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THE IMPACT OF ENGLISH AS MEDIA OF INSTRUCTION ON STUDENTS’ ACADEMIC PERFORMANCE IN COMMUNITY SECONDARY SCHOOLS IN BUNDA DISTRICTNEEMA NESTORYA DISSERTATION SUBMITTED IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF MASTER OF EDUCATION IN ADMINISTRATION, PLANNING, AND POLICY STUDIES OF THE OPEN UNIVERSITY OF TANZANIA2018CERTIFICATIONThe undersigned certifies that she has read and hereby recommends for acceptance by the Open University of Tanzania a dissertation titled:“The Impact of English as Media of Instruction on Students’ Academic Performance in Community Secondary Schools in Bunda District” in Partial Fulfillment of the Requirements for the Degree of Master of Education in Administration, Planning, and Policy Studies of the Open University of Tanzania.……………………………………………Dr. Josephine Yambi(Supervisor)……………………………………………DateCOPYRIGHTNo part of this dissertation may be reproduced, stored in any retrieval system, or transmitted in any form by any means, electronic, mechanical, photocopying, recording or otherwise without prior written permission of the author or the Open University of Tanzania in that behalf. DECLARATIONI, Neema Nestory, do hereby declare that this dissertation is my own original work and that it has not been presented and will not be presented to any other university for similar or any other degree award. ……………………………………………Signature ……………………………………………DateDEDICATIONThis work is dedicated to my beloved husband Mr. Gody Mahenge, my precious children, my parents and my country Tanzania.ACKNOWLEDGEMENTAfter completing this work, the writer feels the need to express her sincere appreciation to all those who in one way or another, have participated in making this great milestone possible. No language can express the sincere appreciation and many thanks, which go to our Almighty God for his guidance and protection and for giving me strength, good health and the understanding of the critical and analytical skills to accomplish this work.Deep appreciation is given to Dr. Josephine Yambi of the Open University of Tanzania, the research supervisor, who despite her multitudinous responsibilities, found time to give the researcher valuable counsels, critical and constructive advice, moral support, and competent research expert guidance at every stage of this study, she will always be remembered.Heartfelt appreciation is due to Mr. Joshua Matiku the academic master at the Open University Mara Regional Centre for his commitment to see this dissertation to completion. He assisted tremendously during his tenure with using online University Library and other available resources at the University Regional Centre.Finally, I acknowledge the encouragement of my beloved husband, Mr. Gody Mahenge and our children for having been constant inspiration and stimulus in finishing this work. Praise is to Almighty God who made all these things possible.ABSTRACTThis study was concerned with the Impact of English as Media of Instruction on Students’ Academic Performance in Community Secondary Schools in Bunda District. The objectives were to find out the relationship between the language of instruction and the secondary school students’ academic performance; to identify teachers and students language of instruction preference in secondary school level; to identify the impact of English as media of instruction on secondary schools students’ academic performance in Bunda district; and to explore possible changes that can be made to reduce the problem of student poor performance resulting from English as a medium of instruction in Bunda district. The study adopted a cross-sectional research design and it used questionnaires and documentary sources to collect data. This study involved 98 respondents. Data was then analyzed using statistical software SPSS. It was found that85.7% of respondents said agreed that there is LOI determine the secondary schools students’ academic performance and 90.8% indicated that EMI affects the secondary schools students’ academic performance. Surprisingly, 70%of students, 100% form four failures, 71.4% teachers, 80% SMT, and 100% of DSEO preferred Kiswahili language as LOI and evaluation. Findings indicated that EMI has psychological impact, impact in the learning process, and impact in test or examinations performance, which were presented into three phases: initial progressive context, learning process and period, and learning process and period. Majority of respondents proposed change on language of instruction. The study concludes that using EMI contributes to poor academic performance among students, resulting in poor quality education. TABLE OF CONTENTS TOC \o "1-1" CERTIFICATION PAGEREF _Toc378504779 \h iiCOPYRIGHT PAGEREF _Toc378504780 \h iiiDECLARATION PAGEREF _Toc378504781 \h ivDEDICATION PAGEREF _Toc378504782 \h vACKNOWLEDGEMENT PAGEREF _Toc378504783 \h viABSTRACT PAGEREF _Toc378504784 \h viiLIST OF TABLES PAGEREF _Toc378504785 \h xivLIST OF FIGURES PAGEREF _Toc378504786 \h xvLIST OF APPENDICES PAGEREF _Toc378504787 \h xviiLIST OF ABBREVIATIONS PAGEREF _Toc378504788 \h xviiiCHAPTER ONE PAGEREF _Toc378504789 \h 1INTRODUCTION PAGEREF _Toc378504790 \h 11.1Introduction PAGEREF _Toc378504791 \h 11.2Background to the Problem PAGEREF _Toc378504792 \h 11.3Statement of the Problem PAGEREF _Toc378504793 \h 51.4General Objective of the Study PAGEREF _Toc378504794 \h 61.5Specific Objectives of the Study PAGEREF _Toc378504795 \h 61.6Research Questions PAGEREF _Toc378504796 \h 71.7Significance of the Study PAGEREF _Toc378504797 \h 71.8Limitations of the Study PAGEREF _Toc378504798 \h 81.9Delimitations of the Study PAGEREF _Toc378504799 \h 81.10Scope of the Study PAGEREF _Toc378504800 \h 91.11Definition of the Key Terms PAGEREF _Toc378504801 \h 9CHAPTER TWO PAGEREF _Toc378504802 \h 11REVIEW OF LITERATURE PAGEREF _Toc378504803 \h 112.1Introduction PAGEREF _Toc378504804 \h 112.2Overview of Key Terms PAGEREF _Toc378504805 \h 112.2.1Medium of Instruction PAGEREF _Toc378504806 \h 112.2.2English Medium of Instruction PAGEREF _Toc378504807 \h 122.2.3Proficiency in English PAGEREF _Toc378504808 \h 132.2.4Code-switching and Code-mixing PAGEREF _Toc378504809 \h 132.2.5Academic Performance PAGEREF _Toc378504810 \h 142.3Language Policy in Tanzania PAGEREF _Toc378504811 \h 152.3.1Language Planning and Language Policy PAGEREF _Toc378504812 \h 152.3.2Development of Tanzania Language Policy PAGEREF _Toc378504813 \h 152.3.2.1Pre-colonial Language Policy PAGEREF _Toc378504814 \h 152.3.2.2Colonial Language Policies PAGEREF _Toc378504815 \h 152.3.2.3Post-independence Tanzania Language Policy Development PAGEREF _Toc378504816 \h 162.3.3The Current Focus of Education Language Policy in Tanzania PAGEREF _Toc378504817 \h 182.4Theories Related to the Study PAGEREF _Toc378504818 \h 192.4.1Vygotsky Theory PAGEREF _Toc378504819 \h 192.4.2Cognitive Load Theory PAGEREF _Toc378504820 \h 212.4.3Zone of Proximal Development Theory PAGEREF _Toc378504821 \h 232.5Impact of Bilingualism on Learners Performance PAGEREF _Toc378504822 \h 262.5.1Initial Progressive Context PAGEREF _Toc378504823 \h 262.5.1.1Poor Mastery of LOI PAGEREF _Toc378504824 \h 262.5.1.2Teachers with Poor LOI Skills PAGEREF _Toc378504825 \h 272.5.1.3Cognitive Overload PAGEREF _Toc378504826 \h 282.5.2Learning Process and Period PAGEREF _Toc378504827 \h 292.5.2.1Poor Listening Comprehension PAGEREF _Toc378504828 \h 292.5.2.2Foreign Language Anxiety PAGEREF _Toc378504829 \h 292.5.2.3Wastage of Time PAGEREF _Toc378504830 \h 312.5.2.4Learning Appetite Loss PAGEREF _Toc378504831 \h 312.5.3Expected Performance Outcome PAGEREF _Toc378504832 \h 312.5.3.1Poor Understanding PAGEREF _Toc378504833 \h 312.5.3.2Poor English Proficiency (Speaking, Reading and Writing Skills) PAGEREF _Toc378504834 \h 322.5.3.3High Memorization PAGEREF _Toc378504835 \h 332.5.3.4Poor Examination Results PAGEREF _Toc378504836 \h 342.6Conceptual Framework PAGEREF _Toc378504837 \h 342.6.1Summary of Conceptual Framework PAGEREF _Toc378504838 \h 352.7Empirical Literature Review PAGEREF _Toc378504839 \h 362.8Knowledge Gap PAGEREF _Toc378504840 \h 40CHAPTER THREE PAGEREF _Toc378504841 \h 42RESEARCH METHODOLOGY PAGEREF _Toc378504842 \h 423.1Introduction PAGEREF _Toc378504843 \h 423.2Study Design PAGEREF _Toc378504844 \h 423.3Research Approach PAGEREF _Toc378504845 \h 433.4Study Area PAGEREF _Toc378504846 \h 433.5Study Population, Sample and Sampling Techniques PAGEREF _Toc378504847 \h 443.5.1Study Population PAGEREF _Toc378504848 \h 443.5.2Sample PAGEREF _Toc378504849 \h 443.5.2Sampling Procedures PAGEREF _Toc378504850 \h 453.5.2.1Purposive Sampling PAGEREF _Toc378504851 \h 453.5.3.2Random Sampling Technique PAGEREF _Toc378504852 \h 453.6Data Collection Methods and Procedures PAGEREF _Toc378504853 \h 463.6.1Documentary Review PAGEREF _Toc378504854 \h 463.6.2Questionnaires PAGEREF _Toc378504855 \h 463.7Validation of the Research Instruments PAGEREF _Toc378504856 \h 473.8Data Processing and Analysis Procedure PAGEREF _Toc378504857 \h 473.9Research Ethical Issues PAGEREF _Toc378504858 \h 48CHAPTER FOUR PAGEREF _Toc378504859 \h 49DATA PRESENTATION, ANALYSIS AND DISCUSSION PAGEREF _Toc378504860 \h 494.1Introduction PAGEREF _Toc378504861 \h 494.2Characteristics of the Study Respondents PAGEREF _Toc378504862 \h 504.3The Relationship between the Language of Instruction and the Secondary Schools Students’ Academic Performance in Bunda District PAGEREF _Toc378504863 \h 524.4Teachers and Students LOI Preference in Secondary School Level PAGEREF _Toc378504864 \h 534.4.1Overall Findings on Teachers and Students’ Preference PAGEREF _Toc378504865 \h 534.4.2Students’ Most Preferred Language for Instruction and Evaluation PAGEREF _Toc378504866 \h 544.4.3The Liked Language PAGEREF _Toc378504867 \h 554.4.4Respondents’ Prestigious Language PAGEREF _Toc378504868 \h 574.4.5The Language Used in the Classrooms and School Environment PAGEREF _Toc378504869 \h 584.4.6SMT and Teachers’ Level of LOI Proficiency PAGEREF _Toc378504870 \h 584.4.7Comfortability with the Use of EMI PAGEREF _Toc378504871 \h 594.5Impact of English as Media of Instruction on Students’ Academic Performance in Bunda District PAGEREF _Toc378504872 \h 604.5.1State of Impact of EMI on Secondary Schools Students’ Academic Performance PAGEREF _Toc378504873 \h 604.5.2Initial Progressive Context PAGEREF _Toc378504874 \h 624.5.2.1Students Poor Mastery of LOI PAGEREF _Toc378504875 \h 624.5.2.2Teachers with Poor LOI Skills PAGEREF _Toc378504876 \h 644.5.2.3Students Cognitive Overload PAGEREF _Toc378504877 \h 654.5.3Learning Process Period PAGEREF _Toc378504878 \h 674.5.3.1Continuation of Heavy Cognitive Load PAGEREF _Toc378504879 \h 674.5.3.2Foreign Language Anxiety PAGEREF _Toc378504880 \h 694.5.3.3Wastage of Time PAGEREF _Toc378504881 \h 704.5.3.4Poor Cooperative Learning PAGEREF _Toc378504882 \h 714.5.3.5Loss of Learning Enthusiasm PAGEREF _Toc378504883 \h 724.5.4Expected Performance Outcome PAGEREF _Toc378504884 \h 734.5.4.1Poor Understanding PAGEREF _Toc378504885 \h 734.5.4.2English Reading, Writing and Speaking Skills PAGEREF _Toc378504886 \h 744.5.4.3High Memorization PAGEREF _Toc378504887 \h 754.5.4.4Poor Examination Results PAGEREF _Toc378504888 \h 764.6Proposed Changes that Can Reduce Students’ Poor Academic Performance Due to use of EMI in Bunda District PAGEREF _Toc378504889 \h 78CHAPTER FIVE PAGEREF _Toc378504890 \h 80SUMMARY, CONCLUSION AND RECOMMENDATIONS PAGEREF _Toc378504891 \h 805.1Introduction PAGEREF _Toc378504892 \h 805.2Summary of Findings PAGEREF _Toc378504893 \h 805.3Conclusion PAGEREF _Toc378504894 \h 825.4Recommendations PAGEREF _Toc378504895 \h 825.4.1Recommendations for Policymakers PAGEREF _Toc378504896 \h 825.4.2Recommendations for the Government PAGEREF _Toc378504897 \h 835.4.3Recommendations for Further Research PAGEREF _Toc378504898 \h 83REFERENCES PAGEREF _Toc378504899 \h 85APPENDICES PAGEREF _Toc378504900 \h 96LIST OF TABLES TOC \c "table 1." Table 1.1: Trends of Continued Poor Performance in Community Secondary Schools in Bunda District 2010 – 2015 PAGEREF _Toc378504529 \h 4 TOC \c "table 3." Table 3.1: Composition of the Study Sample PAGEREF _Toc378504562 \h 45LIST OF FIGURES TOC \c "Figure 2." Figure 2.1: Vygotsky Theory PAGEREF _Toc378504205 \h 20Figure 2.2: Cognitive Load Theory PAGEREF _Toc378504206 \h 23Figure 2.3: Zone of Proximal Development Theory PAGEREF _Toc378504207 \h 24Figure 2.4: Impact of EMI on Secondary Students’ Academic Performance in Tanzania Accordance with the Level of Mastery of LOI PAGEREF _Toc378504208 \h 25Figure 2.5: Conceptual Frame Work PAGEREF _Toc378504209 \h 35 TOC \c "figure 4." Figure 4.1: Teacher, SMT and DSEO Respondents’ Academic Qualification PAGEREF _Toc378590758 \h 50Figure 4.2: Teacher, SMT and DSEO Respondents’ Working Experience PAGEREF _Toc378590759 \h 51Figure 4.3: Respondents Views on the Relationship between LOI and Secondary Schools Students’ Academic Performance PAGEREF _Toc378590760 \h 52Figure 4.4: Teachers and Students’ LOI Preference PAGEREF _Toc378590761 \h 53Figure 4.5: Teachers and Students Language of Instruction Preference PAGEREF _Toc378590762 \h 54Figure 4.6: Students’ Most Preference Language for Instruction &Evaluation PAGEREF _Toc378590763 \h 55Figure 4.7: Respondents’ Status on their like to English Language PAGEREF _Toc378590764 \h 56Figure 4.8: Students, Form Four Failures, Teachers, SMT and DSEOs Responses about on their like to English Language PAGEREF _Toc378590765 \h 56Figure 4.9: Students, Form Four Failures, Teachers, SMT and DSEOs Responses about the Language they Feel Proud to use as LOI PAGEREF _Toc378590766 \h 57Figure 4.10: Teachers and SMT Perception on their Level of LOI Proficiency PAGEREF _Toc378590767 \h 59Figure 4.11: Students, Form Four Failures, Teachers, SMT and DSEOs Perception on their Level of Comfortability with the Use of EMI PAGEREF _Toc378590768 \h 60Figure 4.12: Respondents Views on the State of Impact of EMI and Secondary Schools Students’ Academic Performance PAGEREF _Toc378590769 \h 61Figure 4.13: Teachers and SMT Perception on Students’ Ability to Competently Apply their English Skills PAGEREF _Toc378590770 \h 63Figure 4.14: Student Respondents’ Perception on their Ability to Express Excellently in English or Kiswahili PAGEREF _Toc378590771 \h 64Figure 4.15: Respondents’ Perception on their Cognitive Overload Experience PAGEREF _Toc378590772 \h 66Figure 4.16: Teacher and SMT Respondents’ Perception on EMI as a Burden to Secondary Schools Students PAGEREF _Toc378590773 \h 67Figure 4.17: Student Respondents’ Perception on their Continuation of Experiencing Heavy Cognitive Load PAGEREF _Toc378590774 \h 68Figure 4.18: Form four failures, teachers, SMT and DSEO Respondents’ Perception about their Continuation of Experiencing Heavy Cognitive Load PAGEREF _Toc378590775 \h 69Figure 4.19: Respondents’ Perception about their FLA Experience PAGEREF _Toc378590776 \h 70Figure 4.20: Respondents’ Perception on the Learning time Spent using English PAGEREF _Toc378590777 \h 70Figure 4.21: Student Respondents’ Learning Appetite status PAGEREF _Toc378590778 \h 72Figure 4.22: Poor Understanding Status of the Respondents PAGEREF _Toc378590779 \h 73Figure 4.23: Teacher Respondents’ Perception on Students’ English Reading, Writing and Speaking Skills PAGEREF _Toc378590780 \h 74Figure 4.24: Student Respondents’ Memorization Practice Status PAGEREF _Toc378590781 \h 75Figure 4.25: Form Four Failures Teacher SMT and DSEO Respondents’ Memorization Practice Status in Secondary Education PAGEREF _Toc378590782 \h 76Figure 4.26: Respondents’ Perception on Impact of EMI on Secondary Schools Students’ Academic Performances PAGEREF _Toc378590783 \h 77Figure 4.27: Respondents’ Proposed Changes PAGEREF _Toc378590784 \h 79LIST OF APPENDICES TOC \c "APPENDIX " Appendix I: The Impact of Bilingualism on Students’ Academic Performance Survey Questionnaire for Students (Swahili Version) PAGEREF _Toc378503817 \h 96Appendix II: The Impact of Bilingualism on Students’ Academic Performance Survey Questionnaire for Form Four Failures (Swahili Version) PAGEREF _Toc378503818 \h 100Appendix III: The Impact of Bilingualism on Students’ Academic Performance Survey Questionnaire for Teachers (English Version) PAGEREF _Toc378503819 \h 105Appendix IV: The Impact of Bilingualism on Students’ Academic Performance Survey Questionnaire for School Management Team (SMT) (English Version) PAGEREF _Toc378503820 \h 110Appendix V: The Impact of Bilingualism on Students’ Academic Performance Survey Questionnaire for District Educational Officers (DEO) (English Version) PAGEREF _Toc378503821 \h 115Appendix VI: The Impact of Bilingualism on Students’ Academic Performance Survey Documentary Review Schedule for Expressed Impact PAGEREF _Toc378503822 \h 119Appendix VII: Research Clearance Letter PAGEREF _Toc378503823 \h 121Appendix VIII: Utamblisho wa Mwanachuo anaefanya Utafiti katika Shul za Sekonary Wilaya ya Bunda PAGEREF _Toc378503824 \h 122LIST OF ABBREVIATIONSBMESBilingual and Multilingual Education System CSSCommunity Secondary SchoolsCLTCognitive Load TheoryCLLTCommunity Language Learning TheoryDASDistrict Administrative SecretaryDEDDistrict Executive Director DSEAODistrict Secondary Education Academic Officer EMI English Medium of Instruction FGDFocus Group Discussion FLAForeign Language AnxietyHMLOIHigh Mastery of Language of InstructionITInformation Technology LOILanguage of Instruction MED-APPSMaster of Education Administration and Policy StudiesMOIMedium of InstructionNECTANational Examination Council of TanzaniaOUTOpen University of TanzaniaPMLOIPoor Mastery of Language of Instruction RASRegional Administrative Secretary SMTSchool Management Team SPSSStatistical Package for Social SciencesUNESCOUnited Nations Educational, Scientific and Cultural OrganizationURTUnited Republic of TanzaniaVTVygotsky Theory CHAPTER ONEINTRODUCTION1.1IntroductionThis chapter presents introductory information about the study on the impact of using English as medium of instruction on students’ academic performance in community secondary schools in Bunda district. The areas covered in this chapter include the background to the problem, the statement of the problem, objective of the study and research questions. In addition, it presents the significance of the study, delimitation, and limitations of the study and definition of key terms used in the study.1.2Background to the ProblemLanguage and education are two inseparable concepts because education is disseminated through language; they are dependent on each other (Dube, et al., 2013). The language of instruction is key to any level of academic development. It plays a great role in the students’ academic under-performance in secondary school levels. Proper Language of Instruction (LOI) is crucial in the education system of any nation in teaching and learning process and more so in assessment as Wolff (2005) argues that language is not everything in education, but without language, everything is nothing in education.The selection of language of instruction is a vital decision and key for pupils and students’ higher academic performance, sustainable development and stability of any nation. It should be noted that without proper LOI it is not possible to attain such achievements. Kira et al (2012) asserted that one of the major factors, which determine students’ success in education, is proficiency in the language of instruction, which facilitates communication between teachers and students. In other words, if students do not have adequate communication skills, effective learning cannot take place (David and Ogsinji, 2009; Neke, 2003). If students fail to understand and use well the language used for assessment they will clearly fail to show knowledge gained. Likewise, if they can use and understand well the language used they will clearly show knowledge gained.Many countries of the world are increasingly becoming either bilingual or multilingual as a result of the impact of globalization (Imam, 2005). Thus, national language policies and the selection of languages to be used as media of instruction in schools are of considerable importance for the quality of teaching and learning (UNESCO, 2005).A number of studies (e.g., UNESCO, 2005; Qorro, 2006; Rajani, 2006) reported that learners can only actively participate in knowledge creation if they are allowed to use the language they understand very well, which, in most cases, is the language they usually speak in their day to day life.To the contrary, education language policies in Sub-Saharan African countries such as Botswana, Ethiopia, Ghana, Kenya, Namibia, Nigeria, Rwanda, South Africa, and United Republic of Tanzania have laid greater emphasis on the use of foreign languages which learners are neither familiar with nor understand them in their education systems. African languages have been ignored in the education setting and English imported as foreign language and LOI. Concerning the use of Bilingual and Multilingual Education System (BMES), the UNESCO Education Paper reported the fact that when the foreign language is dominant to 89% of all subject is used as a new language to learners, they face a number of challenges including poor academic performance (UNESCO, 2003). Walqui (2006) maintains the same idea that adolescent students learning academic subject matter in new language face a number of challenges, both local and global in nature, as they negotiate the linguistic, academic and social world of schooling. It has been reported that educational language policies of many Sub-Saharan African countries are poisoning their children instead of eradicating ignorance. Forinstance, under the Namibia’s language policy, English has been the medium of instruction in most of Namibia’s classrooms for nearly 20 years, but with teachers shown to be falling in competency tests, calls for change are mounting. The challenge of the decision to use English as the national language still deeply affects the level of success in education (Kisting, 2012).In the previous studies (Mvungi, 1980; Rubagumya, 1991, 2003; Rubanza, 1996, 2002;Malekela, 2003; Qorro, 2005; Brock-Utne, 2005; Rugemalira, 2005; Mpemba, 2007) the researchers have clearly indicated that students are negatively affected by the current subtractive system of bilingual education and consistently advocated a switch to Kiswahili as sole LOI at all levels of education in Tanzania. It has been observed that poor performance of secondary schools students in their national examinations in Tanzania has always been attributed to their low proficiency in the language of instruction, which is English. This fact is of essence to this study pending the continued poor performance of public secondary schools in the country for the past five years or more. For example, 50% of secondary school candidates scored zero in National Form Four Exams in 2010 and 60% scored zero in 2012 in the same examination (NECTA, 2010 and 2012).Graph of the proceeding low performance among the community secondary schools in Bunda District for the past four years in Form Four National Examination (NECTA 2010, 2011, 2012, and 2013) implies that, in this district one of the major factors which accelerate students’ low success in academic is poor proficiency in the language of instruction, which facilitates communication between teachers and students. For example, 63.6% who sat for examination scored 0 in 2010 and in 2013 results were also not better where 62% scored 0,where division 0 were reduced at 1.6% only. This is in consistent with UNESCO, 2003 and the findings of Neke (2003) and David et al (2009) cited in Kira, (2012) which asserted that if students do not have adequate communication skills, effective learning cannot take place.Table 1. SEQ table_1. \* ARABIC 1: Trends of Continued Poor Performance in Community Secondary Schools in Bunda District 2010 – 2015Year of ExamDivision scored and PercentageStudents sat for ExamI%II%III%IV%0%20102,890070.24311.071304.48985341,84563.620112,584090.525112641,148401,0814220122,771020.12811024823341,6876120132,615050.19491.871516.8706281,446622014122160.5705.72001654644.839832.620152563110.4843.32248.8115945.2112243.82016148660.4493.3133961241.268646.2Source: NECTA (2017)Every year, NECTA administers examinations for Form two and Form four and they report that students’ answers are full of awkward and poorly constructed English sentences, low quality representational drawings (especially problematic in the Biology exam), and questions that contain a disturbing range of over-simplified generalizations, petty definitions, excessively difficult arcane and downright inaccuracies.1.3Statement of the ProblemTanzania uses 90% Kiswahili as a medium of instruction (for 9 subjects: Mathematics, Science, History, Civics, Geography, IT, Sports and games (habiba na michezo), vocational skills (Stadi za Kazi), and Kiswahili) and 10% for 1 subject: English as a subject at primary school level for seven years. The learners then find themselves using English as a medium of instruction in their secondary education and when they join university. Kiswahili is taught as a subject in secondary school.It should be noted however, that Kiswahili as a medium of instruction is the first language especially in urban areas while it is different in rural areas where by Kiswahili language is the second language after vernacular languages. Therefore, in secondary school, it becomes difficult to most students to use English language or master LOI. Komba et al, (2012) asserted that many students in Tanzania complete various levels with poor grades or scores in English and in other subjects like Mathematics, Physics, Geography and the like. As a result, many of these students resort to reseat examinations; still as they do that very few succeed to pass and get opportunity to continue for A-level studies or college education. EMI does not facilitate effective teaching and learning in classrooms. Both teachers and students are not competent in EMI. Learners undergo difficulty in understanding lessons taught in the class. For many years teaching and learning process in Tanzania has been gradually becoming worse but recently has deteriorated sharply as a result of using EMI. Preliminary researches such as those conducted by Qorro (2006), Komba et al, (2012), and Godfrey (2014) seem to suggest that English as the medium of instruction has proved to be a barrier to more meaningful learning for the majority learners in Tanzania including those in community secondary schools. However, impact for English as media of instruction on students’ academic performance in community secondary schools in Bunda district is not yet studied. Therefore, this study is taking a case of community secondary schools in Bunda district to examine the impact of English as media of instruction on students’ academic performance.1.4General Objective of the StudyThe general objective of this study was to investigate the impact of using English as media of instruction on students’ academic performance in community secondary schools in Bunda district.1.5Specific Objectives of the StudyThe specific objectives of this study were:To identify the relationship between the language of instruction and the secondary schools students’ academic performance in Bunda district.To identify teachers and students language of instruction preference in secondary school level.To identify the impact of English as media of instruction on secondary schools students’ academic performance in Bunda district.To identify possible changes that can be made to reduce the problem of poor English language proficiency in community secondary schools in Bunda district.1.6Research QuestionsThe main research questions of this study were:How does English as language of instruction relate to secondary schools students’ academic performance in Bunda district?What is the language of instruction preference of teachers and students in secondary school level?What are the impacts of English as media of instruction on secondary schools students’ academic performance in Bunda district?What are the possible changes required to reduce the problem of poor English language proficiency in community secondary schools in Bunda district?1.7Significance of the StudyRegardless of studies which have been conducted on this problem, the study investigated the major problems facing English as media of instruction, its impact and contribution towards students’ poor academic performance in community secondary schools focusing on Bunda District.This research will increase awareness of the magnitude of the problem and will provide recommendations to improve the situation since the local as well as international community may be drawn to the attention of this problem.The research will also add on the existing knowledge on the impact of English as medium of instruction on students’ academic performance in community secondary schools in the country. Furthermore, the researcher expects that the study will trigger further research on aspects related to this topic which were not considered in this study. 1.8Limitations of the StudyThe opted cross-sectional survey method, fund available, time curb, negative cultural perception on research activities, and other convenient prejudice background were challenging. The respondents might not have answered all questions or be honest in answering questionnaires fearing a reprisal from employer, which might compromise the validity and reliability of the research findings.1.9Delimitations of the StudyThe purpose of this study was to investigate the use of English as a medium of instruction in community secondary schools with a specific focus delimited to studying its impact on students’ academic performance. The researcher confined this study to identify the impacts of English as media of instruction on students’ academic performance in community secondary schools in Bunda District. This study has specifically included a limited representative sample of community secondary schools, students, teachers, schools SMTs, and DEOs. Respondents were provided with sufficient time and were encouraged to privately in quite environment to avoid the social interaction influence. Numerical and letters were used on instruments to ensure confidentiality and protection of the respondents. Thus, the conclusion of the study will only be applied only to Bunda district and probably the whole United Republic of Tanzania.1.10Scope of the StudyThe scope of the study is to investigate and get the first hand information about the impact of using English as media of instruction on students’ academic performance in community secondary schools in Bunda district. All Bunda district community form the scope of the study.1.11Definition of the Key TermsThis section provides the working definitions of the key terms/concepts used in the study.Academic achievements the learning outcome of the students which is reflected in psychological outcome, learning process outcome, and test/exams outcome or the self-perception and self evaluation of one’s objective academic success (Sivastava, et al., 2009).Community secondary schools in Tanzania are the secondary schools built from funds raised by relevant ward community and local council with some financial assistance from the central government (UNESCO, 2005).English Language Learners are students in community secondary schools whose first language is other than English, or is a variety of and who may require focused educational support to assist them in attaining proficiency in English. To all Tanzanian students, English is not their native language(UNESCO, 2003).Foreign Language means any language that is not one’s mother tongue or a language that does not have the status of a national language (UNESCO, 2003).Language Policy is a body of ideas, laws, regulations, rules and practices intended to achieve the planned language change in the societies, group or system (Kaplan and Baldauf, 1997 cited in Johnson, 2013).Language of Instruction (LOI) in or out of schools refers to the language used for teaching the basic curriculum of the educational system. The language of instruction in schools is a medium of communication for the transmission of knowledge (UNESCO, 2003).Second Language is a language spoken in addition to one’s native language; the first foreign language that one learns (Oxford English Dictionary, 2007).Target Language is a language into which a text is being translated (Hornby, 2010).CHAPTER TWOREVIEW OF LITERATURE2.1IntroductionThis chapter provides an overview of the literature regarding theoretical background of the impact of language of instruction on learners’ academic performance. It is divided into sections which address: an overview of key terms related to the study, language policy in Tanzania, theories of language of instruction, impact of language of instruction on learners’ academic performance in relation to reviewed theories, conceptual framework, empirical literature review and research gap. 2.2Overview of Key TermsThis section provides the key meanings of the following concepts: medium of instruction, English medium of instruction, proficiency in English, code-switching, code-mixing, and academic performance.2.2.1Medium of InstructionMkwizu (2003) cited by Gran (2007) defines medium of instruction as the language that is used in the process of teaching and learning. She describes it as a tool for transferring skills and knowledge. According to Mkude (1999) cited by Bosco et al (2015) language of instruction (LOI) is the language used for the purpose of imparting knowledge in education system and normally selected by the government of the country to meet the demands of the dynamics of knowledge growth and expansion. It has been argued that language that qualifies as a medium of instruction is one that both teachers and learners understand well. Furthermore, it is a language, which enables students to apply the knowledge and skills they have acquired and to think critically, analytically and creatively(Mkwizu, 2003).UNESCO, (2003) state that LOI in or out of school refers to the language used for teaching the basic curriculum of the educational system. The choice of the language or indeed the languages of instructional (in case of education policy recommends the use of several languages of instruction) is a recurrent challenge in the development of quality education. While some countries opt for one language of instruction, often the official or majority language, others have chosen to use educational strategies that give national or local languages an important place in schooling. The choice of the language of instruction by the governments often has its importance and impact or influence in schooling system. For the case of this study, speakers of mother tongues in Bunda district, which are not identified as national language and LOI, are often at a considerable disadvantage in the educational system similar to the disadvantage in receiving instruction in a foreign official language.2.2.2English Medium of Instruction (EMI)In his report Dearden (2014) gives a working definition of EMI as the use of the English language to teach academic subjects in countries or jurisdictions where the first language (L1) of the majority of the population is not English. EMI is for non-native English speakers. EMI is increasingly being used in universities, secondary schools and even primary schools.The main findings from phase 1 of Dearden, (2014) research project indicates that: teachers view EMI as a way to improve communication, to exchange ideas, to create relations between countries, a way of facilitating world peace and a tool to enable movement in academia and business. However, findings show that EMI is being rejected as some of the countries were determined to protect a home, unifying language(s) or education system. Israel, Senegal and Venezuela for example were reported as not allowing EMI in public education. In Italy, higher education institutions had fought and won a battle against EMI. The countries using their languages and reject EMI have expressed higher advancement in education quality, economic and technology. Concern was expressed that not all teachers were competent or able to teach through EMI with negative impact on students’ performance. In the United Republic of Tanzania, subjects that are taught through EMI in secondary schools education level include: Mathematics, Physics, Chemistry, Biology, Agriculture, Bookkeeping, Commerce, History, Civics, Geography, English, and Religious Education.2.2.3Proficiency in English (PIE)Driscoll, (2003) cited in Kumar, (2014) define PIE as English learners’ communication information, ideas and concepts necessary for academic success whose first language is a language other than English and who are unable to perform ordinary classroom activities in English. The problem of low academic performance in case of students in community secondary schools with lack of PIE has been reported in various studies conducted in the country.2.2.4Code-switching and Code-mixingSeveral scholars have attempted to define code-switching and code-mixing. Among them are Amuda (1989), Atoye (1994) and Belly (1976). Hymes (1974) defines code-switching as an alternative use of two or more languages, varieties of a language or even speech style. Code switching is described as an active and creative process where material from two languages is incorporated in communication. It involves momentary, rapid switching from one language to another. The change may occur many times during a single conversation, and also within single sentences (Dulay, Burt and Krashen 1982 cited by Gran, 2007). Code-mixing, on the other, hand refers to mixing of two or more language varieties in speech. According to Redouane (2005) it refers to all access where lexical items and grammatical features from two languages appear in one sentence. Teaching and learning in Tanzania is surrounded with code-mixing (Mtallo, 2015).2.2.5Academic PerformanceAcademic performance is the outcome of education the extent to which a student, teacher or school has achieved their educational goals as reflected in the percentage of marks scored by the student in the education system. Mehta K.K. (1969) cited in Mir et al (2013) viewed academic performance as learning outcome that express how students perform their potentials efficiently in both curricular and non curricular performance. Further, the Cambridge University Reporter (2003) cited in Kyoshaba (2005) asserted that frequently academic performance is defined in terms of examination performance. In this study academic performance is featured in three phases termed as: psychological performance, learning process performance, and test or examinations performance.2.3Language Policy in Tanzania2.3.1Language Planning and Language PolicyLanguage planning is a process designed to affect language use within a particular speech community. It is mostly visibly undertaken by government (Kaplan et al., 1997)who may determine exactly the language(s) that people will know in a given nation(Shohamy, 2006). Language policy refers to the set of ideas and beliefs, rules and regulations, including the language practices and management decisions of a community or polity (Spolsky, 2004). Kennedy (2011) defines language policy as the deliberate attempt to change an individual’s or community’s use of a language or languages or varieties. It is concerned with official efforts to affect the relative status and use one or more languages. National language policy strongly influences education policy in any country. 2.3.2Development of Tanzania Language Policy2.3.2.1Pre-colonial Language PolicyIn the area of the United Republic of Tanzania, during pre-colonial period ,over 120 ethnic communities had their territorial domain where each group spoke their own indigenous language, which distinguishes one community from the other (Vuzo, 2002). The ethnic communities had their own education systems, which through their languages transmitted their ethical values, attitudes, ideas, philosophy, knowledge, customs, traditions and technology (Whiteley, 1969; Rubagumye, 1990; URT, 2011). 2.3.2.2Colonial Language PoliciesDuring colonialism language of instruction was changed as the colonial masters changed; German colonial administration (1887-1918) encouraged the use of Kiswahili as official language in local administration(Gottneid, 1976) and adopted it in the education system as the LOIin primary education(Whiteley, 1969). The British colonial administration (1919-1961) maintained the Germany colonial language policy of using Kiswahili for governance/administration and social communication. The language was used as LOI in the four years of primary education for Africans and English was enforced as LOI in schools from fifth year through secondary education and official language in Tanzania mainland. English language was given a prestigious place and speaking good English was a sign of achievement and civilization which lead to some Africans to think and perceive that without English language it is impossible to make any development (Gottneid, 1976; Whiteley, 1969; Brock-Utne, 2006; Brock-Utne, 2005; URT, 2011).In his first Presidential speech in Parliament on 10thDecember, 1962, the President Julius Kambarage Nyerere made a brief but poignant statement that:“Among all the evils of colonialism, there was none worse than their attempt to make us believe that we did not have our own culture and that whatever we had was of no value at all” (URT, 2011).2.3.2.3Post-independence Tanzania Language Policy DevelopmentAfter the attainment of Tanzania mainland and Zanzibar Revolution, the nation has adopted capitalist and socialist ideologies at different times, which influenced national language policies and education policies including LOI. In the First Post-Independence Period, 1961-1966, Tanzania inherited capitalism and the government maintained colonial curriculum and colonial language policy by using Kiswahili as LOI in the first five years of primary education, and English from the sixth to secondary education. In1963, the Ministry of Education abolished the use of Asian language Gujaratiin primary schools (Brock-Utne, 2006).It was in the Second Post-Independence Period, which lasted between 1967 to Mid 1980s when the country adopted socialism. Two major reforms were in education under the socialist ideology occurred: the introduction of Education for Self-Reliance (ESR) and the adoption of Kiswahili as the LOI in the rest of primary education classes as it was the most spoken language in the country and extension of its use to the Certificate Level Teachers’ Training and Adult education (Buchert, 1994; URT, 2011). During this period secondary students revealed to experience problems in understanding and expressing themselves in English. Many researches and academicians, notably Mlama and Materu (1978) and Mvungi (1974, 1982) documented problems that secondary schools students encountered when using EMI in secondary education. The 1982 Presidential Commission of Education that was lead by Jackson Makweta identified such problems, which influenced its recommendations that demanded change from EMI to Kiswahili becoming the LOI (URT, 1984). The government has not yet adopted this recommendation up-to-date. In the Second Post-Independence from mid 1980s to present, the country witnessed a free market economy, liberalization and privatization policies; privatization was extended to education in 1990s when the Education Amendment Act No. 10 of 1995 legalized primary schools and the education system witnessed contradictions between language policy and implementation in its official government documents. In 1992 the government legalized use of English as LOI in private primary schools while Kiswahili remained the LOI in government schools and the Education and Training Policy of 1995 the Cultural Policy of 1997 confirmed it (URT, 1995; URT, 1997).2.3.3The Current Focus of Education Language Policy in TanzaniaIn the year 2015, February, during the launch of revised education policy the government of Tanzania under H.E. Jakaya Mrisho Kikwete the government announced its plans to reform education and change the current language policy from English to Kiswahili as language of instruction in all levels of education, which with the current leadership the proposed LOI policy is not implemented. If that decision is to be implemented Tanzania will become the first sub-Saharan African countries to use African language as the medium of instruction throughout the schooling years.Currently, public education in Tanzania is bilingual, as it has been since the country’s independence from the British in 1961. The problem is there is no political commitment or political will to the ruling party leaders concerning the situation in the schools as this is not the first time that political commitments to change the LOI have been made nothing is done and the situation is getting too worse (Brock-Utne, et al.,2004).Failure to implement the 1982 Presidential Commission of Education recommendations and recommendations in the 2015 revised language policy leaves critical doubts and questions concerning the intentions of our leaders towards our young people future. In 2011 the government admitted the problem as a challenge (URT, 2011) and researchers such as Mtallo, (2015) came to similar conclusion of the failure to implement the current language policy. In reality, it seems, the whole process of formulating language policy in Tanzania does not consider the interests of the learners as it is surrounded by political expediency. The question is whether English it taught and learned at present is a blessing or a curse for African (Tanzanian) learners (Rubagumya, 2010).2.4Theories Related to the StudyThis section provides an overview of the theories of language of instruction. Three types of theories were reviewed, these include: first Vygotsky theory, second Cognitive Load theory, and third Zone of Proximal Developmenttheory. Based on these theories, the researcher developed the researcher model.2.4.1Vygotsky TheoryLanguage is a social concept that developed through social interactions. According to Lev Vygotsky (1896 – 1934), a 20th century Soviet psychologist, the founder of theory of cultural-historical psychology, the overall goal of education is to generate and lead development, which is the result of social learning through internalization of culture and social relationship. He asserted that specific functions are not given to a person at birth but are only provided as cultural and social patterns (Vasily and Stephen, 1995). Vygotsky’s theory places more emphasis on the role of language in cognitive development. Cognitive skills and patterns of thinking are the products of those activities practiced in the social institutions of culture in which the student grows (Vygotsky, 1962).Figure 2.1shows the Vygotsky’s theory.A similar view is expressed by Fosnot (1996) who found that people are adapted to their surrounding environment based on their interpretations and individual perceptions of it. Thus, humans are not born with knowledge nor is knowledge independent of social context.CultureHigh Academic PerformanceSocial interactionLevel of Academic PerformanceIMPACT TOLanguage of instructionLeaner (Student)Poor Academic PerformanceFigure 2. SEQ figure_2. \* ARABIC 1: Vygotsky TheorySource:Adapted from Miller, et al. (2003)Rather, one gains knowledge as she/he develops by way of social interaction with peers and adults. Social interaction plays an important role in students learning. Language has a particular role in learning and performance development. It is through social interaction that students learn from each other as well as adults. Students’ culture particularly their home surroundings have a great deal of contribution towards new knowledge and skills that one acquires. A student within appropriate social interaction where English language is used in social interaction as a mother tongue, native language, national language and in academic learning system will experience good mastery of LOI and higher achievement in academics.From the above description, it can be deduced that, a student within a bilingual and multilingual education system where mother tongue, native languages and national language are highly used in social interactions while not recognized as medium of instruction in academic learning system and where learning system is featured with high practicing of code-switching/code-mixing, will experience poor mastery of LOI that will result into lower academic achievement.According to the findings of the study conducted in Morogoro region by Kiwara (2013) it was indicated that teachers do not use English language in throughout classes as the result of teachers’ incompetent in use of English language. Kiwara’s findings agree with those of Criper and Dodd (1984)who found that teaching was much done in Kiswahili in secondary schools in Tanzania. as well, Rwezaura (1994) came to similar conclusion that the tendency of speaking of Kiswahili by Tanzanian teachers while they well recognize the language of instruction in secondary schools is English consequently lead to falling of students’ academic performance because this attitude makes them to internalize Kiswahili as being legitimate. 2.4.2Cognitive Load TheoryCognitive load theory was developed out of the study of problem solving by John Sweller in the late 1980s. Cognitive load theory proposes that since working memory is limited, learners may be bombarded by information and, if the complexity of their instructional materials is not properly managed, this will result in a cognitive overload. The cognitive overload impairs schema acquisition, later resulting in lower performance (Sweller et al., 1998).The concept of cognitive load was developed as an attempt to explain why effective learning sometimes fails to take place (Mayer et al,. 2003). Scholars have reported that both the background of the learner and the environmental context could be the source of cognitive load (Paas et al,. 1994); moreover, learning difficulty is highly relevant to the increase in cognitive load (Sweller, 1988). Various studies have reported three types of cognitive load: Intrinsic cognitive load,extraneous cognitive load (or “ineffective load”)and germane cognitive load (or “effective load”).Intrinsic cognitive load refers to the inherent structure and complexity of the instructional materials, it is relevant to how much information the working memory needs to deal with at the same time; extraneouscognitive load refers to the degree to which a task influences learning, the worse the instructional design(relates to poor design of the instructional strategy, which does not take necessary instructional variables into account), the more difficult the learning task will become; and germane cognitive load refers to an instructional design that facilitates the learning process by properly taking the necessary instructional variables into consideration. Instructional design refers to a systematic process that is employed to develop education and training programs in consistent and reliable fashion(Dempsey et al,.2007).Mayer (2010) argued that meaningful learning from words and pictures happens when the learner engages in the following five cognitive processes: (1) selecting relevant words for processing in verbal working memory; (2) selecting relevant images for processing in visual working memory; (3) organizing selected words into a verbal model; (4) organizing selected images into a pictorial model; and (5) integrating verbal and pictorial representations with each other and with prior knowledge.OutputLearnersInputStudent A with HMLOITask in native languageStandard Cognitive loadHigh Academic PerformanceCognitive Overload (FLA)Task in foreign languageStudent B with PMLOIPoor Academic PerformanceFigure 2. SEQ figure_2. \* ARABIC 2: Cognitive Load TheorySource:Adapted from Van Merrienboer et al. (1994)These processes depend on both teachers’ and learners’ high mastery of language of instruction (LOI). The higher the mastery of LOI and the required standard cognitive load experienced, the higher the meaningful leaning and higher academic performance; and the poor mastery of LOI, the cognitive overload(overloading working memory) with pressure for foreign language, the low meaningful leaning and low academic performance experience.2.4.3Zone of Proximal Development TheoryA central concept in Lev Vygotsky’sZone of Proximal Development(ZPD) theory is determining the optimal match between the learner’s background knowledge and the introduction of new ideas and skills is an effective way to maximize academic growth. According to Vygotsky (1978) ZPD is the distance between the actual developmental level as determined by independent problem solving and the level of potential development as determined through problem solving under adult guidance or in collaboration with more capable peers.ZPD bridges the gap between what is known and what can be known. Vygotsky claimed that optimal learning occurred in this zone. Implication for instruction: ZPD theory requires teachers and students to act as collaborators, working together on task that is difficult to the student, with the aim of students who are more skillful to share their knowledge in order to accomplish a task with those who are less skillful and they eventually become proficient or gain better understanding of a topic (Schunk, 2008, Kozulin, 2003). Thus, learning takes place effectively when students work in groups under the supervision of a teacher(Nomlomo, 2005). What a student is able to do in collaboration today he will be able to do independently tomorrow (Vygotsky, 1987). Skills too difficult for a student to master on his/her own, but that can be done with guidance and encouragement from a knowledgeable person (Teacher or Student)Mediator (Language)What is not knownWhat is knownLEARNINGFigure 2. SEQ figure_2. \* ARABIC 3: Zone of Proximal Development TheorySource: Adapted from Nickerson (2013)ZPD recognizes the essential of mastery of LOI in achieving its purpose. Vygotsky regarded language as an important tool or mediator that helps learners move into and through their ZPD or the next layer of knowledge or understanding (Josiah et al., 2012). The use of foreign language as LOI in secondary schools harms the ZPD process. Teachers and students experience poor mastery of LOI, inability to understand instructions, inability to effectively learn using that particular LOI and it becomes difficult to communicate the required information thus meaningful learning cannot take place under ZPD and poor academic performance is inevitable(Gran, 2007;Mlay, 2010; and Komba et al., 2012).Output: (Academic Performance)Input: (Type of Language of Instruction)High Academic Achievement Learner’s good mastery of LOIFirst Input:National Language (Kiswahili) used as LOIFirst LearnerExamSecond Input: Practice of Bilingual and Multilingual Education (foreign language-English used as LOI)Low Academic AchievementLearner’s poor mastery of LOISecond LearnerFigure 2. SEQ figure_2. \* ARABIC 4: Impact of EMI on Secondary Students’ Academic Performance in Tanzania Accordance with the ZPD-theory and Level of Mastery of LOISource: Current Research (2015)According to Zone of Proximal Development theory mastery of language of instruction and academic performance are interdependent of each other. One cannot exist without the other. The higher the mastery of LOI the higher the academic performance and the poor mastery of LOI lead to the poor academic performance. Several studies (Gran, 2007, Mlay, 2010,Josiah et al., 2012 and Kiwara et al., 2013) came to similar conclusion about the impact of the level of mastery of LOI on the level of academic performance or achievement.2.5Impact of Bilingualism on Learners PerformanceAccording to various theories of LOI reviewed above, the researcher categorized the impact of bilingualism on learners’ performance into three phases: initial phase progressive context; second phase EMI learning process; and third phase expected performance outcome.2.5.1Initial Progressive ContextInitial progressive context are variables, observed as primary EMI impacts which enhance impact on the learners academic performance quality during the learning process which are summarized below:2.5.1.1Poor Mastery of LOIAccording to various studies, there is a correlation between limited or lack of proficiency and poor mastery of language of instruction and students’ academic performance (Andersen 1975, Cummins 1979, Cummins 1981, and Krashen 1985).These findings have been confirmed by studies conducted in Tanzania by Roy-Campbell, Qorro 1987, Roy-Campbell, and Qorro1997, and Qorro 1999).It has been reported that in majority secondary schools in Tanzania most students and majority of teachers are seriously handicapped when it comes to using English as the language of instruction(Qorro, 1999).Reviews of various reports conducted in Tanzania have concluded that for years teachers who are not competent in EMI are forced to teach in English pass incorrect English to their students (Mlama and Matteru, 1978); teachers’ instructions are not clear when are given in English than in Kiswahili (Rubagumya, Jones and Mwansoko 1998);and teachers are not capable of correcting students’ bad English since their English is just as poor or bad (Vuzo, (2005). Thus, poor proficiency in, and poor mastery of EMI are passed on to the one subsequent generation of pupils and students to another, it has become a process of recycling poor English in schools.2.5.1.2Teachers with Poor LOI SkillsReporting LOITASA researches done in Tanzania, Senkoro (2005) indicates that several studies came to similar conclusion that English can no longer serve efficiently as a medium of instruction in secondary schools and tertiary education in the country since in spite of the official policy, in government secondary schools English is, to every large extent, not being used as MOI and teachers continues to teach their lessons in Kiswahili and only give notes for the same in English as a result of poor LOI skills among secondary schools’ teachers and students; thus, Kiswahili should replace it.Several studies (Criper et al.,1984; UDSM, 1999; and Malekela, 2003 cited in Gran, 2007) arrived to a similar conclusion that English proficiency amongst the students at the first and the oldest University of Dar es Salaam in the country was unsatisfactory. Then what about the impact of such situation that existed for some decades to secondary students’ academic performance? At the first LOITASA Conference in April 2002 it was reported that one secondary school in Dar es Salaam that had 50 teachers only three (6%) teachers were proficient in, and used correct English while teaching and the remaining forty seven (94%) teachers expressed poor LOI skills and proficiency. Vuzo (2010) observed that both students and teachers had trouble in using EMI with adequate proficiency at the secondary schools. Proficiency in LOI is an important factor in academic performance and lack of proficiency in the LOI results in poor performance in academics (Kumar, 2014).2.5.1.3Cognitive OverloadCognitive load refers to the total amount of mental effort being used in the working memory or the amount of mental activity that is processed by working memory at a certain time (Cooper, 1998 cited by Kutkut, 2011). It is generally considered a construct representing the load that performing a particular task imposes on the cognitive system (Sweller et al., 1998). Overloading working memory hampers academic performance thus, the recommended remedy is to design instructional systems that optimize the use of working memory capacity and avoid cognitive overload (De Jong, 2010). For example, consider the difference between having to study a subject in one’s native language versus trying to study subject in foreign language. The cognitive load is much higher in the second instance because the brain must work harder to process language while simultaneously trying to integrate new information. The overloading working memory with pressure for foreign language learning creates and develops the Foreign Language Anxiety (FLA) that have proved to hamper the learners or students academic performance (Maclntyre et al., 1989).2.5.2Learning Process and PeriodLearning process are impacts on students’ academic performance which are occurring beneath the specific learning process and period. 2.5.2.1Poor Listening ComprehensionA student who uses bilingualism faces difficulties during listening comprehension process in foreign language learning process. There is a positive significant relationship between FLA with listening and speaking task. Poor listening compression results into poor writing and speaking outcomes. For the excellent capture of spoken information by students, they must comprehend the content as they listen to it; retain information in their working memory; integrate it with what follows; and continually adjust their understanding of what they hear in light of prior knowledge and incoming information (Osada, 2004). This complex listening comprehension in foreign language learning imposes a heavy cognitive load on working memory which outcomes are poor academic performance. 2.5.2.2Foreign Language Anxiety (FLA)Two factors reported often as impending learning performance are memory overload and learning anxiety. The cognitive overload has influence on students’ capacities to learn and academic performance. When the learner becomes overwhelmed by the amount or difficulty of the information in their working memory, it results into difficulty in understanding or ceasing to learn. Anxiety refers to the subjective feelings of tension, apprehension, nervousness and worry associated with arousal of the autonomic nervous system (Horwitz et al., 1986). Anxiety leads to deficits in learning and performance; it affects learners at every stage of learning, during input, processing, or performance (Maclntyre et al., 1989).Results of the recent studies have indicated that anxiety was often reported to be an important cause for decreased learning motivation, interference with learning process, and poor academic performance (Elkhafaifi 2005; Pappamihiel 2002 and Sparks et al 2007 cited in Chen et al., 2009). Anxiety occurring in a foreign-language learning is referred to as foreign language anxiety (FLA) which is a distinct complex of self-perceptions, beliefs, feelings, and behaviors related to classroom language learning arising from the uniqueness of the language learning process (Horwitz et al., 1986).Sumra et al., (2010) conducted a study in which they found out that many children reached Standard seven without any English skills at all. In the same vein, they also reported that by the time the students completed primary school, 49.1% of all children still could not read a Standard two level English story, and far fewer were likely to be able to read at Standard seven level. This means that they joined secondary education with foreign language anxiety (FLA), they feel a threat to their self image because they have to engage in tasks in the foreign language over which they have a poor command that prepares them for poor performance.2.5.2.3Wastage of TimeSince the load of learning English language is imposed on working memory of a learner (student) while performing a particular task of learning nine to eleven secondary school education subjects; the student uses a lot of time learning the English language than the nine to eleven subjects. 2.5.2.4Learning Appetite LossIn Ndalichako et al. (2014) research, it was found that EMI was among the factors that influenced secondary students to dislike particular subjects. Students indicated that they like a subject in which the language was clear to them because their English language proficiency is very low; during examinations they are required to write in English while the problem remains that they cannot express themselves in writing though they know the points for a particular question; and sometimes they fail to respond to questions as they don’t even understand the demand of the questions. When students do not understand the subject, they turn to hate it. The outcome of such situation is the loss of learning appetite and poor academic performance. 2.5.3Expected Performance OutcomeThe theories reviewed indicate that the expected performance outcomes which are occurring at the end and after a specific learning process and period.2.5.3.1Poor UnderstandingStudies have reported that learners in secondary schools were neither comfortable nor understanding the English language, and students’ level of English proficiency was completely inadequate for teaching, and learning subjects taught in English (Rubagumya, 2002;Qorro, 2006). In a recent study, Kiwara et al. (2013) found that majority of the student respondents reported not to understand well the subject matter when they were taught using EMI. In their article Ndalichako et al. (2014) reported similar impact that the major factor that contributes to massive failure rate in schools is the use of English language as its use enhances poor understanding among secondary school students.Similar conclusion has been arrived in the study conducted by Christopher (1996) in China which attempted to find out how different modes of instruction (MOI) used in schools would affect the academic performance of secondary students. The study findings show that students who used EMI had difficulties in learning content subjects in EMI; mixed-code is the worst instruction medium for students academic performance and impede their language development; students can achieve best results in Chinese medium on all subjects except which used EMI; and Chinese Medium of Instruction (CMI) as the first choice, showed superior performance in subjects that used CMI and do not have inferior performance outcome. 2.5.3.2Poor English Proficiency (Speaking, Reading and Writing Skills)According to Wilkinson et al. (2002), students’ success in schools depends upon their being proficient in the LOI. Similar view is expressed by Malekela (2003) who argues, if learner is handicapped in the LOI, then, learning may not take place as the instructor and the learner will not be communicating. Various studies indicate that, the use of EMI have impact on speaking, reading and writing skills of the secondary school students such that of Mlama and Materu (1978) and Mvungi (1974, 1982) who indicated secondary school students in 1970s and 1980s experienced problems in understanding and expressing themselves in English. Recent researchers and academicians have come up with similar findings, notably Qorro (2006) observed that when teacher’s handwriting was not legible, students did not ask but they simply copied words incorrectly since they were not able to distinguish correct from incorrect spelled words. In her study Mlay’s (2010) student respondents reported that many students fail examinations because they cannot write answers accurately in English language though they can write well using Kiswahili. Kiwara, et al.(2013) reported that teachers were not able to use English language either they are not competent enough in English or they preferred to use Kiswahili to help students understand because they are not competent in English language.2.5.3.3High MemorizationKiwara et al. (2013) arrived at the conclusion that EMI affects the students’ academic performance and quality of education in secondary schools as respondents (students) indicated not to understand when teachers use English language throughout the instruction. In response to the situation, studies show that learners opt to practice high memorization with the purpose of achieving good academic performance as the examination system expects (Gran, 2007). It should be noted that, the absence of communication and dialogical relationship between students and teachers due to lack proficiency in LOI, cultivates and maintains the continued existence of the authoritarian method within the Tanzanian school system. Gran (2007) argues that teachers have remained as knowledge banks and are practicing a narrative teaching method, in which the teacher is the source of knowledge, controls the content of the lesson and students are treated as empty vessels, which the teacher is supposed to fill with knowledge. Simultaneously, the prevailing examination methods measure memorization rather than skills, and time shortage due to overcrowded syllabus (Herber, 1989 cited in Gran, 2007) calls for higher memorization than understanding the subject matter.2.5.3.4Poor Examination ResultsAccording to Komba et al. (2012), most language experts in Tanzania consider the use of EMI as a key factor for underachievement of majority of students at post primary education levels. Various studies in Tanzania have indicated a significant relationship between the level of secondary schools students’ academic success and their abilities in the EMI (Mlama et al., 1978; Criper et al., 1984; Rubagumya et al., 1998; Qorro, 1999; Malekela, 2003; Wilkinson et al., 2008, Kiwara et al., 2013). Very few researchers realized that there is no relationship between the level of secondary schools students’ academic performance and EMI such as Kadeghe (2000).Similar conclusion has been reached by several studies in Africa such as the study of Sarah (2003) in South Africa and Yohannes (2009) in Ethiopia.2.6Conceptual FrameworkThis study is about the impact of English as Media of Instruction on students’ academic performance in community secondary schools. The model used in this study illustrates LOI with its outcomes and influencing the LOI outcomes based on the literature reviewed.2.6.1Summary of Conceptual FrameworkAccording to the theories of LOI, the level of impact of EMI on students’ academic performance is observed into various levels. For the purpose of this study, the impacts were observed into three phases: initial phase progressive context; second phase learning process and period; and third phase expected performance outcome.Initial progressive context are variables which are observed as primary EMI impacts which enhance impact on the learners academic performance quality during the learning process. Independent VariablesA Progressive ContextHeavy cognitive overload, FLA, wastage of time, poor cooperative learning, and learning appetite loss.Poor mastery of LOI, Cognitive overload, students and teachers with poor LOI skillsLearner in the Community Secondary SchoolDependent VariablesProductAcademic PerformanceTest/ExamPerformanceLearning ProcessPoor Examinations ResultsLow mastery of LOI, Poor understanding, poor writing, reading, speaking and listening skillsFigure 2. SEQ figure_2. \* ARABIC 5: Conceptual Frame WorkSource: Researcher’s construct (2017These include poor mastery of LOI for both teachers and learners; teachers with poor LOI skills; and cognitive overload. Learning process and period are impacts on students’ academic performance which are occurring beneath the specific learning process and period such as heavy cognitive load, FLA, wastage of time, poor cooperative learning, and learning appetite loss. Expected performance outcome relating to poor understanding; poor listening, reading and writing skills; high memorization and poor examination results. The conceptual framework used as the guiding framework for this study is diagrammatically presented below.2.7Empirical Literature ReviewThere have been quite a number of studies with various findings about the language of instruction in the United Republic of Tanzania and across the world. The work done by various researchers focused on language of instruction in secondary education in Tanzania revealed a significant relationship between LOI and secondary schools students’ academic performance; and provided some significant recommendations. Mvungi, (1974) on Language Policy in Tanzania Primary Schools with Emphasis on Implementation and Mvungi (1982) on The Relationship Between Performance in the Instructional Medium and Some Secondary School Subjects in Tanzania, documented problems that secondary schools students encountered in understanding and Expressing themselves in English.In “Haja ya Kutumia Kiswahili Kufundishia Katika Elimu ya Juu” by Mlama et al. (1978) found that there was a serious problem on LOI for both teachers and students. For instance students could not express themselves in English and most of them were unable to participate in lessons conducted in English. In contrast students were able to express themselves with relevant answers in Kiswahili. Researchers recommended Kiswahili to be used as LOI in secondary schools and higher learning institution.Report on the teaching of the English language and its use as a medium in education by Criper, et al, (1984) who reported that much teaching in secondary schools is being done in Kiswahili. Criper and Dodd’s study presented following three main findings: it was estimated that 10% of Form four students were at the beginner’s level of English language learning, approximately 75% of the teaching in form one is done in Kiswahili, and fewer than 20% of University students who were tested on their reading level were found to be extremely low. They recommended that English should continue to be LOI in secondary schools, while strengthening and improving its teaching. Mkwizu (2003) on The pedagogical implications of using English as The Medium of Instruction in teaching civics in Tanzania secondary schools observed that use of English language for teaching and learning results into decrease of students participation in the learning process in the classrooms in Tanzania; Kiwara (2013) on Language of Instruction and its Impact on Quality of Education in Secondary Schools remarked that students do not understand well the subject matter taught in English a Survey of the Reading Competence in English among Secondary School Students in Tanzania conducted by Roy-Campbell and Qorro (1987) reported that only 95% could only understand English language written text when helped with the teacher; Roy-Campbell et al, (1997) on The Language Crisis in Tanzania the Myth of English versus Education remarked that students were not able to use English correctly and effectively; and Ndalichako et al. (2014) on Students’ Subject Choice in Secondary Schools in Tanzania: A Matter of Students’ Ability and Interests or Forced Circumstances? reported that the use of English as LOI limits students’ level of understanding of the concepts and hence made them dislike the subject. Other work reported.Empirical evidence which have clearly indicated that in Tanzania students are negatively affected by the current subtractive system of bilingual education and consistently advocated a switch to Kiswahili as sole LOI at all levels of education include the work done by Rubagumya (1991) on Language Promotion for Education Purposes: The Example of Tanzania; Rubagumya (2002) on English Medium Primary Schools in Tanzania: A Changing Linguistic. Market in Education; Rubagumya (2003) on English Medium Primary Schools in Tanzania: A New Linguistic Market in Education; Rubanza, (1996) on Can a Three-Tier Language Policy Work in Tanzania? A new Perspective; Malekela (2003) on English as a medium of instruction in post-primary education in Tanzania: Is it a fair policy to the learners? and a research by Qorro (2005) on Parents’ Views on the Medium of Instruction in Post-Primary Education in Tanzania.Other reputable previous work such as the Recommendations of the 1982 Presidential Commission on Education URT (1984)suggested that Kiswahili should be introduced as the LOI in secondary schools in 1985 and at the tertiary level in 1992 (Roy-Campel, 1992); Galabawa and Lwaitama (2005) from the study on A Comparative Analysis of Performance in Kiswahili and English as Languages of Instruction at Secondary Level Selected Tanzania Schools remarked that students who were taught and tested in English had worse results while those who taught in Kiswahili performed well with good results and they proposed switch from English to Kiswahili; and Rubagumya et al. (1998) on Language for learning and teaching in Tanzania reported that teaching and learning was ineffective through English medium and proposed Kiswahili to be used as LOI.Senkoro (2005) from the study on Teachers’ views on language medium of instruction in post-primary education in Tanzania revealed that a good number of teachers admitted that there is a frequent rate of both code-switching and code-mixing between English and Kiswahili during teaching and learning in secondary schools. Mlay (2010) on 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 found that LOI have great influence on the academic achievement of learners and due to effects of EMI on learners recommended students to be allowed to opt which language to use in writing exams either English or Kiswahili; and other imperative local studies of Rubagumya (1990), Qorro (1999), Kadeghe (2000), Rubagumya (2002), Brock-Utne, et al., (2004), Brock-Utne(2006), Gran (2007), are just example of great studies done within the United Republic of Tanzania which reported problems related to the use of English as LOI in Tanzania. Further example of the work which advocated a switch to Kiswahili as sole LOI at all levels of education in Tanzania are work done by Brock-Utne (2005a); Brock-Utne (2005b); Rugemalira, (2005); and a study done by Mpemba (2007).Other imperative review covered work the reputable and great studies conducted within Africa and abroad, such as Sarah (2003) research in South Africa, Yohannes (2009) study in Ethiopia remarked that the use of mastered language as LOI result into better academic performance compare to the use of English as LOI; Josiah et al (2012)reported significant relationship between language of instruction and students’ academic performance; and that of Christopher (1996) conducted in China indicated the positive correlation between the LOI and student’s academic achievement.Empirical evidence from various studies discussed has reported the correlation between using English as LOI and unsatisfactory students’ academic performance is concurrent. It has been noted that the use of EMI robs students the opportunity of meaningful learning through familiar language, which may improve their academic performance during psychological performance, learning process performance, and test or examinations performance.2.8Knowledge GapThe review of literature recognizes the presence of bulk of studies investigating on the impact of using English as media of instruction on students’ academic performance in community secondary schools in Tanzania with true and tangible findings and valuable recommendations, which have received nationwide attention while the education deterioration and poor performance seems to students in secondary schools. Regardless of the government of Tanzania having considered the recommendations and revised education policy lunched on the year 2015, February that addresses the problem by announcing to replace EMI with Kiswahili as LOI, the government’s decision has remained on the papers with no implementation while students’ performance seems to get worse year after year and especially in the community secondary schools.Despite the thorough review of literature that has existed before the 2014 language policy, the researcher identified unique practices and impacts in secondary schools’ classes that call for replacing the existing practices and national language policy so that educatability may take place which will trigger off students’ academic performance in secondary schools. It seems there is great need to research on the impact of EMI in the delay of implementing language of instruction as stated in the 2014 Education Policy. In the literature on the impact of EMI on secondary students’ academic performance in the country after the2014Education Policy, Bunda district is rather limited while perceptions and experience of students, form four failures, teachers and district educational officials’ have not received attention. Therefore, this study intended to fill this research gap and enrich this area of language and education policy.CHAPTER THREERESEARCH METHODOLOGY3.1IntroductionThis chapter focuses on methodology that was employed for the study. Generally, it is organized under the following subsections: study design, study area, study population, sample size and sampling techniques, sample, sampling procedures, data collection techniques/methods, validation of the research instruments, data processing and analysis techniques, and research ethical consideration issues.3.2Study DesignAccording to Meenakshi et al (2010) research design is the plan, structure and strategy of investigation conceived so as to obtain answers to research question and control variance. The research design used in this study was descriptive survey, which is devoted to the gathering of information about prevailing conditions or situations for the purpose of description and interpretation (Aggarwal 2008 cited in Salaria, 2012). The study aimed at collecting information from respondents on their attitudes, opinion, and the real situation in relation to the impact of using English as media of instruction on students’ academic performance in community secondary schools in Bunda District. Data was acquired through documentary review and administering questionnaires to the sample of the targeted population. The researcher used different categories of people which consist of students, teachers, SMT members, and DSEOs (cross-sectional survey). The cross-sectional survey, which a researcher obtains information from groups of people of different age, sex at single point in time (Borg et al., 2007), was employed since it is relatively inexpensive and takes up little time to conduct.3.3Research ApproachAccording to Burn et al. (2005) and Saunder et al. (2003) a deductive approach is based on an earlier theory or model and therefore it moves from the general to specific. Deductive research tends to proceed from theory to data (theory, method, data, findings) (Haigh et al. 2008). For the purpose of this study, deductive approach was adopted.The researcher started by conducting a review of the literature on theories related to the study; developed questionnaires which were used to collect primary data; and data analysis followed using SPSS software. The study utilized both quantitative and qualitative approaches to enhance the validity and credibility of the study findings. Obviously, these sequential stages listed above are the way through which a deductive research progresses. 3.4Study AreaThe study was conducted in Bunda district, one of the five districts of the Mara region of the United Republic of Tanzania. It is administratively divided into four divisions and twenty-six wards. Bunda district was selected because of its accessibility, the researcher familiarity with the area, financially affordable, and the schools encounter severe impacts of English as media of instruction. 3.5Study Population, Sample and Sampling Techniques3.5.1Study PopulationIn research, population is a group of individuals, objects or items from which samples are taken for measurement (Kombo et al., 2006). The aim of this study was to obtain data that enabled the researcher to examine the impact of using English as media of instruction on students’ academic performance. Therefore, the target population of this study involved all students studying in the public community secondary schools; form four failures from the public community secondary schools living in the study area; teachers and School Management Team (SMT) members of the public community secondary schools; and officials in District Secondary Education Officers (DSEOs) in Bunda district. 3.5.2SampleAccording to Goode, et al. (1968) sample is a smaller representation of the larger whole. It is a small proportion of a population selected for observation and analysis. It is a collection consisting of a part or sub-set of the objects or individuals of population, which is selected for the purpose of representing the population (Pandey et al., 2015). To come up with a successful analysis of the problem which was under investigation, the researcher took the 102 key respondents from sampling frame to this study which comprised of students, form four failures, teachers, SMT of the public community secondary schools and officials in DSEOs in Bunda district. The decision for sampling size of this study was based on time, purpose of the study, population in question and intention to reduce sampling error. The researcher expected to collect information from 102 respondents; however, only 98participated in the study. Table 3. SEQ table_3. \* ARABIC 1: Composition of the Study SampleCategory of RespondentsNumberStudents who attended English Medium Primary School4Students who did not attend English Medium Primary School26Form four failures30Teachers 28Members of SMT8Officials in DSEOs2Total 98Source: Field Data (2017)3.5.2Sampling ProceduresTwo types of sampling techniques were used to select the sample, namely, the non-probability or purposive sampling and probability sampling techniques.3.5.2.1Purposive SamplingAccording to Meenakshi (2010) purposive sampling is when certain units in the universe are purposively selected. The procedure was used to select specific individuals who included: education officials in the DSEO’s office and members of the School Management Team (SMT) from the sampled schools were purposively selected because they are informative on the problem studied and responsible for academic performance in the district.3.5.3.2Random Sampling TechniqueBorg et al. (2007) define stratified sampling as a formation of group of research participants by identifying subgroups with certain characteristics in the population and then drawing a random sample of individuals from each subgroup. The researcher used the stratified random sampling to draw sample of classes and eight schools from the twenty-six community secondary schools in Bunda district. The stratified random sampling was used to ensure accurate coverage with sufficient numbers of different sub-groups of this study population and reduce standard error or collection of biased data(Kothari 2004, Marcus et al., 2003 and Sapsford 2007). The researcher also selected respondents (teachers and students) from each of the sampled schools using simple random sampling.3.6Data Collection Methods and ProceduresThe study employed the documentary review method and questionnaires as methods to collect data.3.6.1Documentary ReviewThe documents reviewed include National Examination Council of Tanzania (NECTA) results, subject quizzes, terminal and annual tests, students’ notes and exercise books, and library English books borrowing data. These were valuable documents and of great help in identifying impact of EMI on students’ academic performance.3.6.2QuestionnairesThis study employed questionnaires to collect both quantitative and qualitative data and provided respondents with adequate time to give well thought answers (Singh, 2006). The questionnaires consisted of questions that addressed the specific objectives of the study (See Questionnaire for students Appendix 1-A, questionnaire for teachers Appendix 1-B,Questionnaire for SMT members Appendix 1-C, and questionnaire for DSEO’s officials Appendix 1-D).3.7Validation of the Research InstrumentsValidation refers to the process of ensuring that research instruments constitute accurate, honest and trustworthy data to bring intended outcome that yields constant identical results in other situations when someone else uses the same instruments (Sapsford, 2007 & Marcus, 2003).For the purpose of lessening harmful in the research instruments, ensure reliability of the study, and collect accurate and trustworthy data from the survey, the researcher carried out a pilot study in one of the wards in Bunda district; from the pilot study, some questions were adjusted to remove identified ambiguities so as to get most useful data from the respondents. Questionnaires were provided to recruited respondents and they were given sufficient time to answer at their schools or offices. The researcher collected worked out questionnaires on the following day.3.8Data Processing and Analysis ProcedureData analysis plan is a systematic process, which involves working with data, organizing and breaking them into manageable units, synthesizing them, searching for patterns, discovering what is important and what is learned and deciding what to tell others (Kothari, 2004). The researcher processed the collected data by carrying out manual editing, coding, classifying, and tabulating data so as they are manageable for analysis. The qualitative and quantitative methods were applied in data analysis including content analysis, which involved labeling, coding, all of the data and supported with Statistical Package for Social Sciences (SPSS) software. The findings are presented using charts with explanations basing on each research objective.3.9Research Ethical IssuesEmphasizing on the role of a researcher in protecting the research participants, Lincoln et al, 2000 demonstrated that researchers must follow rules for protection of human subjects. Executing this role, while conducting this investigation, the researcher implemented the following procedures in order to make sure that all the participants were fully aware of the study performed and well protected. Firstly, the researcher obtained permission from the relevant authorities to conduct the study including the Open University of Tanzania and the Bunda district. Then the researcher sought consent from respondents to participate in the study after assuring them on their dignity, privacy, as well as their welfare being taken care of. Secondly, the researcher provided anonymity/confidentiality of all data provided by respondents by coding the questionnaires and presenting the findings in a generalized manner as some of the information provided by the respondent is sensitive.CHAPTER FOURDATA PRESENTATION, ANALYSIS AND DISCUSSION4.1IntroductionThis chapter presents data analysis and discussion of the findings of this study. The description of general characteristics of the study respondents is presented and further, findings are presented in sub-sections as guided by the specific objectives of this study and discussed in the light of the reviewed literature. The specific objectives of this study were to: find out the relationship between the language of instruction and the secondary schools students’ academic performance in Bunda District; to identify teachers and students language of instruction preference in secondary school level; to identify the impact of English as media of instruction on secondary schools students’ academic performance in Bunda District; and, to explore significant changes that can be made to reduce the poor English language performance among secondary school students in Bunda District.The study sought data from secondary school students, previous form four failures, teachers, SMT members, and DSEO officials using questionnaires and documentary review schedule. The sample was made of 102 respondents. Out of these 96.1% (N=98) responded. The response rate is considered high enough and justifiable for data analysis. The qualitative and quantitative methods were applied in data analysis with aid of the Statistical Package for the Social Sciences (SPSS) software.4.2Characteristics of the Study RespondentsThe data used in the analysis of the characteristics of the study respondents was obtained from the data instruments. Basing on the first part of the questionnaires, personal information for every respondent was obtained and analyzed The findings indicate that 23.3% of student respondents were form one students, 23.3% were form two, 26.7% were form three, and 26.7% were form four. It was found that 46.7% of respondents were aged between 13-15 years old, 53.3% were above 15 years, 50% were girls, and 50% were boys. Looking at the profile of form four failure respondents, 35.7% were of 2015NECTA results and 25% were of 2016NECTA results.Further, findings show that 40% of teachers, SMT and DSEO respondents were Diploma holders; 50% had attained Bachelor degree; and 10% were Master Degree holders. Basing on the respondents categories, Figure 4.1 indicates further that 57.1% of teacher respondents were Diploma holders, 39.3% were Undergraduates, and 3.6% had Masters Degree;90% of SMT respondents were Undergraduates, and 10% had Masters Degree; and 100% of DSEO respondents were Masters Degree holders.Figure 4. SEQ figure_4. \* ARABIC 1: Teacher, SMT and DSEO Respondents’ Academic QualificationSource: Field Data (2017)Figure 4.2 presents the respondents’ working experience of being a teacher in public secondary school (teachers and SMT) or being a public officer in the DSEO. The findings show that 17.9%% of teacher respondents had an experience between 1-5 years,39.3% had worked between 6-10 years, 35.7% had worked between 11-15 years, and 7.1% had working experience of between 16-20 years. Twenty percent of SMT respondents had an experience of between 1-5 years,40% had worked between 6-10 years, 29% between 11-15 years, and 20% between 16-20 years; while 50% of DSEO respondents had an experience between 1-5 years and 50% had experience of between6-10 years.Figure 4. SEQ figure_4. \* ARABIC 2: Teacher, SMT and DSEO Respondents’ Working ExperienceSource: Field Data (2017)Regarding their teaching subjects 60.5% were arts subject teachers, 15.8% English language teachers and 23.7% science subject teachers. 4.3The Relationship between the Language of Instruction and the Secondary Schools Students’ Academic Performance in Bunda DistrictThe analysis was guided by objective one, which sought to find out the relationship between the language of instruction and the secondary schools students’ academic performance in Bunda district.In the survey instruments of all respondents were asked to indicate if there is relationship between the language of instruction and the secondary schools students’ academic performance in Bunda district. Figure 4.3 indicates that majority of the respondents85.7% said that LOI determines the secondary schools students’ academic performance while 14.3% said that LOI does not determine secondary schools students’ academic performance. Figure 4. SEQ figure_4. \* ARABIC 3: Respondents Views on the Relationship between LOI and Secondary Schools Students’ Academic PerformanceSource: Field Data (2017)The findings show that there is a significant relationship between the LOI and secondary schools students’ academic performance. The responses are consistent with Vygotsky Theory and research conducted by Mlay (2010) in Arusha on the influence of the language of instruction on students’ academic performance in secondary schools.4.4Teachers and Students LOI Preference in Secondary School LevelThe analysis was guided by study objective two, which sought to identify teachers and students language of instruction preference in secondary school level.4.4.1Overall Findings on Teachers and Students’ PreferenceTeachers and students were requested to show the LOI they preferred to be used in secondary schools in Tanzania. The aim of this question was to get an understanding if teachers and students preferred a specific language to be used as LOI in secondary schools. Generally, Figure 4.4 indicates that 80.6% of respondents (teachers and students) preferred Kiswahili, 8.2% preferred English, while 11.2% preferred code mixing.Figure 4. SEQ figure_4. \* ARABIC 4: Teachers and Students’ LOI PreferenceSource:Field Data (2017)With more specifications, Figure 4.5 indicates that 70% of students preferred Kiswahili, 13.3% preferred English, while 16.7% preferred code mixing; 100% of the form four failures preferred Kiswahili; 71.4% of teachers preferred Kiswahili, 14.3% preferred English, while 14.3% preferred code mixing;80% of SMT members preferred Kiswahili, 20% preferred code mixing; and 100% of DSEOs respondents preferred Kiswahili.Figure 4. SEQ figure_4. \* ARABIC 5: Teachers and Students Language of Instruction PreferenceSource: Field Data (2017)4.4.2Students’ Most Preferred Language for Instruction and EvaluationStudent respondents were requested to point out the language they preferred to be used as LOI and during evaluation. The intention was to identify the true student respondents’ preference. Figure 4.6portrays student respondents’ views where 83.3% wanted to be instructed in Kiswahili and examined in Kiswahili while 16.7% to be instructed in English and examined in English. Form four failures were asked the same question whose responses expressed their desire to be instructed in Kiswahili and examined in Kiswahili (100%) none preferred any other languages.Figure 4. SEQ figure_4. \* ARABIC 6: Students’ Most Preference Language for Instruction and EvaluationSource: Field Data (2017)4.4.3The Liked LanguageThe researcher sought data from the respondents on the language that they like. The intention was to know the language that the learners enjoy using and academically perform better when they are taught or study using the language. Respondents were asked if they liked English language. The findings portrayed in Figure 4.7and Figure 4.8show some differences among respondents opinions as shown by 13.3% who expressed their preference to English language (16.7% of students, form four failures 0%, 14.3% of teachers, 40% of SMT and 0% of DSEO) while 86.7% of respondents said they do not like English language (83.3% of students, form four failures 100%, 85.7% of teachers, 60% of SMT and DSEO 100%). Figure 4. SEQ figure_4. \* ARABIC 7: Respondents’ Status on their like to English LanguageSource: Field Data (2017)Figure 4. SEQ figure_4. \* ARABIC 8: Students, Form Four Failures, Teachers, SMT and DSEOs Responses about on their like to English LanguageSource: Field Data (2017)Additionally, they were asked to say if they love Kiswahili language. However, there seemed a serious and considerable response where 100% of respondents showed to like Kiswahili. There was not a single respondent who opted not to love Kiswahili.4.4.4Respondents’ Prestigious LanguageFigure 4.9presents the respondents’ perceptions with regard to the language they feel proud to use. Findings show that, 88.8% of the respondents were feeling proud to use Kiswahili as the LOI while 11.2% did not. 86.7% of the student respondents were feeling proud to use Kiswahili as the LOI; 100% of form four failure respondents felt proud for Kiswahili to be used as the LOI; 85.7% of teacher, 80% of SMT and 100% of DSEO respondents were feeling proud Kiswahili to be used as the LOI while 13.3% of the student respondents did not feel proud and felt proud to use EMI. It should be noted that 14.3% of teacher respondents and20% of SMT respondents felt proud to use EMI regardless of their English proficiency level and ranking their students’ English reading, writing and speaking skills as bad.Figure 4. SEQ figure_4. \* ARABIC 9: Students, Form Four Failures, Teachers, SMT and DSEOs Responses about the Language they Feel Proud to use as LOISource: Field Data (2017)4.4.5The Language Used in the Classrooms and School EnvironmentThe study sought data from student respondents on the language teachers used during instruction in the class. Findings indicates that 100% of student respondents reported that teachers were not using English language throughout instruction; they mixed English and Kiswahili even during English classes; moreover, Kiswahili language dominated while students have not reported to any authority on that situation. All teachers (100%) admitted to use code mixing during teaching in the classes. Similar situation has been reported to be practiced in the classrooms at various secondary schools in Tanzania (Criper et al.,1984, Kiwara et al., 2013, Rubagumya et al.,1998and Vuzo, 2005),colleges and universities in the country such as University of Dar es Salaam (Gran, 2007).Teachers and SMT respondents were asked to identify language that teachers use highly outside classroom activities in the school environment. It was found that 100% of the teachers and SMT respondents admitted that Kiswahili is highly used than English throughout in the school environment outside classroom activities.4.4.6SMT and Teachers’ Level of LOI ProficiencyAccording to the data collected, none among teachers and SMT respondents reported to have excellent English language proficiency, 13.2% of teachers and SMT members reported to have better English language proficiencywhile31.6% reported good and 55.2% reported to have satisfactory proficiency while none reported poor. Figure 4.10 shows 14.3% of teacher respondents ranked themselves with better, 32.1% good and 53.6% satisfactory. It also shows that 10% of SMT respondents ranked themselves with better proficiency, 30% good and 60% satisfactory.Figure 4. SEQ figure_4. \* ARABIC 10: Teachers and SMT Perception on their Level of LOI ProficiencySource: Field Data (2017)Generally, the findings show that secondary school teachers’ English proficiency is not at acceptable level for excellent students’ academic performance in Bunda district. Thus, majority preferred Kiswahili to be used as LOI.4.4.7Comfortability with the Use of EMIThe study respondents were asked if they are or were comfortable using EMI. Findings show that 92.9% of respondents are not comfortable with EMI while 7.1% were comfortable. Figure 4.11 presents the respondents’ perceptions with regard to comfortability with use of EMI. It shows that 93.3% of student respondents are not comfortable with EMI, 6.7% were comfortable; 100% of form four failures respondents were not comfortable with EMI;92.9% of teachers respondents are not comfortable with EMI, 7.1% were comfortable with EMI;80% of SMT respondents are not comfortable with EMI, while 20% were comfortable with EMI; and 100% of DSEO respondents were not comfortable with EMI.Figure 4. SEQ figure_4. \* ARABIC 11: Students, Form Four Failures, Teachers, SMT and DSEOs Perception on their Level of Comfortability with the Use of EMISource: Field Data (2017)4.5Impact of English as Media of Instruction on Students’ Academic Performance in Bunda DistrictObjective three of the study sought to identify impact of English as media of instruction on students’ academic performance in Bunda district. After the data analysis, the study reported the status of impact of EMI and categorized the identified impact into three categories: initial progressive context, learning process and period, and learning process and period.4.5.1State of Impact of EMI on Secondary Schools Students’ Academic PerformanceThe respondents were asked if EMI affects negatively secondary schools students’ academic performance. It was found that 90.8% indicated that EMI affects the secondary schools students’ academic performance while 9.2% mentioned that EMI does not affect secondary schools students’ academic performance.Figure 4. SEQ figure_4. \* ARABIC 12: Respondents Views on the State of Impact of EMI and Secondary Schools Students’ Academic PerformanceSource: Field Data (2017)Furthermore, as presented in Figure 4.12 it was found that 86.7% of student respondents strongly agreed that EMI affects negatively the secondary schools students’ academic performance while those who attended English medium primary schools 13.3% of students strongly disagreed; 100% the form four failures respondents strongly agreed; 89.3% of teacher respondents strongly agreed while 10.7% (English teachers) strongly disagreed; 80% of SMT respondents strongly agreed while 20% (English teachers and one science subject teacher) strongly disagreed; and 100% of DSEO respondents strongly agreed. Therefore, with such findings, there is a significant positive correlation between the EMI in secondary schools and students’ negative academic performance in Bunda district. The responses are in consistent with studies such as Mlay (2010), Qorro (1999), Qorro (2006), UNESCO, (2005), Komba et al., (2012) and Kiwara et al., (2013).4.5.2Initial Progressive ContextInitial progressive context are variables reported by the study participants including: students poor mastery of LOI, teachers with poor LOI skills and cognitive overload. These are presented below:4.5.2.1Students Poor Mastery of LOIThe study findings indicate that most student respondents and majority of teacher respondents are seriously handicapped when it comes to using English as the language of instruction. During data collection, there seemed to be a failure in reading questionnaires in English language. In each sampled school the researcher first provided students respondents questionnaires written in English language, only 13.3% of them, and these are those who went through English medium primary schools were able to read, understand the questionnaire and answer the asked questions while the rest of the students, that is 86.7% returned them and requested for a Kiswahili version because they could not understand what is written in the questionnaire. The findings portrayed in the Figure 4.13 and Figure 4.14confirm the finding above which is an indication of their poor mastery of EMI.Figure 4. SEQ figure_4. \* ARABIC 13: Teachers and SMT Perception on Students’ Ability to Competently Apply their English SkillsSource: Field Data (2017)Teacher and SMT respondents were asked to indicate whether their students are able to apply competently their English language skills in their learning process. The findings in Figure 4.13 show that 71.4% of teacher respondents strongly disagreed, 17.9% disagreed, 10.7% remained neutral, and none agreed or strongly agreed while 60% of SMT respondents strongly disagreed, 30% disagreed, 10% remained neutral and none agreed or strongly agreed.Figure 4. SEQ figure_4. \* ARABIC 14: Student Respondents’ Perception on their Ability to Express Excellently in English or KiswahiliSource: Field Data (2017)However, there seemed a clear lowest mastery of LOI as reveled by the findings presented in Figure 4.14 above, where 86.7% of those who were able to express excellently through writing, reading and speaking using Kiswahili language was higher compare to13.3% of those were able express excellently using EMI. Here the responses are in consistence with Zone of Proximal Development theory and studies conducted in Tanzania by Roy-Campbell, et al., (1987), Roy-Campbell et al., (1997), Qorro (1999), andQorro (1999).4.5.2.2Teachers with Poor LOI SkillsHowever, there also seemed that teachers and SMT had poor mastery of LOI as 63.2% of them expressed weakness or incompetence in understanding and answering questionnaires in English language when; while collecting data they asked to be provided with Kiswahili version while 36.8% did not. They gave reasons for asking the Kiswahili version, one of the teachers said:“Some of us we do not understand well English language, we prefer Kiswahili because we can understand it well and express ourselves clearly as we answer your questionnaires.”Based on such incident, it indicates the poor mastery of EMI that teachers possess. The SMT ranking of the ability of teachers using English to teach their subjects in this study indicates inclination to poor quality. Concerning teachers’ commitment to the teaching and learning process by using EMI, the findings show that there is a slight commitment to EMI that could obstruct English language proficiency growth as shown by only 10% of teachers who were ranked satisfactory while90% were ranked poor; and their confidence and competence towards EMI was also portrayed poor mastery of LOI as 20% were ranked satisfactory while80% were ranked poor.Descriptive statistics indicate that with regard to teachers’ knowledge of syllabus and pedagogy in the preparation of scheme of work, lesson plans and lesson notes using English language, their English language proficiency is not poor as 80% were ranked better while 20% were ranked good. Here, the responses on teachers’ poor LOI skills are consistent with Zone of Proximal Development theory and Kumar, (2014), studies conducted in Tanzania and Reporting LOITASA researches done in Tanzania, Senkoro (2005), LOITASA Conference report in April 2002,Vuzo (2010), Criper et al., (1984), and UDSM (1999) who reported poor LOI skills among teachers.4.5.2.3Students Cognitive OverloadFigure 4.15 presents data which express the cognitive overload or overloading working memory that hampers students’ academic performance. Findings show that the cognitive overload was much higher when student respondents started secondary education as shown by 86.7% of student respondents who indicated to spend much time at the beginning in learning English language while simultaneously trying to integrate new information of the subject matter in English language. Other respondents expressed similar behavior: 100% of form four failures, 92.9% of teachers, 80% of SMT and 100% DSEO. Small number of the respondents reported not to have experienced cognitive overload13.3% of students, 0% of form four failures, 7.1% of teachers, 20% SMT and 0% DSEO.Figure 4. SEQ figure_4. \* ARABIC 15: Respondents’ Perception on their Cognitive Overload ExperienceSource: Field Data (2017)Teacher and SMT respondents were asked to say if EMI is a burden to students. The findings show that 60.7% of teacher respondents strongly agreed, 28.6% agreed, 10.7% remained neutral and none ranked disagree or strongly disagree while 70% of SMT respondents strongly agreed, 20% agreed, 10% remained neutral and none ranked disagree or strongly disagree (see Figure 4.16).Figure 4. SEQ figure_4. \* ARABIC 16: Teacher and SMT Respondents’ Perception on EMI as a Burden to Secondary Schools StudentsSource: Field Data (2017)The responses on EMI as a burden to secondary schools students are in consistence with Cognitive load theory and various works done by Van Merrienboer et al. (1994), Sweller et al.(1998), Mayer (2010), and Maclntyre et al,(1989) which show that Overloading working memory hampers academic performance.4.5.3Learning Process Period4.5.3.1Continuation of Heavy Cognitive LoadThe student respondents were asked to state whether they are continuing to experience the overloading working memory in learning English language as they continue to acquire secondary education. It was found that 85.7% of student respondents admitted while a handful of the student respondents14.3% denied. Apparently, 80% of student respondents admitted to continue experiencing heavy cognitive load while 20% denied. Figure 4.17demonstrate the above findings, where 85.7% of form one, 71.4% of form two, 75% of form three and 87.5% of form four students respondents admitted while 14.3% of form one, 28.6% of form two, 25% of form three and 12.5% of form four denied. The responses are in consistent with Cognitive load theory and Osada (2004).Figure 4. SEQ figure_4. \* ARABIC 17: Student Respondents’ Perception on their Continuation of Experiencing Heavy Cognitive LoadSource: Field Data (2017)However, the rest of the respondents were also asked to state whether they continued to experience the overloading working memory as they learned using English language for the rest of their life span in acquiring secondary education. Figure 4.18 shows that 100% of form four failures, 85.7% of teachers, 60% SMT and 100% DSEO acknowledged while 0% of form four failures, 14.3% of teachers, 40% SMT and 0% DSEO denied. The responses are consistent with Cognitive load theory.Figure 4. SEQ figure_4. \* ARABIC 18: Form four failures, teachers, SMT and DSEO Respondents’ Perception about their Continuation of Experiencing Heavy Cognitive LoadSource: Field Data (2017)4.5.3.2Foreign Language Anxiety (FLA)The respondents were asked to say whether they experience or experienced foreign language anxiety when using EMI. The data shows that 88.8% of respondents admitted experiencing foreign language anxiety while a handful of the respondents 11.2% denied. Figure 4.19 shows that 86.7% of students, 100% of form four failures, 85.7% of teachers, 80% SMT and 50% DSEO experience or experienced foreign language anxiety when using EMI while 13.3% of students, 0% of form four failures, 14.3% of teachers, 20% SMT and 50% DSEO denied. The responses are consistent with Cognitive load theory and work of Horwitz et al. (1986), Maclntyre et al.(1989) and Sumra et al. (2010).Figure 4. SEQ figure_4. \* ARABIC 19: Respondents’ Perception about their FLA ExperienceSource: Field Data (2017)4.5.3.3Wastage of TimeThe data shows that 87.8% of all respondents spend much of their time to learn something in English while 100% of respondents are able to spend little time to learn something in Kiswahili language.Figure 4. SEQ figure_4. \* ARABIC 20: Respondents’ Perception on the Learning time Spent using EnglishSource: Field Data (2017)However, Figure 4.20 depict that 86.7% of students, 100% of form four failures, 85.7% of teachers, 60% of SMT and 100% of DSEO waste much time to learn in English while 13.3% of students, 0% of form four failures, 14.3% of teachers, 40% of SMT and 0% of DSEO did not; and none among respondents reported to waste much time to study something in Kiswahili language. The findings confirm the fact that students waste much of their time working hard to processor learn in English language while simultaneously trying in a very little time utilized in integrating new information of the subject matter.4.5.3.4Poor Cooperative LearningThe student respondents were asked to indicate the language they used when they were required to learn in groups under the supervision of their teachers. It was found that 100% of the student respondents said that they used both English and Kiswahili while none reported to use English throughout. Explaining reasons for using two languages, one respondent said:“When the lesson is presented in English majority of students do not understand unless someone who understands English language explains it to us in Kiswahili language, if the group is lacking such a person will end up just making funs and telling stories. This does not help much because we discuss using both English and Kiswahili which dominates at 90% than English yet at the end we are required to answer test and examinations using English language. We cannot help each other to get good understanding.” However, findings show that, with such learning groups, there seemed to be a hampering of the zone of proximal development through poor language proficiency or mastery among teachers and students that results into students’ poor academic performance. The responses are in consistent with Zone of Proximal Development (ZPD) theory(Vygotsky, 1978;Vygotsky, 1987;Schunk, 2008; Kozulin, 2003; Nomlomo, 2005;Gran, 2007; Mlay, 2010;Kiwara et al., 2013; and Komba et al., 2012).4.5.3.5Loss of Learning EnthusiasmFigure 4.21 indicates that when students did not understand the LOI,23.3% of them lost their appetite to learn only simultaneously attending classes,60% of them lost their appetite to learn and stopped learning while simultaneously attending classes, 0% of the students learning appetite increased simultaneously while attending classes, and 16.7% of them remained normal. On other hand, when students understood the LOI none of student respondents lost their appetite to learn only simultaneously attending classes, none of student respondents lost their appetite to learn and stopped learning simultaneously attending classes, for 70% of students their learning appetite increase simultaneously while attending classes and 30% remained normal simultaneously attending classes.Figure 4. SEQ figure_4. \* ARABIC 21: Student Respondents’ Learning Appetite statusSource: Field Data (2017)Findings reveal that there is a significant relationship between mastery of language of instruction and the learning appetite. Therefore, when there is poor mastery of LOI, the learning appetite disappears and poor academic performance takes place and vice versa. The responses are in consistent with work of Ndalichako et al, (2014).4.5.4Expected Performance Outcome4.5.4.1Poor UnderstandingIn the survey instruments the student respondents were asked to indicate their level of understanding when they are taught in English. Findings indicate that majority of the students respondents did not understand when their teacher used English in the class while few understood. Figure 4.22 shows that 86.7% admitted not to understand while 13.3% reported to understand what was taught by teachers using EMI.Figure 4. SEQ figure_4. \* ARABIC 22: Poor Understanding Status of the RespondentsSource: Field Data (2017)4.5.4.2English Reading, Writing and Speaking SkillsFigure 4.23 presents the data on English reading, writing, and speaking skills. The survey findings show that there is impact found on students English language skills as a result of using EMI.14.3% of the teacher respondents reported their students to practice good reading skills; 25% reported not good, 60.7% reported bad, while none reported better. Results indicate there is expression of poor writing skills among students as shown by 7.1% of teachers who reported their students to practice good writing skills,39.3% reported not good, 53.6% reported bad while non reported better. However, there seemed to be failure in practicing the required English speaking skills as revealed by only 7.1% of teachers who reported their students to practice good speaking skills, 17.9% reported not good, 75% reported bad while non reported better.Figure 4. SEQ figure_4. \* ARABIC 23: Teacher Respondents’ Perception on Students’ English Reading, Writing and Speaking SkillsSource: Field Data (2017)Here, responses on English reading, writing, and speaking skills draw on consistent with the recent academicians findings by Mvungi (1974), Mlama et al. (1978), Mvungi (1982), Malekela (2003), Qorro (2006),Mlay (2010),Kiwara, et al.(2013).4.5.4.3High MemorizationThe student respondents were asked to indicate if they spend much time to memorize answers for tests and examinations in English language than understanding. The findings in the Figure 4.24 indicate that such memorization practice is highly practiced among students as shown by 83.3% who admitted to practice it while 16.7% said no. Figure 4. SEQ figure_4. \* ARABIC 24: Student Respondents’ Memorization Practice StatusSource: Field Data (2017)Other respondents were asked to reveal whether they spent much time in secondary school education memorizing answers for tests and examinations in English language than understanding. Figure 4.25 reveal that 100% of form four failures respondents agreed, none said no; 78.6% of teachers respondents agreed, 21.4% said no; 80% of SMT respondents agreed, 20% said no; and 100% of DSEOs respondents agreed, none said no. Figure 4. SEQ figure_4. \* ARABIC 25: Form Four Failures Teacher SMT and DSEO Respondents’ Memorization Practice Status in Secondary EducationSource: Field Data (2017)Therefore, with such trend, Figure 4.24 and Figure 4.25 confirmed the fact that high memorization than understanding behavior is being transferred from one generation of learners to another, thus there is high correlation between high memorization and the use of EMI in secondary schools which affects academic performance. The responses are consistent with study by Kiwara et al., (2013), and Gran (2007).4.5.4.4Poor Examination ResultsThe respondents were asked to say whether they agree that EMI is the major factor that contributes towards students’ unsatisfactory performance in secondary schools where results show that majority of respondents 86.7% agreed. Further findings as presented in Figure 4.26reveal that EMI is a major contributor as shown by student respondents who 60% strongly agreed, 20% agreed, and 6.7% remained neutral, 3.3% disagreed and 10% strongly disagreed; form four failure respondents who 71.4% strongly agreed and 28.6% agreed ;teacher respondents who 60.7% strongly agreed, 25% agreed, 3.6% remained neural7.1% disagreed and3.6% strongly disagreed; SMT respondents who 40% strongly agreed, 30% agreed, 10% remained neural;10% disagreed and 10% strongly disagreed; while DSEO respondent who 50% strongly agreed and 50% agreed. Figure 4. SEQ figure_4. \* ARABIC 26: Respondents’ Perception on Impact of EMI on Secondary Schools Students’ Academic PerformancesSource: Field Data (2017)According to the documentary review, students in the sampled schools portrayed poor performance in quizzes, terminal tests, annual tests and form four NECTA results for both English and other subjects. The responses are consistent with various studies conducted in Africa and Tanzania by Sarah (2003) in South Africa and Yohannes (2009) in Ethiopia, Komba et al. (2012), Mlama et al. 1978, Criper et al. (1984), Rubagumya et al. (1998), Qorro (1999), Malekela (2003) Wilkinson et al. (2008), Kiwara et al. (2013) in Tanzania.4.6Proposed Changes that Can Reduce Students’ Poor Academic Performance Due to use of EMI in Bunda DistrictThe analysis was guided by objective four which focused on finding out from respondents which are preferred changes that can reduce students academic problems related to the use of English as a medium of instruction in Bunda district. Specifically, the researcher sought to gather information on respondents’ views concerning changes or solutions to be implemented with the purpose of reducing the problem and increase students’ academic performance. Data regarding this information were drawn from the population sample that comprised of students, teachers, members of SMT of the public community secondary schools and officials in the office of DSEO in Bunda district.Figure 4.27 presents the major proposed changes on language of instruction, which revealed that 73.3% of student respondents indicated to highly propose the change of language of instruction from English and use Kiswahili instead in all subjects. The findings further indicate that majority of other respondents highly recommended similar changes as shown by 100% of form four failure respondents,75% of teacher respondents, 60% of SMT respondents and 100% of DSEO respondents. However, there seemed to be few respondents who proposed applying code mixing as shown by 10% student respondents, 10.7% of teacher respondents and 10% of SMT respondents. The findings also revealed that there were those who proposed using English language strictly in teaching and learning activities as revealed by 16.7% of student respondents, 14.3 % of teacher respondents, and 30% of SMT respondents.Figure 4. SEQ figure_4. \* ARABIC 27: Respondents’ Proposed ChangesSource:Field Data (2017)CHAPTER FIVESUMMARY, CONCLUSION AND RECOMMENDATIONS5.1IntroductionThis chapter presents a summary of major findings of the study. In addition, it provides conclusion on issues that emerged from the findings and makes recommendations on what can be done to improve students’ academic performance in relation to English as Medium of Instruction. Lastly, the chapter identifies areas for further research.5.2Summary of FindingsThe purpose of this study was to investigate the impact of using English as media of instruction on students’ academic performance in community secondary schools in Bunda district. The summary of findings is presented according to the study objectives. With regard to objective one, the study revealed that there is statistical significant relationship between the language of instruction and the secondary schools students’ academic performance in Bunda district. Study findings on the second objective concerning identifying teachers and students language of instruction preference in secondary school level revealed that Kiswahili language is the most preferred by respondents to be used as language of instruction and evaluation. It was found that that majority of students do not understand English language, teachers did not either use English language throughout instruction so as to help students learn the language and understand the subject matter; as well they are not competent enough in English language. The findings show that respondents like Kiswahili language and they are proud of it. They admitted to use Kiswahili language in the classrooms and school environment; simultaneously majority of respondents seemed not to be comfortable with EMI. On the third objective which sought to identify the impact of English as media of instruction on secondary schools students’ academic performance in Bunda district. The findings indicate that there is statistically significant positive relationship between the EMI in secondary schools and students’ negative academic performance in Bunda district. Further, the study findings show that, there is impact of EMI on academic performance in all three phases as this study categorized: first phase: initial progressive learning context include: students’ poor mastery of LOI, teachers with poor LOI skills, and students cognitive overload; second phase: learning process: continuation of heavy cognitive load, foreign language anxiety (FLA), wastage of time, poor cooperative learning (Zone of Proximal Development), and learning appetite loss; and third phase: expected performance outcome: poor understanding, poor English reading, writing and speaking skills, high memorization, and examination results.With regard to objective four of the study, it was found that changes proposed by respondents indicated that majority of respondents 80.6% propose the change of language of instruction from English and use Kiswahili as a media of instruction in all subjects. Only few of the respondents seemed to propose applying code mixing as shown by 12.2% of the respondents, while other few respondents proposed using English language strictly in teaching and learning activities as revealed by 7.1% of the respondents.5.3ConclusionBased on the findings of this study, the following conclusions are made. The use of EMI in secondary school education has negative impact on students’ academic performance. This is because the findings show that EMI results into cognitive overload, Foreign Language Anxiety, and majority of the students do not understand either when teachers teach using English or during the Zone of Proximal Development, thus resulting in poor examinations results as well as poor quality of secondary education in community secondary schools.Further, it has been found that teachers do not use English language throughout instruction. This is because both teachers and students particularly are not competent in the English language, consequentially findings revealed that Kiswahili language is preferred to be the language of instruction in secondary schools in Tanzania because students are competent in Kiswahili language and can understand well the subjects when teachers use Kiswahili.5.4RecommendationsFrom the findings and conclusions of this study, the following recommendations are made to the two principal education stakeholders in Tanzania namely: policy developers and research organizations or institutions.5.4.1Recommendations for PolicymakersFocusing on upgrading and improving students’ academic performance and secondary education quality among community secondary schools in the country, the following measures are highly recommended:To adhere to the principle of the Linguistic Human Rights (LHRs) theory(for Tanzania case Kiswahili language)than continuing upholding the colonial legacy that benefits Europeans.To develop and implement policies that clears a colonial misconception and confusion among Tanzanians that without foreign language it is not possible to attain development individually or at a national level.5.4.2Recommendations for the GovernmentDespite of the various efforts that have been taken by the government of Tanzania to improve students’ academic performance and secondary education quality, it is recommended that:To enhance the implementation the newly 2014 Education Policy that gets off the LOI-policy ambivalence in secondary education level and higher education that puts Kiswahili as a medium of instruction throughout the national education system.To employ more resources at the Institute of Curriculum Development so as to enhance the switch of Kiswahili as a LOI throughout the education system.The government of Tanzania should budget for the implementation of the 2014 Education Policy(switch to Kiswahili as a LOI throughout the education system) to enhance students’ academic performance and secondary education quality.5.4.3Recommendations for Further ResearchBased on the findings and conclusion of this study, the following are the suggestions for further researches made to research organizations or institutions:This study can be replicated to other districts of Tanzania as well as other countries in Africa.A study could be conducted on what benefits the nation by embracing LOI that facilitates poor academic performance in the country.REFERENCESAmuda, A. 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Nakiri kuwa taarifa ninazokusanya zitahifadhiwa kwa usiri mkubwa na kwa lengo la matumizi ya kitaaluma na sivinginevyo.Kwa mawasiliano zaidi Namba ya Simu: +255 753 375386/689 223830Barua pepe: nevithkara@Ahsante kwa kushiriki Neema Nestory.SEHEMU A: TAARIFA BINAFSI(Weka alama ya tiki [ √ ] katika neno linalokuhusu zaidi)Jinsia:[ ] Me [ ] KeKidato unachosoma:Kidato cha kwanza [ ]kidato cha pili [ ]Kidato cha tatu[ ] Kidato cha nne [ ] Uzoefu wa kufundishwa kwa lugha ya kiingereza:Chini ya miaka 2 [ ]kati ya miaka 3-4 [ ]zaidi ya miaka 7 [ ]Umri wako:Chini ya miaka 12[ ]kati ya miaka 13-15 [ ]zaidi ya miaka 15 [ ]SEHEMU B: USOMAJI NA KUJIFUNZA LUGHA YA KIINGEREZA(Zungushia neneo lililosahihi kuliko yote katika maswali yafuatayo)Je, kuna uhusiano wowote kati ya lugha ya kiingerezana ufaulu wa kitaaluma kwa wanafunzi wa shule za sekondari?(a) Ndiyo (b) HapanaJe, lugha ya kiingereza ina athari hasi kwa ufauru wa wanafunzi wa shule za sekondari kitaaluma? (a) Ndiyo (b) HapanaUnafikiri wadau wa Elimu wana jukumu la kufanya katika maendeleo ya taaluma yako hasa katika lugha ya mawasiliano shuleni?(a) Ndio ( b) HapanaWalimu wanapotumia kiingereza kufundishia darasani huwa unaelewa?(a) Ndio (b) Hapana.Walimu wanapotumia kiingereza kufundishia huwa mnaelewa wote darasani(a) Ndio (d) Hapana.Unawasiwasi unapotumia lugha ya kiingereza? (a) Ndio (d) Hapana.SEHEMU C: MATUMIZI NA ATHARI ZA LUGHA YA KIINGEREZAJibu maswali yafuatayo kama yanavyoelekeza kwa kuweka alama Xmbele ya swali katika namba ambayo ni jibu sahihi kwa swali husika.1234Hakika nakubaliNakubaliiSikubaliHakika sikubaliNo.Maswali:12345Umeshawahi kujadiliana na walimu wako juu ya malengo yako ya kielimu changamoto unazozipata hasa wakati wa kujifunza kupitia lugha ya kiingereza?Unafikiri maendeleo yako ya kitaaluma kushuka kwa sasa yamechangiwa na kutumia lugha ambayo ni ngeni kwako?Unadhani ikitumiwa lugha ya Kiswahili katika mchakato wa kujifunza maendeleo yako ya kitaaluma yatakuwa mazuri zaidi?Matokeo ya shule yako kwa ujumla yanaridhisha?Unadhani kuendelea kutumia lugha ya kiingereza kufundishia nchini ni utumwa?Unaipenda lugha ya Kiingereza? (Zungushia jibu sahihi): (a) Ndio (b) Hapana.Ni lugha ipi unayoweza kuandika kwa usahihi zaidi? (Zungushia jibu sahihi): (a) Kiingereza (b) Kiswahili.Ni lugha ipi unayoweza kujieleza kwa usahihi zaidi? (Zungushia jibu sahihi): (a) Kiingereza(b) Kiswahili.Unajisikia furaha na fahari kufundishwa na kujifunza elimu ya sekondari kwa lugha ya Kiingereza? (Zungushia jibu sahihi): (a) Ndio (d) Hapana.Ni lugha ipi mnayoitumia sana pale mnapojifunza katika makundi darasani? (a) Kiingereza (b) Kiswahili, (c) Mchanganyiko Kiswahili na KiingerezaUnatumia muda mwingi zaidi kujifunza lugha ya Kingereza? (Zungushia jibu sahihi): (a) Ndio (d) Hapana.Je, ulipoingia elimu ya sekondari lugha ya kiingereza ilikuwa ni mzigo mkubwa katika kupata elimu bora?(a) Ndio (d) Hapana.Je unapoendelea naelimu ya sekondari lugha ya kiingereza inaendelea kuwa ni mzigo mkubwa katika kupata elimu bora?(a) Ndio (d) Hapana.Unatumia muda mwingi zaidi kukariri masomo kwa lugha ya kiingereza kuliko kuelewa? (Zungushia jibu sahihi): (a) Ndio (d) Hapana.Je, ulipatwa na wasiwasi wa kujifunza kutumia lugha ya kigeni pale ulipokuwa sekondari?(a) Ndio (d) Hapana.Ni nini kilitokea pale ambapo ulikuwa huelewi lugha ya kiingereza?Nilipoteza hamu ya kusoma na kuendelea kuhudhuria vipindi.Nililipoteza hamu ya kusoma na nikaacha kuhudhuria vipindi.Hamu ya kusoma iliongezeka.Nilibaki kama kawaida nilivyo.Je, unaweza kuandika athari zaidi za lugha ya kiingereza katika mafanikio ya masomo yako? Ndiyo/Hapana. Kama ndiyo eleza kwa ufupi ……………………………………………………………………………………………………………………………………………………………………………………………SEHEMU D: MABADILIKO MUHIMU/UBORESHAJIPamoja na jitihada zinazofanyika hadi sasa katika sekta ya elimu, unafikiri nikitu gani kinachoweza kufanyika zaidi ili kuboresha maendeleo ya kitaaluma ya wanafunziKubadili lugha ya kufundishia kutoka kiingereza na kutumia kiswahiliKutumia lugha zote mbili kwa masomo yote ( )Kuongeza idadi ya vipindi vya somo la kiingereza Walimu kutoruhusu kabisa mawasiliano kufanyika kwalugha ya kiswahili katika mazingira ya shule.ASANTE KWA KUSHIRIKIAppendix SEQ APPENDIX_ \* ROMAN II: The Impact of Bilingualism on Students’ Academic Performance Survey Questionnaire for Form Four Failures (Swahili Version)Mimi ni Bi Neema Nestory ambaye ni mwanafunzi wa Chuo Kikuu Huria Tanzania ninayesoma Shahada ya Uzamili ya Elimu katika Usimamizi, Mipango na Sera. Kwa sasa ninafanya utafiti kuhusuMatokeo Ya kiingereza kama lugha ya kufundishia katika Taalumaya wanafunzi wilaya ya Bunda. Nakiri kuwa taarifa ninazokusanya zitahifadhiwa kwa usiri mkubwa na kwa lengo la matumizi ya kitaaluma na sivinginevyo.Kwa mawasiliano zaidi Namba ya Simu: +255 753 375386/689 223830Barua pepe: nevithkara@Ahsante kwa kushiriki Neema Nestory.SEHEMU A: TAARIFA BINAFSI(Weka alama ya tiki [ √ ] katika neno linalokuhusu zaidi)Jinsia: [ ] Me [ ] KeMwaka uliomaliza masomo ya Elimu ya sekondari ……………………….SEHEMU B: USOMAJI NA KUJIFUNZA LUGHA YA KINGEREZA(Zungushia neneo lililosahihi kuliko yote katika maswali yafuatayo)Je, kuna uhusiano wowote kati ya lugha ya kiingereza na ufaulu wa kitaaluma kwa wanafunzi wa shule za sekondari? (a) Ndiyo (b) HapanaJe, lugha ya kiingereza ina athari hasi kwa ufaulu wa wanafunzi wa shule za sekondari kitaaluma? (a) Ndiyo (b) HapanaUnafikiri wadau wa elimu walikuwa najukumu la kufanya katika maendeleo ya taaluma yako hasa katika lugha ya mawasiliano shuleni?(a) Ndio ( b) HapanaWalimu wanapotumia lugha ya kiingereza kufundishia darasani ulikuwaunaelewa?(a) Ndio (b) Hapana.Walimu wanapotumia lugha ya kiingereza kufundishia mlikuwa mnaelewa wote darasani? (a) Ndio (d) Hapana.Unawasiwasi unapotumia lugha ya kiingereza? (a) Ndio (d) Hapana.SEHEMU C: MATUMIZI NA ATHARI ZA LUGHA YA KIINGEREZAJibu maswali yafuatayo kama yanavyoelekeza kwa kuweka alama X mbele ya swali katika namba ambayo ni jibu sahihi kwa swali husika.1234Hakika nakubaliNakubaliiSikubaliHakika sikubaliNo.Maswali:12345Umeshawahi kujadiliana na walimu wako juu ya malengo yako ya kielimu changamoto unazozipata hasa wakati wa kujifunza kupitia lugha ya kiingereza?Unafikiri maendeleo yako ya kitaaluma kushuka yalichangiwa na matumizi ya lugha ambayo ni ngeni kwako?Unadhani kama ingetumiaka lugha ya kiswahili katika mchakato wa kujifunza maendeleo yako ya kitaaluma yangekuwa mazuri zaidi?Matokeo ya shule yako kwa ujumla yanaridhisha?Unadhani kuendelea kutumia lugha ya kiingereza kufundishia nchini ni utumwa?Unaipenda lugha ya kiingereza? (Zungushia jibu sahihi): (a) Ndio (b) Hapana. Ni lugha ipi unayoweza kuandika kwa usahihi zaidi? (Zungushia jibu sahihi): (a) kiingereza (b) kiswahili.Ni lugha ipi unayoweza kujieleza kwa usahihi zaidi? (Zungushia jibu sahihi): (a) kiingereza(b) kiswahili.Ulijisikia furaha na fahari kufundishwa na kujifunza elimu ya sekondari kwa lugha ya kiingereza? (Zungushia jibu sahihi): (a) Ndio (d) Hapana.Ni lugha ipi mliyokuwa mnaitumia sana pale mlipokuwa mnajifunza katika makundi darasani? (a) Kiingereza (b) kiswahili, (c) mchanganyiko kiswahili na kingerezaJe, ulitumia muda mwingi zaidi kujifunza luga ya kiingereza? (Zungushia jibu sahihi): (a) Ndio (d) Hapana.Je, ulipoingia elimu ya sekondari lugha ya kiingereza ilikuwa ni mzigo mkubwa katika kupata elimu bora?(a) Ndio (d) Hapana.Je, ulipoendelea naelimu ya sekondari lugha ya kiingereza inaendelea kuwa ni mzigo mkubwa katika kupata elimu bora?(a) Ndio (d) Hapana.Je ulitumia muda mwingi zaidi kukalili masomo kwalugha ya kiingereza kuliko kuelewa? (Zungushia jibu sahihi): (a) Ndio (d) Hapana.Je, ulipatwa na wasisi wa kujifunza kutumia lugha ya kigeni pale ulipokuwa sekondari?(a) Ndio (d) Hapana.Ni nini kilitokea pale ambapo ulikuwa huelewi lugha ya kiingereza?Nilipoteza hamu ya kusoma na kuendelea kuhudhuria vipindi.Nililipoteza hamu ya kusoma na nikaacha kuhudhuria vipindi.Hamu ya kusoma iliongezeka.Nilibaki kama kawaida nilivyo.Je, unaweza kuandika athari zaidi za lugha ya kiingereza katika mafanikio ya masomo yako? Ndiyo/Hapana. Kama ndiyo eleza kwa ufupi ………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………SEHEMU D: MABADILIKO MUHIMU/UBORESHAJIPamoja na jitihada zinazofanyika hadi sasa katika sekta ya elimu, unafikiri nikitu gani kinachoweza kufanyika zaidi ili kuboresha maendeleo ya kitaaluma ya wanafunziKubadili lugha ya kufundishia kutoka kiingereza na kutumia kiswahiliKutumia lugha zote mbili kwa masomo yote ( )Kuongeza idadi ya vipindi vya somo la kiingereza Walimu kutorushusu kabisa mawasiliano kutumika kwakiswahili katika mazingira ya shule.ASANTE KWA KUSHIRIKIAppendix SEQ APPENDIX_ \* ROMAN III: The Impact of Bilingualism on Students’ Academic Performance Survey Questionnaire for Teachers (English Version)Dear Sir/Madam,I am Neema Nestory, a student at the Open University of Tanzania. I am writing a Masters dissertation. My study is aboutThe Impact of English as Media of Instruction on Students’ Academic Performance in Community Secondary Schools in Bunda District. Kindly I request you to provide me with information. I want to assure you that all the information/data which will be collected during the process of this study will be treated with great confidentiality, and will be used for academic purpose and not otherwise.For more information:-+2553 375386 or +2559 223830.nevithkara@ Thanks.Neema NestorySECTION A: PERSONAL DATA(Put a tick [√] at the correct word or phrase that applies to you mostly)Gender:Male ( )Female ( )Educational level:Diploma ( )Degree() PGDE () MA () PhD ( ) Experience of being public secondary school teacher: 1-5( ), 6-10 ( ), 11-15 ( ), 16-20 ( ), and above 20 years ( )Teaching subject: English ( )Kiswahili ( ) Geography ( ) History ( ) Civics ( ) Physics ( ) Mathematics ( ) Chemistry ( ) Biology ( ) Agriculture ( ) Bookkeeping ( ) Commerce ( )SECTION B: USAGE OF EMIIN TEACHING AND LEARNING PROCESSIs there any relationship between the language of instruction and the secondary schools students’ academic performance? (a) Yes (b) NoDoes English as medium instruction affects negatively secondary schools students’ academic performance? (a) Yes (b) NoWhich language do you prefer to use for the subject you are teaching to be well understood?Circle the correct answer: (a) English only (b) Kiswahili only (c) Code-mixing using two language at the same timeWhat is your level of English language proficiency during teaching? Circle the correct answer: (a) Best (b) Better (c) Good (d) Not good (e) BadAre you comfortable using EMI?Circle the correct answer: (a) Yes (b) NoWhat is the level of your students on the following: Readingskills (a) Better (b) Good (c) Not good (d) Bad; Writingskills (a) Better (b) Good (c) Not good (d) Bad and Speaking skills (a) Better (b) Good (c) Not good (d) Bad.Do your students understand when you are teaching using EMI in the class? (a) Yes (b) NoWhich language do teachers use mostly after classes activities in the school environment?Circle the correct answer: (a) English (b) Kiswahili SECTION C: IMPACT OF USAGE OF EMITo which extent do you agree/disagree with the following statement related to the impact of usage of EMI? Please select a number of your correct choice and mark “X” appropriately using the 5 point scale ranging from 1 to 5.12345Strongly agreeAgreeNeutralDisagreeStrongly disagreeNo.Statement12345Students comfortable with English language.English as a media of instruction in teaching and learning process is a burden to students.English language is used throughout inside and outside the classroom.Students able to apply their English writing skills in answering test and examination.Teachers and students are satisfied with teaching and learning processesBoth formative and summative evaluation of academic performance is satisfactoryEnglish as a media of instruction in sec. schools is the major factor that contributes towards students’ unsatisfactory performanceDo you like English language? Circle the correct answer: (a) Yes (b) NoDo you feel proud to use EMI? Circle the correct answer: (a) Yes (b) NoDo you spend much time to learn something in English language? Circle the correct answer: (a) Yes (b) NoDo you spend much time to learn something in Kiswahili language than English language? Circle the correct answer: (a) Yes (b) NoDid you feel English language was a burden in learning process when you joined secondary education?(a) Yes (b) NoDid you feel English language was a burden in learning process as you continued studying secondary education after the first term?(a) Yes (b) NoDid you spend much time in secondary school to memorize answers for tests and examinations in English language than understanding? (a) Yes (b) NoDo your students spend much time to memorize answers for tests and exams in English language than understanding? (a) Yes (b) NoDo you experience foreign language anxiety when using English?(a) Yes (b) NoBriefly outline impact of EMI to your students’ performance: …………………......................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................SECTION D: DESIRED CHANGESAs among of the educational stake holders, what are the alternative and/ or solutions do you suggest that can facilitate general academic performanceTeaching and learning activities to be conducted by using English strictlyChange language of instruction from English and use Kiswahili as a media of instruction in all subjects. Applying code mixing when teaching and learning activities practiced.Introducing regular English debate clubs.Briefly outline other solutions if available: …………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………....THANKS FOR YOUR PARTICIPATIONAppendix SEQ APPENDIX_ \* ROMAN IV: The Impact of Bilingualism on Students’ Academic Performance Survey Questionnaire for School Management Team (SMT) (English Version)Dear Sir/Madam,I am Neema Nestory, a student at the Open University of Tanzania and I am writing a Masters dissertation. My study is aboutThe Impact of English as Media of Instruction on Students’ Academic Performance in Community Secondary Schools in Bunda District. Kindly I request you to provide me with information. I would like toassure you that all the information/data which will be collected during the process of this study will be treated with great confidentiality, and will be used for academic purpose and not otherwise.For more information:-+2553 375386 or +2559 223830.nevithkara@ Thanks.Neema NestorySECTION A: PERSONAL DATA(Put a tick [√] at the correct word or phrase that applies to you mostly)Gender:Male ( )Female ( )Educational level: Diploma ( ) Degree ( ) PGDE ( ) MA ( ) PhD ( ) Experience of being public secondary school teacher: ( ), 6-10 ( ), 11-15 ( ), 16-20 ( ), and Above 20 years ( )Teaching subject: English ( )Kiswahili ( ) Geography ( ) History ( ) Civics ( ) Physics ( ) Mathematics ( ) Chemistry ( ) Biology ( ) Agriculture ( ) Bookkeeping ( ) Commerce ( )SECTION B: USAGE OF EMIIN TEACHING AND LEARNING PROCESSIs there any relationship between the language of instruction and the secondary schools students’ academic performance? (a) Yes (b) NoDoes English as medium instruction affect negatively secondary schools students’ academic performance? (a) Yes (b) NoWhich language do you prefer to use so that the subject you are teaching to be understood well?Circle the correct answer: (a) English only (b) Kiswahili only (c) Code-mixing using two language at the same timeWhat is your level of English language proficiency during teaching? Circle the correct answer: (a) Best (b) Better (c) Good (d) Not good (e) BadAre you comfortable using EMI? Circle the correct answer: (a) Yes (b) No What is the level of your students on the following: Readingskills (a) Better (b) Good (c) Not good (d) Bad; Writingskills (a) Better (b) Good (c) Not good (d) Bad and Speaking skills (a) Better (b) Good (c) Not good (d) Bad.Do all your students understand when you are teaching using EMI in the class? (a) Yes (b) NoWhich language do teachers mostly use after class activities in the school environment? Circle the correct answer: (a) English (b) Kiswahili SECTION C: IMPACT OF USAGE OF EMITo which level do you rank the following statement related to the impact of usage of EMI? Please select a number of your correct choice and mark “X” appropriately using the 5 point scale ranging from 1 to 5.1234Very poorJust okGood Excellent No.Statement 1234Ability of your teacher’s on knowledge and competence on their teaching subject Teachers’ knowledge of syllabus and pedagogy in the preparation of scheme of work, lesson plan and lesson notes by using English languageTeachers’ competence and confidence towards English as a media of instructionLearners competence in consulting with teachers in academic mattersTeaching and learning materials are accessible and enough to satisfy teaching and learning activitiesGeneral school academic performance of internal and national examsTeacher’s perception and commitment to the teaching and learning process by using English as a media of instructionDo you like English language? Circle the correct answer: (a) Yes (b) NoDo you feel proud to use EMI? Circle the correct answer: (a) Yes (b) NoDo you spend much time to learn something in English language? Circle the correct answer: (a) Yes (b) NoDo you spend much time to learn something in Kiswahili language than English language? Circle the correct answer: (a) Yes (b) NoDid you spend much time in secondary school to memorize answers for tests and examinations in English language than understanding? (a) Yes (b) NoDo your students spend much time to memorize answers for tests and exams in English language than understanding? (a) Yes (b) NoDo you experience foreign language anxiety when using English?(a) Yes (b) NoBriefly outline impact of EMI to your students’ performance: …………………..………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………SECTION D: DESIRED CHANGESAs among of the educational stake holders, what are the alternative and/ or solutions do you suggest can facilitate general academic performanceTeaching and learning activities to be conducted by using English strictlyChange language of instruction from English and use Kiswahili as a media of instruction in all subjects. Applying code mixing when teaching and learning activities practiced.Introducing regular English debate clubs.Briefly outline other solutions if available: ………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………THANKS FOR YOUR PARTICIPATIONAppendix SEQ APPENDIX_ \* ROMAN V: The Impact of Bilingualism on Students’ Academic Performance Survey Questionnaire for District Educational Officers (DEO) (English Version)Dear Sir/Madam,I am Neema Nestory, a student at the Open University of Tanzania and I am writing a Masters dissertation. My study is aboutThe Impact of English as Media of Instruction on Students’ Academic Performance in Community Secondary Schools in Bunda District. Kindly I request you to provide me with information. I want to assure you that all the information/data which will be collected during the process of this study will be treated with great confidentiality, and will be used for academic purpose and not otherwise.For more information:-+2553 375386 or +2559 223830.nevithkara@ Thanks.Neema NestorySECTION A: PERSONAL DATA(Put a tick [√] at the correct word or phrase that applies to you mostly)Gender:Male ( )Female ( )Educational level: Diploma ( ) Degree ( ) PGDE ( ) MA ( ) PhD ( )Experience of being public officer in the District Education Office for secondary schools: 1-6 ( ), 6-10 ( ), 11-15 ( ), 16-20 ( ), and Above 20 years ( )SECTION B: USAGE OF EMIIN TEACHING AND LEARNING PROCESSAre you comfortable with using EMI in secondary schools? Circle the correct answer: (a) Yes (b) No then give reasons for your answer: ……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………….Do you agree with the demands that EMI affects academic performance in secondary schools performance? (a) Yes (b) No. Briefly explain how in relation to your answer …………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………Which language do youprefer/suggest to be used so that the subjectstaughtin secondary schools to be well understood? Circle the correct answer: (a) English only (b) Kiswahili only (c) Code-mixing using two languages at the same time. Give reasons for your answer: …………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………SECTION C: IMPACT OF USAGE OF EMIDo you like English language? Circle the correct answer: (a) Yes (b) No Give reasons for your answer: ………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………Do you feel proud with the use of EMI in secondary schools? Circle the correct answer: (a) Yes(b) No. Give reasons for your answer: ………………………..……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………….Do you spend much time to learn something in English language? Circle the correct answer: (a) Yes (b) NoDo you spend much time to learn something in Kiswahili language than English language? Circle the correct answer: (a) Yes (b) NoDo you experience foreign language anxiety when using English? (a) Yes (b) NoBriefly outline impact of EMI to your students’ performance: …………………..……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………SECTION D: DESIRED CHANGESAs among of the educational stake holders, what are the alternative/solutions do you suggest can facilitate general academic performanceTeaching and learning activities to be conducted by using English strictlyChange language of instruction from English and use Kiswahili as a media of instruction in all subjects. Applying code mixing when teaching and learning activities practiced.Introducing regular English debate clubs.Briefly outline other solutions if available: ……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………….THANKS FOR YOUR PARTICIPATIONAppendix SEQ APPENDIX_ \* ROMAN VI: The Impact of Bilingualism on Students’ Academic Performance Survey Documentary Review Schedule for Expressed ImpactQuality academic performance expressed in the documentary reviewSection A: English Subject12345Highly goodGoodSomehow goodBadWorseNo.Document 12345NECTA resultsQuizzesTerminalAnnual testsStudents’ notesExercise booksLibrary English books borrowing dataSection B: Other Subject12345Highly goodGoodSomehow goodBadWorseNo.Document 12345NECTA resultsQuizzesTerminalAnnual testsStudents’ notesExercise booksLibrary books borrowing dataAppendix SEQ APPENDIX_ \* ROMAN VII: Research Clearance LetterCorrespondences-20955014605Appendix SEQ APPENDIX_ \* ROMAN VIII: Utamblisho wa Mwanachuo anaefanya Utafiti katika Shul za Sekonary Wilaya ya Bunda-6985078740 ................
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