English Language Proficiency and Students’ Performance in Secondary Schools in Rwanda: A Case Study of Bugesera District

Abstract

The purpose of this study was to establish the influence of English language proficiency on students’ academic performance in Secondary Schools in Bugeresa District. The objectives of this study were; to investigate the extent to which Literacy skills influence students’ academic performance in secondary schools in Bugeresa District; to establish how School Learning Environment influences students’ academic performance in secondary schools in Bugeresa District; to assess the extent to which Basic interpersonal communication skills influence students’ academic performance in secondary schools in Bugeresa District. The study was a descriptive case study design. Both qualitative and quantitative data collection methods and analysis were used. A sample of 184 respondents was got from an accessible population of 346 respondents with a response rate of 100% obtained. The findings of this study show that: There is a positive and significant relationship between literacy skills and students’ academic performance in secondary schools, that there is a significant positive relationship between the learning environment and students’ academic performance in secondary schools in Bugeresa District as well as in other schools in Rwanda and that there is a high and positive correlation coefficient significant relationship between basic interpersonal communication skills and students’ academic performance in secondary schools in Bugesera District. The study concludes that English language proficiency greatly influences students’ performance. The study recommends that government authorities in Rwanda and Bugesera District in particular together with parents should ensure that these skills are imparted in students right away from their tender age. It further recommends that education stakeholders should ensure that learning environment is conducive enough for meaningful students’ academic performance to be realized. Lastly, the study recommends that stakeholders be it government, district education authorities, teachers and parents should try to encourage students to speak the language of instruction to be able to understand English language and this will lead to improved students’ performance.