The Relationship between the Language Transition Policy Factors for the Education System and the Students’ Performance in Universities in Rwanda
Andala, Hesbon Opiyo
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A variety policy related factors which elicit the learner’s participation and motivation exist and should be identified and utilized to enhance quality learning. Education in Rwanda has been changing systematically after the country’s accession to the East African Community. The changes call for the need to analyze the prevailing policies and how they affect the various aspects of education. The study tested how the language transition policy related to students’ academic performance at the universities in the country. The students’ attitude towards the language policy and the extent to which policy affected the students’ performance due to existing language barrier was also assessed. The study employed an experimental design with a sample size of 242 students. The language policy factors were the independent variables while the students’ academic performance was the dependent variable. Data was collected and analyzed using descriptive statistics. Regression analysis was used to test the relationship between the language policy factors and the students’ performance at 95% confidence limit. The results showed that students had commitment and attached importance to English as a language of instruction. The regression analysis further indicated that the policy factors were significant in determining their academic performance but they still had a positive attitude despite the challenges they faced.