Effects of language of instruction on learners’ academic performance in secondary distance learning in Tanga region
| dc.contributor.author | Msoka, Paul | |
| dc.date.accessioned | 2021-01-30T05:31:14Z | |
| dc.date.available | 2021-01-30T05:31:14Z | |
| dc.date.issued | 2011 | |
| dc.description | Available in print form, EAF Collection, Dr. Wilbert Chagula Library, (THSEAFLC201.7T34M76) | en_US |
| dc.description.abstract | This study assessed effects of language of instruction (LOI) on learners’ academic performance in secondary distance learning in Tanga region. Six research questions guided the study in focusing on learners’ ability to interpret instructions and questions presented in the language used as LOI, learners’ ability to express their ideas appropriately using the current LOI and learners’ views on language of instruction used for secondary distance learning. The study was conducted in Tanga region, particularly Tanga city, Pangani and Korogwe districts. Total respondents were 73 including secondary distance learners, teachers who assist such learners and IAE regional tutor. The study employed principally a survey design. Data were gathered through questionnaires as well as interviews and were analyzed both qualitatively and quantitatively. Findings revealed that secondary distance learners in Tanga region faced several interpretation and expression problems caused by their poor competence in using English language as LOI. The reported language problems included grammatical problems, difficultness of English vocabularies, inadequate competence in the language used as LOI (English language), ambiguity of the language used to present the content in study materials and the problem of spelling errors. Such problems rendered secondary distance learners’ academic performance to the poor as revealed in this study. Views solicited from respondents included: need of using English language intensively for academic and administrative purposes, using either English or Kiswahili LOI in education, providing learners with English seminars and study materials and extending learning duration. Other views included encouraging learners’ self efforts of improving their language competence, improving inspectorate programs and provision of motivation to the teachers. It is recommended that the government and the Institute of Adult Education should provide English training programs to both teachers and learners, encouraging scholars and educational professionals to write English study materials for secondary distance learning using simple language, and strengthen teaching of English subject from primary school level. | en_US |
| dc.identifier.citation | Msoka, P (2011) Effects of language of instruction on learners’ academic performance in secondary distance learning in Tanga region, Masters dissertation, University of Dar es Salaam, Dar es Salaam | en_US |
| dc.identifier.uri | http://41.86.178.5:8080/xmlui/handle/123456789/14548 | |
| dc.language.iso | en | en_US |
| dc.publisher | University of Dar es Salaam | en_US |
| dc.subject | Language | en_US |
| dc.subject | English language | en_US |
| dc.subject | Swahili language | en_US |
| dc.subject | Language policy | en_US |
| dc.subject | Teaching | en_US |
| dc.subject | Academic achievements | en_US |
| dc.subject | Distance learning | en_US |
| dc.subject | secondary distance learning | en_US |
| dc.subject | Tanga Region | en_US |
| dc.title | Effects of language of instruction on learners’ academic performance in secondary distance learning in Tanga region | en_US |
| dc.type | Thesis | en_US |