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

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 theoretical framework to guide this study includes: Vygotsky theory which examines the importance of language and learning in creating meaning and linking new ideas. The zone of proximal development is also featured by Vygotsky with the aim to promote effective learning. The self-worth theory assumes that success is valued while failure is relates to low ability these are criteria of personal worth. The Problem-posing pedagogy promotes education as a tool of liberation, democracy and empowerment. The study mainly used qualitative approach in data collection, analysis and presentation. Quantitative approach was only used to present statistical data. Data was obtained through the use of interviews, observation and documentary review. The study adopted a multiple-case study and content analysis was used for data analysis. The findings 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 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 show that overcrowded classrooms and lack of physical facilities such as a library hamper effective learning and developing language skills. Moreover, the findings 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 also showed 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 considers the fact that English is still the language of instruction; therefore, measures 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