Research Proposal

Topics: Education, College, Primary education Pages: 19 (6882 words) Published: July 18, 2013
ST.JOHN’S UNIVERSITY OF TANZANIA
ST. MARK’S CENTRE (DSM)
FACULT OF COMMERCE AND BUSINESS STUDIES
(MFOCB)

LECTURER`S NAME: DR GRACE SOKO
TYPE OF WORK: INDIVIDUAL ASSIGNMENT COURSE NAME: RESEARCH AND CONSULTANCY METHODOLOGY COURSE CODE: GM 200

STUDENT NAME: SHARIANY SEIPH M.
REG NO: 2011/40328

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

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ABSTRACT
This study highlights the impact of using English as the language of instruction on students‟ academic performance in secondary schools particularly contrasting urban and rural schools in Tanzania. Two subjects, that is, History and English were used to examine the differences and similarities in students‟ performances. The study mainly will use qualitative approach in data collection, analysis and presentation. Quantitative approach will be used to present statistical data. Data will be obtained through the use of interviews, observation and documentary review. The study will adopt a multiple-case study and content analysis will be applied for data analysis. The findings will indicate that students in urban secondary school performed better than students at the rural school. The mock examination performance results for History and English verified this; however the difference between the schools is marginal. The findings will also show that the use of similar coping strategies and lack of student participation in class discussions were observed in both schools. The scarcity of learning materials, regular use of teacher- centered methods were observed in both schools except in a few lessons in the urban school. Findings also may show that overcrowded classrooms and lack of physical facilities such as a library hamper effective learning and developing language skills. Moreover, the findings will reveal other influences that affect student’s performance. School administrative issues such as giving students punishments and outdoor activities during class hours and the absence of lunch meals in school are issues that affect both urban and rural students‟ academic performance. The finding will show that for students to perform well in examinations they need to be motivated by teachers and be willing to study conscientiously. Parental support and tuition/remedial classes were also highly recommended to enable students to perform much better. The absence of favorable living surroundings and adequate time to study at home were other factors that could contribute poor academic achievement. This study may consider the fact that English is still the language of instruction; therefore, will measure need to be taken to solve the language problem. In order to work on this language problem the teaching of English as a subject should be enhanced to promote effective and efficient teaching and learning in classrooms. Reading programs and oral exercises for students should be initiated in schools to develop students‟ language skills. English training workshops and professional pedagogy workshops for all subject teachers should be organized to improve teachers‟ language and pedagogy skills.

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TABLE OF CONTENT
ABSTRACT ................................................................................................................. ii Table of content………………………………………………………………………………………………………..iii CHAPTER ONE: Introduction .....................................................................................1 1.1 Background to the study .....................................................................................1 1.2 Problem statement...

References: Bakahwemama, Jane (2009) What is the Difference in achievement of learners in selected Kiswahili and English medium primary schools in Tanzania? Thesis for M.Phil in Comparative and International Education. Oslo: Institute for Educational Research.
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Freire, Ana Marie. A. and Macedo, Donaldo (eds.) (1998) The Paulo Freire reader. New York: Continuum.
Freire, Paulo (1993) Pedagogy of the Oppressed
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