Relationship Between Language Barrier and Students’ Academic Performance in Higher Learning Institutions in Rwanda
DOI:
https://doi.org/10.53819/81018102t2546Abstract
Language barrier remains a critical challenge affecting students’ academic performance in higher learning institutions in Rwanda, where English is the primary medium of instruction. This study examined the relationship between language proficiency and academic achievement among undergraduate students at the University of Rwanda College of Education. Using a quantitative research approach with a descriptive-correlational design, data were collected from 339 students across arts and science faculties. Descriptive statistics measured the level of perceived language barriers, while Pearson correlation analyzed the relationship between language proficiency and academic performance. Findings revealed a significant negative relationship between language barriers and students’ academic outcomes, indicating that limited English proficiency hinders comprehension, participation, and overall performance. The study recommended targeted interventions, including supplementary language courses, enhanced pedagogical strategies, and supportive academic resources to mitigate language challenges. Addressing these barriers is crucial to improve students’ academic success and prepare graduates for competitive employment in Rwanda’s socio-economic context.
Keywords: Language barriers; English language proficiency; Academic performance; Higher learning institutions; Medium of instruction
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