THE INFLUENCE OF LANGUAGE OF INSTRUCTION ON MATHEMATICS PERFORMANCE IN SECONDARY SCHOOLS IN MBALE CITY, EASTERN UGANDA
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Date
2026-09-01
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Busitema University
Abstract
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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Citation
Mungoma, A. (2026). The influence of language of instruction on mathematics performance in secondary schools in Mbale City, Eastern Uganda. [Undergraduate Research Report]. Busitema University.