Abstract: This study investigates the influence of English language usage on students’ academic performance in Physics at public secondary schools in Gakenke District, Rwanda. The specific objectives include assessing students’ academic performance in Physics and examining the relationship between English proficiency and Physics performance in these schools. A descriptive research design employing both quantitative and qualitative methods was utilized, with questionnaires as the primary data collection tool. The target population comprised 1,839 individuals, including 138 administrators, 223 teachers, and 1,478 students from public secondary schools in Gakenke District. A sample of 329 participants was selected using simple random sampling for teachers and students, and purposive sampling for administrators. Data were analyzed using SPSS Version 21 and Microsoft Excel, applying descriptive statistics. Results indicated that 67.8% of respondents disagreed that English was frequently used in classes, and 66.7% felt students lacked strong English skills. Additionally, 91.8% of students expressed dissatisfaction with their academic performance in Physics, while 70.2% reported low engagement in hands-on experiments. Correlation analysis revealed a significant correlation between English language usage and students’ academic performance in Physics (r=0.721, p=0.000). The findings suggest a decline in Physics performance linked to insufficient English language proficiency. The study recommends that the Ministry of Education develop and implement policies that prioritize English language proficiency as a key component of the national curriculum, particularly in science subjects. This includes providing resources and training for teachers to effectively integrate English language instruction into their teaching of Physics and other subjects, ensuring that students are well-equipped to succeed academically in an English-speaking environment.

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.

Received June 1, 2020; Revised June 12, 2020; Accepted June 14, 2020

Abstract: English is both compulsory and examinable subject in secondary schools and second language to most Kenyans. Many learners have problems in the four language skills. Although learners will have been taught English through primary school, there is much they need to do to enhance their mastery of English. This study was prompted by dismal performance in English in Marakwet Sub-counties at KCSE examinations taking into consideration that examinations are mainly expressed through the written mode. This paper, therefore, examines learners’ roles in Communicative Language Teaching approach in writing skills in schools. The study adopted Krashen’s: The Input Hypothesis and it employed the descriptive survey design. The study population comprised 33 schools. Simple random sampling was used to select 11 schools and 121 Form Three students. Purposive sampling was used to select 11 teachers. Questionnaire, interview and observation schedules were used to collect data. The data was analysed descriptively using Statistical Package for Social Sciences version 21. Findings revealed that teachers considered students to be at the centre of teaching writing skills. Majority of the respondents felt that the teacher should be designing writing activities. Students felt that teachers should encourage learners to learn by themselves through own efforts to communicate in writing. The study recommends that more time should be allocated to writing skills, learners given adequate opportunities and activities to engage in and regular use of captivating essays among others. These findings are invaluable to teachers, learners, language educators and English curriculum developers in efforts to improve writing skills.