The Effects of the Language of Instruction on the Academic Performance of the Tsonga (Shangani) Speaking Grade Seven Pupils in Chiredzi South, Zimbabwe
Journal Title: IOSR Journal of Research & Method in Education (IOSRJRME) - Year 2018, Vol 8, Issue 2
Abstract
This study was an endeavor to investigate the effects of the use of unfamiliar/foreign languages as mediums of instruction (English and Shona), to teach Tsonga (Shangani) speaking children in Chiredzi south district of Zimbabwe. Because of the nature of the study, quantitative methods were adopted to study the performance of the Tsonga (Shangani) language speaking learners in five purposively sampled schools. Two hundred and twenty two (222) learners participated in the study. The main aim of the researcher was to find out whether teaching learners in a foreign or unfamiliar language was a bridge or barrier to learning. In this case, the research did not only look at the effect of using English for instructional purposes, but also investigated how the so calledmajor or dominant indigenous languages which are used for instructional purposes in schools, affected the academic performance of Tsonga (Shangani) language speaking children in Chiredzi district of Zimbabwe. Data for this study were collected using lesson observation and a knowledge test. In doing so, fifteen lessons were observed. Fifteen children who came from Tsonga (Shangani) speaking homes were purposively selected and taught in their home language(Tsonga/Shangani) only and the other fifteen children who came from Shona speaking homes were also purposively selected and taught the same topic in their home language (Shona) only and a third group of fifteen Grade Seven learners per school, were randomly selected and taught in English only. A knowledge test was given to each group thereafter. Children from each language condition were allowed to answer questions in their home languages, except for the third group which was taught in English. This group answered the questions in English with a restricted use of Shona. Each of the test results from the knowledge tests were analysed using a One Way Analysis of Variance (ANOVA) and conclusions were drawn. Data were presented in tables. The results from the knowledge tests given showed a significant difference in the mean marks obtained from the three groups (the Shangani, Shona and English group). The result showed that language has a significant influence on the academic performance of learners since the p – value was 0.000. This implied that the performance of learners between the three groups is significantly different. On the basis of these observations, the Null hypothesis was rejected. Consequently, conclusions were drawn and recommendations made.
Authors and Affiliations
Davison Makondo
Keywords
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- EP ID EP413481
- DOI 10.9790/7388-0802020121.
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