Abstract:
This research project aims to investigate the effects of transitioning the medium of instruction (MOI) from Kinyarwanda to English on the academic performance of students in the early years of primary education in Rubavu District, Rwanda. The study specifically seeks to (1) assess how the shifting in the medium of instruction influences students’ academic outcomes in the lower primary schools, (2) identify challenges faced by teachers during the transition of MOI, and (3) explore teachers' attitudes towards the shifting of MOI. A mixed-methods research design was employed, utilizing questionnaires, focus group discussions, and
documentary reviews to gather data. The study targeted 150 individuals, with a sample size of 69 participants, including school leaders and lower primary teachers from five randomly selected schools in Rubavu district. Data analysis was conducted using Excel, SPSS, and T tests to compare academic performance before and after the shift of MOI. Key findings indicate a significant positive effect of shifting the MOI on academic performance in lower primary despite these improvements, the transition was challenged by unqualified teachers with low English proficiency and a lack of teaching materials in English. Teachers expressed
concerns regarding the readiness for the MOI shift, with 67% believing that English as a Medium of Instruction (EMI) should be implemented from the lower primary level. Additionally, 71% of respondents reported that student performance improved over time as challenges were addressed. The study recommends that the government and policymakers ensure stability in the MOI, provide adequate preparation for transitions, enhance English proficiency and pedagogy through training and capacity building, and supply sufficient
teaching materials in the target language. Early implementation of EMI is suggested to facilitate language development from a young age.
