Browsing by Author "Mungoma, Abdu"

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    THE INFLUENCE OF LANGUAGE OF INSTRUCTION ON MATHEMATICS PERFORMANCE IN SECONDARY SCHOOLS IN MBALE CITY, EASTERN UGANDA
    (Busitema University, 2026-08-19) Mungoma, Abdu
    This study investigates the influence of the language of instruction on learners' mathematics performance in secondary schools within Mbale City, Eastern Uganda. The research was guided by three primary objectives: assessing the impact of language proficiency on the understanding of mathematical concepts, identifying the challenges teachers encounter when teaching mathematics in English, and examining the strategies teachers employ to enhance learners' comprehension through language support. Employing a descriptive cross-sectional research design with a mixed-methods approach, the study collected data from 240 learners via questionnaires and 12 mathematics teachers through interviews across six secondary schools (three government-aided and three private). Quantitative data were analysed using frequencies and percentages, while qualitative data from interviews were analysed thematically. The findings indicate a significant disparity in learners' understanding of mathematics when taught in English between government and private schools. Specifically, only 18% of learners in government schools understood mathematics well or very well when taught in English, while 82% did not. In contrast, 87% of learners in private schools understood mathematics well or very well, with only 13% reporting otherwise. Furthermore, 83% of learners in government schools preferred using the local language or a bilingual approach for mathematics, compared to 17% who preferred English only. For private school learners, 24% preferred local/bilingual instruction, while 76% preferred English only. Language difficulties were reported to often or always affect the mathematics performance of 79% of learners in government schools, whereas 21% were rarely or never affected. In private schools, 23% of learners were often or always affected by language difficulties, while 77% were rarely or never affected. These language barriers negatively impacted mathematics performance, especially for learners with limited English proficiency. Teachers noted challenges such as learners struggling to interpret word problems, grasp technical vocabulary, participate orally, and articulate answers in English. Conversely, private school teachers reported fewer such challenges. To mitigate these barriers, teachers utilized various strategies, including code-switching between English and the local language, translating key terms, incorporating visual aids and real-life examples, promoting peer learning, and using simplified English with repetition. These methods proved effective in improving learners' comprehension, participation, and communication of mathematical ideas. The study concludes that the language of instruction significantly affects learners' understanding and performance in mathematics. It recommends implementing bilingual language support alongside English, establishing language-support programs, utilizing visual and practical teaching resources, and focusing on strengthening learners' mathematical vocabulary.
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    THE INFLUENCE OF LANGUAGE OF INSTRUCTION ON MATHEMATICS PERFORMANCE IN SECONDARY SCHOOLS IN MBALE CITY, EASTERN UGANDA
    (Busitema University, 2026-09-01) Mungoma, Abdu
    This study investigates the influence of the language of instruction on learners' mathematics performance in secondary schools within Mbale City, Eastern Uganda. The research was guided by three primary objectives: assessing the impact of language proficiency on the understanding of mathematical concepts, identifying the challenges teachers encounter when teaching mathematics in English, and examining the strategies teachers employ to enhance learners' comprehension through language support. Employing a descriptive cross-sectional research design with a mixed-methods approach, the study collected data from 240 learners via questionnaires and 12 mathematics teachers through interviews across six secondary schools (three government-aided and three private). Quantitative data were analysed using frequencies and percentages, while qualitative data from interviews were analysed thematically. The findings indicate a significant disparity in learners' understanding of mathematics when taught in English between government and private schools. Specifically, only 18% of learners in government schools understood mathematics well or very well when taught in English, while 82% did not. In contrast, 87% of learners in private schools understood mathematics well or very well, with only 13% reporting otherwise. Furthermore, 83% of learners in government schools preferred using the local language or a bilingual approach for mathematics, compared to 17% who preferred English only. For private school learners, 24% preferred local/bilingual instruction, while 76% preferred English only. Language difficulties were reported to often or always affect the mathematics performance of 79% of learners in government schools, whereas 21% were rarely or never affected. In private schools, 23% of learners were often or always affected by language difficulties, while 77% were rarely or never affected. These language barriers negatively impacted mathematics performance, especially for learners with limited English proficiency. Teachers noted challenges such as learners struggling to interpret word problems, grasp technical vocabulary, participate orally, and articulate answers in English. Conversely, private school teachers reported fewer such challenges. To mitigate these barriers, teachers utilized various strategies, including code-switching between English and the local language, translating key terms, incorporating visual aids and real-life examples, promoting peer learning, and using simplified English with repetition. These methods proved effective in improving learners' comprehension, participation, and communication of mathematical ideas. The study concludes that the language of instruction significantly affects learners' understanding and performance in mathematics. It recommends implementing bilingual language support alongside English, establishing language-support programs, utilizing visual and practical teaching resources, and focusing on strengthening learners' mathematical vocabulary.
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    The influence of language of instruction on mathematics performance in secondary schools in Mbale city, eastern Uganda.
    (Busitema University, 2026) Mungoma, Abdu
    This study investigates the influence of the language of instruction on learners' mathematics performance in secondary schools within Mbale City, Eastern Uganda. The research was guided by three primary objectives: assessing the impact of language proficiency on the understanding of mathematical concepts, identifying the challenges teachers encounter when teaching mathematics in English, and examining the strategies teachers employ to enhance learners' comprehension through language support. Employing a descriptive cross-sectional research design with a mixed-methods approach, the study collected data from 240 learners via questionnaires and 12 mathematics teachers through interviews across six secondary schools (three government-aided and three private). Quantitative data were analysed using frequencies and percentages, while qualitative data from interviews were analysed thematically. The findings indicate a significant disparity in learners' understanding of mathematics when taught in English between government and private schools. Specifically, only 18% of learners in government schools understood mathematics well or very well when taught in English, while 82% did not. In contrast, 87% of learners in private schools understood mathematics well or very well, with only 13% reporting otherwise. Furthermore, 83% of learners in government schools preferred using the local language or a bilingual approach for mathematics, compared to 17% who preferred English only. For private school learners, 24% preferred local/bilingual instruction, while 76% preferred English only. Language difficulties were reported to often or always affect the mathematics performance of 79% of learners in government schools, whereas 21% were rarely or never affected. In private schools, 23% of learners were often or always affected by language difficulties, while 77% were rarely or never affected. These language barriers negatively impacted mathematics performance, especially for learners with limited English proficiency. Teachers noted challenges such as learners struggling to interpret word problems, grasp technical vocabulary, participate orally, and articulate answers in English. Conversely, private school teachers reported fewer such challenges. To mitigate these barriers, teachers utilized various strategies, including code-switching between English and the local language, translating key terms, incorporating visual aids and real-life examples, promoting peer learning, and using simplified English with repetition. These methods proved effective in improving learners' comprehension, participation, and communication of mathematical ideas. The study concludes that the language of instruction significantly affects learners' understanding and performance in mathematics. It recommends implementing bilingual language support alongside English, establishing language-support programs, utilizing visual and practical teaching resources, and focusing on strengthening learners' mathematical vocabulary.
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    The influence of language of instruction on mathematics performance in secondary schools in Mbale city, eastern Uganda.
    (Busitema Univesity, 2026-08) Mungoma, Abdu
    This study investigates the influence of the language of instruction on learners' mathematics performance in secondary schools within Mbale City, Eastern Uganda. The research was guided by three primary objectives: assessing the impact of language proficiency on the understanding of mathematical concepts, identifying the challenges teachers encounter when teaching mathematics in English, and examining the strategies teachers employ to enhance learners' comprehension through language support. Employing a descriptive cross-sectional research design with a mixed-methods approach, the study collected data from 240 learners via questionnaires and 12 mathematics teachers through interviews across six secondary schools (three government-aided and three private). Quantitative data were analysed using frequencies and percentages, while qualitative data from interviews were analysed thematically. The findings indicate a significant disparity in learners' understanding of mathematics when taught in English between government and private schools. Specifically, only 18% of learners in government schools understood mathematics well or very well when taught in English, while 82% did not. In contrast, 87% of learners in private schools understood mathematics well or very well, with only 13% reporting otherwise. Furthermore, 83% of learners in government schools preferred using the local language or a bilingual approach for mathematics, compared to 17% who preferred English only. For private school learners, 24% preferred local/bilingual instruction, while 76% preferred English only. Language difficulties were reported to often or always affect the mathematics performance of 79% of learners in government schools, whereas 21% were rarely or never affected. In private schools, 23% of learners were often or always affected by language difficulties, while 77% were rarely or never affected. These language barriers negatively impacted mathematics performance, especially for learners with limited English proficiency. Teachers noted challenges such as learners struggling to interpret word problems, grasp technical vocabulary, participate orally, and articulate answers in English. Conversely, private school teachers reported fewer such challenges. To mitigate these barriers, teachers utilized various strategies, including code-switching between English and the local language, translating key terms, incorporating visual aids and real-life examples, promoting peer learning, and using simplified English with repetition. These methods proved effective in improving learners' comprehension, participation, and communication of mathematical ideas. The study concludes that the language of instruction significantly affects learners' understanding and performance in mathematics. It recommends implementing bilingual language support alongside English, establishing language-support programs, utilizing visual and practical teaching resources, and focusing on strengthening learners' mathematical vocabulary. Comparative Findings: Government vs. Private Schools Indicator Government Schools (Yes/No) Private Schools (Yes/No) Learners understanding mathematics well/very well in English 18% / 82% 87% / 13% Learners preferring local/bilingual language for mathematics 83% / 17% 24% / 76% Learners whose performance is often/always affected by language difficulties 79% / 21% 23% / 77% Keywords: Language of instruction, mathematics performance, English proficiency, bilingual teaching, secondary schools, Mbale City.