English Language Proficiency Factors and the Academic Performance of Students in Geography Subject in Secondary Schools in Rwanda
DOI:
https://doi.org/10.53983/ijmds.v13n11.016Keywords:
English language proficiency, Academic performance, geography subject, secondary schoolsAbstract
The purpose of this study is to look at the link between the English language proficiency traits in Kicukiro District, Rwanda, and the academic achievement of pupils in the geography curriculum. The specific objectives were to identify factors related to the academic performance of students in the geography course at the chosen high schools in Rwanda's Kicukiro District, as well as to assess student performance and ascertain the connection between academic success and English language ability components.To get acomprehensive grasp of the subject, the study will evaluate pertinent academic literature on the connection among components of fluency in the English language and students' scholarly advancement in geography courses. This study would be beneficial to the Rwandan government, lawmakers, educators, parents, students, and future scholars. The study's target group comprised There are 50 head teachers, 100 tutors, and 900 students. It employed a descriptive survey technique. Important informants and respondents were selected at random with a specific goal in mind for this study. The investigation sample that was created utilizing Sloven's approach consisted of 290 respondents. Descriptive statistics, such as percentage, frequency, mean, and standard deviation, have been examined in the data. using version 21.0 of the statistical product and service solutions. Moreover, utilizing the regression coefficient and correlation, inferential statistics have been generated to determine the degree of effect between variables. Results 50.2% of respondents strongly agreed that they have competence in English; 56.0% strongly agreed that how they speak English affects their English proficiency; 49.4% strongly agreed that speaking Kinyarwanda in school prevents them from becoming fluent in the language; and 56.4% strongly agreed that their parents speak Kinyarwanda because they are not very knowledgeable about the language. These were the results of the English proficiency factors.. 54.3% of respondents agreed that they are unable to use English for academic reasons because of the environment at school. According to data on students' academic performance in geography classes, 48.1% Fully concurred which exam Their English has an impact on their performance. proficiency, 48.6% agreed that geography requires more English than other subjects, and 61.3% agreed that using vernacular on tests causes them to fail the subject. Findings about the connection among variables related to fluency in English and students' academic success in geography classes showed that the majority of indicators had a positive connection with one another. Given that the significance level was below 0.05. It was suggested that in order to increase the level of English proficiency, the ministry of education should allocate sufficient funding for trainings, seminars, and initiatives to build capacity that promote knowledge and raise students' comprehension of the language. Head teachers are responsible for supervising teachers to ensure that they are proficient in English. It is the goal of educators to provide direct help. The usefulness and adequacy of the English proficiency teachers employ when teaching geography would be the subject of future research. Research on how well English competence might improve students' learning outcomes in geography courses is therefore necessary.
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