Perception on Language of Instruction in Primary Schools on Form Two National Assessment in Public Secondary Schools in Moshi Municipality, Tanzania

Abstract

Learning is a process that is best facilitated through language of instruction. Mastering language of instruction can influence academic performance. Education system recognizes the use of both Kiswahili and English as medium of instruction in primary and secondary schools Kiswahili is used for normal public primary schools and English is used for private English medium primary schools. Eventually, both students are required to learn in English as they join secondary schools. Does the shift from Kiswahili to English affect students’ academic performance in secondary schools? This paper sought to assess perceptions on language of instruction in primary school on Form Two National assessment in public secondary schools in Moshi Municipality in Tanzania. Ex post facto design was used. Questionnaires were used to collect quantitative data. The study found that students whose language of instruction in primary was Kiswahili exhibit positive mobility in secondary school where as students whose medium of instruction was English in primary school showed negative mobility.