Language of instruction and learning effectiveness in Tanzania higher education: Undergraduate students’ perceptions of English - The case of Tanzania Institute of Accountancy

Josephat Dougras Bukuku

doi:10.51867/scimundi.6.1.19

Authors

Josephat Dougras Bukuku Tanzania Institute of Accountancy, Tanzania https://orcid.org/0000-0002-4380-5795

DOI:

https://doi.org/10.51867/scimundi.6.1.19

Keywords:

English Medium Instruction, Higher Education, Language of Instruction, Learning Effectiveness, Students’ Perceptions, Tanzania

Abstract

Language of instruction is an important predictor of learning effectiveness, especially in a multilingual context like Tanzania, where Kiswahili dominates in day-to-day communication and English is widely used as a medium of instruction in secondary and higher education. This study examined perceptions of undergraduate students on the use of English as a medium of instruction and its effect on learning effectiveness. The Tanzania Institute of Accountancy (TIA), Dar es Salaam Campus, was used as a case study. The study was guided by Cummins’ linguistic interdependence hypothesis and Vygotsky’s sociocultural theory. The campus had a total of 11, 365 undergraduate students. Data were collected using a structured questionnaire from a total of 179 undergraduate students who were obtained using a simple random sampling technique. Reliability analysis of the instrument showed a Cronbach’s Alpha value of 0.87, which indicates strong internal consistency. Descriptive statistics were used to test for frequencies, median, and standard deviation. Inferential statistics was also used to test for correlation and regression. Learning effectiveness was operationalized through comprehension, participation, confidence, and academic performance. The findings revealed high perceptions of MOI (M = 3.68, SD = 0.81) and positive ratings across learning effectiveness indicators, which are comprehension (M = 3.74), participation (M = 3.59), confidence (M = 3.63), and academic performance (M = 3.71). Moreover, MOI was found to have significant positive correlations with academic performance (r = .66), comprehension (r = .62), participation (r = .55), and confidence (r = .58) (p < .01). Regression analysis indicated that MOI significantly predicted learning effectiveness (β = .69, p < .001), explaining 48% of its variance (R² = .48). The study concludes that English as MOI significantly influences all the four predictors of learning effectiveness. It further recommends strengthening academic language support mechanisms to students in higher education and reviewing policy to enhance learning effectiveness in Tanzanian higher education institutions.

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