USE OF ENGLISH LANGUAGE PROFICIENCY IN TEACHING AND LEARNING ON STUDENTS PERFORMANCE IN MATHEMATICS IN PUBLIC SECONDARY SCHOOLS OF RWANDA

This study explored the impact of English language proficiency on students performance in Mathematics in Kirehe Districts public secondary schools. It aims to assess students English skills in math classes, identify challenges stemming from language barriers, and determine the correlation between English proficiency and math performance. The research involved 336 students, from which 183 respondents, including head teachers, teachers, and students from four schools, were selected through purposive and random sampling methods. A descriptive research design using both quantitative and qualitative approaches was adopted, with data collected via questionnaires, interviews, and observations, then analyzed using SPSS version 21. Findings revealed that 76.5% of students understood basic math terms in English, while 89.7% felt confident discussing challenges in math. However, 81.8% struggled with complex instructions due to unfamiliar vocabulary. Anxiety about using English was noted by 86.8% of students, and 94.1% reported difficulties with lengthy word problems. The study found a significant correlation between teachers English skills and student performance, participation, and learning independence. Recommendations include prioritizing access to English resources, providing teacher incentives for language skill enhancement, and using clear, concise language in instruction. Further research on the relationship between English proficiency and students attitudes toward Mathematics is suggested.