds en_US
dc.subject language of instruction en_US
dc.subject secondary school en_US
dc.subject academic performance en_US
dc.title Do students’ backgrounds in the language of instruction influence secondary school academic performance? en_US
dc.type Article en_US


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