Influence of Structured Classroom Debates on Proficiency of English Language among Pupils in Selected Public Primary Schools in Mayuge District, Uganda

Stella Amulen & Joseph Muyunga
School of Graduate Studies, Kampala University
Email: amulenstella4@gmail.com

Abstract: The study sought to establish the influence of structured classroom debates on the proficiency of the English language among pupils in selected public primary schools in Mayuge District. A cross-sectional design was used to conduct a study about debate and proficiency in English. The researcher prepared a set of structured questions for teachers in public primary schools. The interview guided interactions between the researcher and each head teacher. Four interview sessions, each not exceeding one hour per primary school, were held with each head teacher. Head teachers were asked to provide documented information about pupil performance. A focus discussion guide was prepared in line with the specific objectives of the study and used to obtain findings from learners. A strong positive statistically significant relationship (r =.478**; P =.000) exists between structured class debating and proficiency in English for primary school pupils in Mayuge District. This finding suggests that engaging primary school pupils in structured class debating activities can significantly improve their proficiency in English. The correlation coefficient of 0.478 indicates a moderate strength of the relationship, while the p-value of 0.000 indicates a high level of statistical significance. Therefore, it can be concluded that incorporating debate exercises into the curriculum can be an effective strategy for enhancing English language skills among primary school pupils in Mayuge District. To enhance the influence of structured classroom debating on English proficiency among pupils: Teachers can provide a diverse range of debate topics that cater to different interests and levels of language proficiency.