Perceptions on the Influence of English Language Proficiency on Students’ Academic Performance in Public Secondary Schools in Rorya District Council

PrayGod Joseph Exaud; Peter T. Mramba

doi:10.37284/eajes.7.4.2269

PrayGod Joseph Exaud Jordan University College
Peter T. Mramba, PhD Jordan University College

DOI: https://doi.org/10.37284/eajes.7.4.2269

Keywords: Pupils, Mental Disorders, Teaching, Teaching Materials

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Abstract

This study examines perceptions of the influence of English language proficiency on students' academic performance in Public Secondary Schools in Rorya District, Tanzania. The study utilizes a mixed research approach and descriptive survey design. The study targeted DSEO, Heads of Schools, teachers, and students, with a sample of 61 respondents selected through stratified and random sampling methods. Primary and secondary data were gathered via interviews and questionnaires, ensuring the study's validity and reliability. Ethical considerations, including voluntary participation and confidentiality, were rigorously upheld. The findings reveal that effective school-based English programs, such as debates and speech activities, enhance students' language skills and academic performance. Additionally, consistent and dedicated teaching of English contributes positively to students' comprehension and achievements. The study underscores the critical role of English proficiency in educational outcomes and recommends expanding English language programs, regular teacher training, and interactive learning methods to improve academic results

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