使用当地语言对卢旺达加茨博地区小学低年级学生学习成绩的影响

IF 0.7 Q3 EDUCATION & EDUCATIONAL RESEARCH
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引用次数: 0

摘要

本研究评估了使用当地语言对卢旺达加茨博地区小学低年级学生学习成绩的影响。具体而言,本研究旨在确定影响这些学校使用当地语言的因素,分析使用当地语言的学生的学习成绩,并评估使用当地语言对学习成绩的总体影响。本研究采用描述性和相关性设计,采用混合方法。共有718名受访者,其中包括118名教师和600名家长。259名受访者的样本量是使用Yamane公式确定的。调查对象采用目的性抽样的方法进行选择,数据收集采用问卷调查法和文献研究法。还进行了一项试点研究。数据分析使用SPSS version 21,并根据受访者提供的结果进行解释。就第一个目标而言,91.2%的答复者同意用当地语言进行课堂小组讨论是有益的,同样比例的答复者同意用当地语言提供测试。关于第二个目标,90.0%的人认为英语语言发展水平较低,88.3%的人认为英语写作水平较低,81.9%的人认为英语阅读水平较低。对于第三个目标,93%的人认为政府提倡用当地语言进行课堂小组讨论的教育政策导致语言习得水平较低。相关值也显示本地语言教学对语言习得水平有正向影响。总之,研究表明,课堂小组讨论、教学方法、解释和当地语言测试等因素都会影响学习成绩。结果表明,在国家考试中,语言习得、言语发展、写作和阅读技能水平较低。所有这些因素都显著导致英语成绩低下,p值小于0.05。该研究建议教育利益相关者合作提高英语水平。教育部也应该提供英语教学材料。进一步的研究应该探讨英语水平在各个教育阶段的重要性,以及它对影响学生成绩的其他因素的影响。关键词:当地语言使用,学生学习成绩,小学低年级,Gatsibo地区,卢旺达
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Influence of Local Language Use on Students’ Academic Performance in Lower Primary Schools in Gatsibo District, Rwanda
This research assessed the influence of local language use on students' academic performance in lower primary schools in the Gatsibo district of Rwanda. Specifically, the research aimed to identify the factors influencing local language use in these schools, analyze the academic performance of students attributable to local language use, and assess the overall influence of local language use on academic performance. The study employed a descriptive and correlational design using a mixed-methods approach. The population consisted of 718 respondents, including 118 teachers and 600 parents. The sample size of 259 respondents was determined using the Yamane formula. Respondents were selected through purposive sampling, and data were collected using questionnaires and document research. A pilot study was also conducted. Data were analyzed using SPSS version 21, and interpretations were based on the results provided by the respondents. For the first objective, 91.2% of respondents agreed that class group discussions in the local language were beneficial, and the same percentage agreed with providing tests in the local language. Regarding the second objective, 90.0% agreed that there was a low level of speech development in English, 88.3% indicated a low level of English writing skills, and 81.9% reported low levels of reading skills. For the third objective, 93% agreed that government educational policies advocating class group discussions in local language led to low levels of language acquisition. Correlation values also indicated that teaching in local language positively influenced language acquisition levels. In conclusion, the study shows that factors such as class group discussions, teaching methods, explanations, and tests in the local language influence academic performance. The results indicate that low levels of language acquisition, speech development, and writing and reading skills are observed in national exams. All these factors significantly contribute to low performance in English, as indicated by p-values less than 0.05. The study recommends that educational stakeholders collaborate to improve English proficiency. The Ministry of Education should also provide instructional materials for the English language. Further studies should explore the importance of English proficiency at all educational levels and its effects on other factors affecting students' performance. Keywords: Local Language Use, Students’ Academic Performance, Lower Primary Schools, Gatsibo District, Rwanda
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来源期刊
Journal of Education
Journal of Education EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
1.20
自引率
7.70%
发文量
26
审稿时长
35 weeks
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