Students’ Attitude and Academic Competencies in Kiswahili Language among Government Secondary Schools Baseline Comparison of North and South Divisions, Mbarara City
Abstract
Despite Kiswahili being an official language in Uganda, Government secondary school students show varying attitudes and academic competencies in the subject, A baseline comparison of senior three Kiswahili learners in the North and South Divisions of Mbarara City revealed that students in the South Division had more favourable attitudes toward Kiswahili than those in the North Division, However, no significant differences were observed in academic competence between the two groups, These findings suggest that while administrative divisional context influences attitudes, instructional approaches, and support mechanisms are more critical to language competency outcomes, The study emphasizes the need for tailored pedagogical strategies to enhance both attitude and proficiency in Kiswahili across diverse school settings
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Copyright (c) 2025 Emilly Arishaba, PhD, Sudi Balimuttajjo, PhD
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