Volume 8, Issue 3, May 2019, Page: 110-119
Socio-Economic Status as Determinants of Students’ Performance in English Language in Secondary Schools in Tanzania
Gilman Jackson Nyamubi, Department of Education, University of Iringa, Iringa, Tanzania
Received: Feb. 13, 2019;       Accepted: May 10, 2019;       Published: May 31, 2019
DOI: 10.11648/      View  632      Downloads  155
This paper examined how parents’ socio-economic status determined students’ performance in English language in Tanzania secondary schools. Two research questions and two research objectives guided the study. The study was conducted in two randomly selected Regions in Tanzania Mainland. It employed a cross-sectional survey design to collect data from 350 students in sixteen secondary schools. Data was collected through a questionnaire and achievement tests and was analysed using both descriptive and inferential statistics to get frequencies, means, percentages, as well as Pearson’s correlation and regression coefficients. It was found that students in Tanzania secondary schools had varying backgrounds in English language, which was determined by the type of primary school they had attended and the class at which they started to learn English language. The regularity of English language usage at home and school enhanced students’ performance in English language together with parents’ encouragement as well as material and moral support. It is recommended that parents’ socio-economic status should not inhibit learners’ exposure to English language learning. Also, parents, schools and government should protract English language teaching and learning through providing current textbooks as well as providing a favourable environment to learn and use English.
Socio-Economic Status, English Language Learning, Secondary School Students, Tanzania
To cite this article
Gilman Jackson Nyamubi, Socio-Economic Status as Determinants of Students’ Performance in English Language in Secondary Schools in Tanzania, Education Journal. Vol. 8, No. 3, 2019, pp. 110-119. doi: 10.11648/
Copyright © 2019 Authors retain the copyright of this article.
This article is an open access article distributed under the Creative Commons Attribution License ( which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
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