Role of Orientation Program on Instructional Language Proficiency Among Form One Students in Moshi Rural District, Tanzania

  • Eliatosha Moses Mbwambo The Mwalimu Nyerere Memorial Academy
  • Theresia Julius Shavega, PhD The Open University of Tanzania
Keywords: Orientation Program, Instructional Language Proficiency, Form One Students, Secondary School, Tanzania
Share Article:

Abstract

The purpose of the current study was to explore the role of the Orientation Program in instructional language proficiency among Form One Students in secondary schools in Tanzania, with a specific focus on Moshi - Kilimanjaro. The present study employed a qualitative approach and case study design. Data were collected through semi-structured interviews, unstructured observations, and closed-ended questionnaires. The study reveals that the Orientation Program has superimposed functions of harmonising the language gap and enhancing a smooth transition of students to secondary school English medium instruction. These functions were added to the primary function of the Orientation Program to improve Instructional Language proficiency. Furthermore, observations revealed that Schools X and Y dedicated more learning activities, which suggests their students potentially receive a more comprehensive exposure to the Orientation Program's intended aim than students in other schools. The study recommends that the Form One subjects' syllabi be reviewed to ensure the Orientation Program is embedded as the first topic for consistency and standardised implementation across schools

Downloads

Download data is not yet available.

References

Anderson, L., Jacobs, J., Schramm, S., & Splittgerber, F. (2000). School transitions: beginning of the end or a new beginning? International Journal of Educational Research 33, pp. 325-339.

Bandura, A. (2001). Social cognitive theory: An agentive perspective. Annual review of psychology, 52(1), 1-26.

Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, NJ: Prentice-Hall.

Bandura, A. (1977). Social learning theory. Englewood Cliffs, NJ: Prentice Hall.

Cohen, L., Manion, L., & Morrison, K. (2000). Research Methods in Education (5th Ed.). Routledge, Falmer.

Creswell, J. W & Creswell, J. D. (2018). Research Design: Qualitative, Quantitative, and Mixed Methods Approaches (5th ed.). Sage Publications, Inc.

De Wit, D., Karioja, K. & Rue, B. (2010). Student Perceptions of Diminishing Teacher and Classmate Support Following the Transition to High School: Are they related to declining attendance? School effectiveness and School Improvement,21, (4), 451- 472.

Edinyang, S. (2016). The significance of social learning theories in the teaching of social studies education. International Journal of Sociology and Anthropology Research, 2(1), 40-45.

Egbiji, J., Eyo, M. & Oko, P. (2011). The Extent of Implementation of Orientation Program among Public and Private Secondary Schools in Cross River State of Nigeria. An International Multi-Disciplinary Journal, Ethiopia, Vol. 5 (2), Serial No. 19,215-224.

Faustin, M. (2014). Impact of Fre-Form One orientation course in enhancing students’ Learning in ordinary secondary schools: A case of selected faith-based secondary Schools in Dodoma. Published Master’s dissertation. The University of Dodoma.

Griebel, W & Berwanger, D. (2006). The transition from Primary School to Secondary School in Germany. International Journal of Transitions in Childhood, (2), 32-39.

Johanes, J. (2017). The Influence of Code-Switching and Code-Mixing on Learning English Language in Secondary Schools: The Case of Rombo District. Unpublished Master’s Thesis: The Open University of Tanzania.

Kombo, D.K. & Tromp, D.A. (2006). Proposal and Thesis Writing: An Introduction. Pauline's Publications Africa.

Lyimo, D & Mapunda, G. (2016). Do Tanzanian Secondary School Teachers of English Use the Communicative Approach as Required? Lessons from Kilimanjaro Region. Journal of Linguistics and Language in Education Vol. 10, Number 2, 73-91.

Mackenzie, E., McMaugh, A., & O’Sullivan, K.-A. (2012). Perceptions of Primary to Secondary School Transitions: Challenge or Threat? Issues in Educational Research, 22(3), 298-314.

Murasi, G. (2013). The role of baseline orientation course in enhancing learners’ Transition from primary to secondary education in Tanzania: The case of Dodoma Municipality. Published Master’s Thesis (MAED). The University of Dodoma.

Mtana, N. J. & O-Saki, K.M. (2017). Empowering the Marginalised through Language Supportive Pedagogy in Tanzanian secondary education. Multilingualism and Development. British Council.

McGee, C., Ward, R., Gibbons, J., & Harlow, A. (2004). Transition to Secondary School: A Literature Review. The University of Waikato.

Ogbiji, J. E., Eyo, M. B & Oko, P. I. (2011). The Extent of Implementation of Orientation Program among Public and Private Secondary Schools in the Cross-River State of Nigeria. An International Multi-Disciplinary Journal, Ethiopia. Vol. 5 (2), 215-224).

Sigei, K. W. (2013). Analysis of transition of new students in secondary schools in Bomet District, Bomet County, Kenya. Master Research Project. Kenyatta University.

Tanzania Institute of Education. (2014). A Guide for the Implementation of Baseline Program for Secondary Schools in Tanzania Mainland. Tanzania Institute of Education.

URT (2014). Education and Training Policy. Ministry of Education and Vocational Training.

Published
31 July, 2025
How to Cite
Mbwambo, E., & Shavega, T. (2025). Role of Orientation Program on Instructional Language Proficiency Among Form One Students in Moshi Rural District, Tanzania. East African Journal of Arts and Social Sciences, 8(3), 57-65. https://doi.org/10.37284/eajass.8.3.3417