INSTITUTE OF ADULT EDUCATION

ASSESING THE CHALLENGES OF TEACHING ENGLISH LANGUAGE

IN PRIMARY SCHOOLS

A RESEARCH PROPOSAL

CASE STUDY: MKURANGA DISTRICT

BY

SWEET CYPRIAN

June 11, 2020

TABLE OF CONTENTS

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CHAPTER ONE: INTRODUCTION
1.0 Introduction …………………………………………………… 1
1.1 Background of the Study………………………………………. 1
1.2 Statement of the Study………………………………………… 1
1.3 Research Objective of the Study………………………………. 2
1.3.1 Main Objective………………………………………………… 2
1.3.2 Specific Objective of the Study……………………………….. 2
1.4 Research Questions …………………………………………… 2
1.5 Significance of the Study……………………………………… 2
1.6 Delimitation of the Study …………………………………….. 3
1.7 Limitation of the Study………………………………………... 3
1.8 Definition of the Terms………………………………………... 3
CHAPTER TWO: LITERATURE REVIEW
2.0 Introduction……………………………………………………. 4
2.1 Literature Review……………………………………………… 4
2.2 Summary of the Literature Review……………………………. 5
2.3 Research Gap…………………………………………………... 5
CHAPTER THREE: RESEARCH METHODOLOGY
3.0 Introduction …………………………………………………… 6
3.1 Research Design……………………………………………….. 6
3.2 Area of the Study………………………………………………. 6
3.3 Target Population ……………………………………………... 6
3.4 Sample and Sampling Technique ……………………………... 6
3.5 Sampling Technique …………………………………………... 7
3.6 Instrument of Data Collection…………………………………. 7
3.6.1 Questionnaire …………………………………………………. 7
3.6.2 Interview ………………………………………………………. 7
3.6.3 Observation…………………………………………………….. 8
3.6.4 Administration of Instrument………………………………….. 8
3.7 Data Analysis Plan ……………………………………………. 8
Reference………………………………………………………………. 9
Questionnaires ………………………………………………………… 10

CHAPTER ONE

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 INTRODUCTION
1.0 Introduction

This chapter deals with background of the study, statement of the study, research objectives,
research question, delimitation of the study, significance of the study, limitation of the study,
definition of terms.

1.1 Background of the Study

English Language is among of the subject in the academic world. It is a subject like other
subjects and it has been taught in different countries in the worlds including Tanzania. Also
English will be used as a medium of communication. Tanzania use English language as a
second language after Swahili language.

If a teacher teaches English language effectively a learner will be competent in listening,

speaking, writing skills, proper spelling, correct pronunciation as well as filling in blanks,
taking notes, writing down dictation, completing words in sentences, composition and new
writing sentences.

Teaching English language in Tanzania is faced by many challenges such as translation of

English language to Kiswahili, translation of English language to mother language, English
language used as a subject not language of communication and medium of instruction
especially in primary levels. These challenges need to be assessed and to reveal its solution.

1.2 Statement of Study

The performances of primary school pupils in the examination are becoming low yearly and
there is the assumption that it is due to poor knowledge and understanding of English
language. This study therefore will assess the challenges of teaching English language in
primary schools in Mkuranga District.

1.3 Research Objectives

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1.3.1 Main Objective

The main objective of this study will be to assess the challenges of teaching English language
in primary schools in Tanzania especially in Mkuranga District.

1.3.2 Specific Objectives of the Study

Specific objective of the study will be:

 To assess the social problems facing teaching English language in primary schools.
 To assess the attendance of the pupils in schools.
 To assess the ratio of English teachers to pupils of English classes in the school.

1.4 Research Question

The following questions guide the study: -

 Which are the social problems facing teachers in teaching English subject?
 What is the situation of the attendance of pupils in classes?
 Are the English teachers enough in the school and what is the ratio of teachers to pupils?

1.5 Significance of the Study

The significance of the study will be to know problems facing teaching English language in
primary schools so as to help the leaders, educational managers in Ministry of Education
Science and Technology (MOEST) to know the problems that hinder the performance of
English subject in primary schools and to take necessary measures in order to improve a
process of teaching English language. Present to MOEST and other stakeholders suggestions
of how they can assess and eradicate problems facing teaching English in our schools in
Tanzania.

1.6 Delimitation of the Study

The study will be conducted in Mkuranga district in Pwani region.based at Kilimahewa

primary school and Njopeka primary school

1.7 Limitation of Study

During the study, the researcher might face the following limitations:-

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  Language barrier: Swahili language was the first language so pupils and even other
Respondents have problems in English language.
 Financial problems: The researcher will depend on his pocket money for buying stationary,
typing and other necessary things for the research, so the situation will affect the study in
relation to the researcher’s Income with not be enough to buy everything.
 Transport Problem: The researcher will face the problem of transport. Sometimes walk a
long distance of about 3km to distribute and collect questionnaires.
 Poor respond of Respondents: Sometimes respondent may fail to give correct information
to the researcher. So if there shall be poor cooperation leads to misinformation.

1.8 Definitions of the Terms

 English - Is a language used in Tanzania it has been taught in level of primary Schools.
 Teaching - is a technique when a teacher used in order to pass material to the learner.

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 CHAPTER TWO

LITERATURE REVIEW

2.0 Introduction

This chapter presents explanation of different variable acquisition of basic education,

summary of literature review and research gap.

2.1 Literature Review

English is the second official language in Tanzania and the main medium of post primary
education, training, the agency of local and international commercial and trade. The
researcher is conducting this research to assess the challenges of teaching English in primary
schools and will suggest the way to solve them. The researcher will use the previous reports
from various writings to know where to start and where to end up for seeking solution.

Harmer (1993) states that “In order for a teacher to teach English effectively he/she should
know the language well. Teachers should be competent but still now there is a great problem
of teaching English in our primary schools.

Boma (1980) conducted the study and said that “English used by teachers was too poor to
produce good results in learning and the poor teaching methods used worsen the situation,
thus there is a need to conduct more research to improve this situation.

2.2 Explanation of variables

According to Kadeghe (2005:44) the problem of teaching and learning English are caused by
the diversity of vernacular in Tanzania where we have more than one hundred and twenty
vernaculars. Quality education in Tanzania cannot be achieved without the consideration of
language of instruction within the country”.

2.3 Acquisition of Basic Education

In order to assure that the acquisition of basic education within primary schools the researcher
should find the way of solving the challenges of teaching English throughout the country.

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2.4 Summary of Literature Review

According to Kadeghe and Ellius there were problems that facing teaching and learning
English in primary school till now. Thus there was a need the research to be conducted by
various researchers including this study in order to eradicate those problems.

2.5 Research Gap

The absences of enough Diploma and Degree teachers were the causative challenge of
teaching English in our primary schools. In spite that most schools now have enough grade
IIIA teachers there is still challenge of teaching English subject. Therefore, there is a need to
do research to find other challenges.

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 CHAPTER THREE

RESEARCH METHODOLOGY

3.0 Introduction

This chapter presents and discuss methods and techniques that will be used in conducting the
study. Relevant sub-sections for this chapter include Research Design, Area of the Study,
Target population, Sample size and Sampling techiniques, Data collection techiniques and
Data analysis.

3.1 Research Design

Catherine (2002) define research design as a framework, plan or structure directed towards
obtaining an answer. In this study the researcher will be use both quantitative and qualitative
methods for data collection. This method was used because it used to study great population
within a short time and it is much quicker.

3.2 Area of the Study

This study will be conducted in Mkuranga District in Pwani Region. It will cover two
primary schools in the District.

3.3 Target Population

According to Moshi (1982) said that, target population means all members or Individuals or
group of other elements that the researcher presented in the study. In this case the population
includes pupils, English teachers, and Head teachers, Ward Education Coordinator, District
Academic Officer and District Education Officer.

3.4 Sample and Sampling Techniques

Best and Kahn (1993), define a sample as a portion of population selected for study. This
study involves the purposive sampling where the researcher purposely target a group of
people believed will reliable for the study. In this case the following respondents will consult.

Table No.3.1 Sample Study

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 S/No. Respondents Number of Respondents
excepted
1. District Education Officer 1
2. District Academic Officer 1
3. Ward Education Coordinators 2
4. Head teachers 4
5. English teachers 4
6. Pupils 30
Total 42

3.5 Sampling Techniques

According to Creswell (2005), sampling is the process of selecting the participants.

Sampling technique are methods which used to obtain in study sample. In this study the
researcher will used both purposive and sample random sampling procedures. The
purposive sampling will used to the District Education Officer (DEO), Ward Education
Coordinators (WEC) and the Head teachers plus District Academic Officer. This technique
will be used for these respondents because of their specific jobs. Simple random sampling
procedure will be used in selected teachers and pupils in the study.

3.6 Instruments of Data Collection

According to Enon (2004), instruments of data collection are procedure used by researcher
to collect information. The researcher will use two types of instruments to obtain data for
this study which are questionnaires and interviews.

3.6.1 Questionnaire

According to Enon (1998), questionnaire contains a written down items to which an

individual responds in writing. The advantages of using questionnaires will help the
researcher to seek information from many people for using short time.

3.6.2 Interview

According to McMillan (1993), defined interview as the face to face questions interaction
between respondents and researcher. They will conversations between researcher and
respondents in collecting data. A researcher applies this method because it will flexibility and

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 provides chance for questions. Interview contains structured and unstructured questions
which will be carefully applied to respondents. Interview sometimes give researcher
chance/opportunity to ask more supplementary questions which would not included in
questionnaire.

3.7 Data Analysis Techniques

According to John (1980), data analysis is a process to systematic application of statistical

and logical to describe, summarize and compare data. The data collected had to be
tabulated, analyzed and reported in both numerical and percentages to get the concepts
which helped in accepting or rejecting the questions from the tables and graphs. Data will
be interpreted to get the information to prove the assumption of the research questions.

REFERENCE

Best, T. Wand Kahn, J.V. (1993). Research in Education: Seventh Edition, Boston.

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Boma, A.E. (1980). Factors Affecting Performance in Tanzania Primary Schools:

(M.A. Thesis) UDSM.

Cresswell, J.W. (2005). Research Design Qualitative, Quantitative and Mixed

Methods Approaches Second Editions: ACE Publication London.

Harmer, J. (1983). The practice of English LanguageTteaching: London and New York,

Longman.

Kadeghe M. (2005). Community Skills Theory and Practical: University Press

Dar es Salaam.

Kothari, C.R. (2006). Research Methodology Methods and Techniques, Second

Edition: New Age International Publishers, New Delhi.

Moshi, E.A. (1980). Towards Improving English Language Teaching and Learning in

Tanzania: A paper Institute of Education.

DODOSO KWA WANAFUNZI

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Madhumuni ya utafiti huu ni kutathimini changamoto inayoikabili lugha ya kiingereza
katika ufundishaji kwa shule za msingi. Kila taarifa itakayotolewa itakuwa ni SIRI na
itatumika kwa madhumuni ya utafiti tu.Tafadhali unaombwa kujibu maswali yote kwa
uwazi.

JINA LA SHULE…………………… KATA……………………

WILAYA……………………………. MKOA …………………...

Weka alama ya ( √ ) panapostaili.

1. Je unafundishwa somo la kiingereza?

NDIYO( ), HAPANA ( )
2. Unalipenda somo la kiingereza?
NDIYO ( ), HAPANA ( )
3. Vitabu vya somo la kiingereza vipo darasani kwa kiasi gani ?
KUTOSHA ( ) KIASI ( ) HAKUNA ( )
4. Katika kujifunza somo la kiingereza mwalimu hutumia zana za kufundishia ?
5. Uwapo nyumbani, hutumia lugha ipi kuwasiliana ?
Lugha mama ( ), Kiswahili ( ) kiingereza ( )
6. Shuleni kwenu kuna maktaba ?
NDIYO ( ) HAPANA ( )
7. Umewahi kuingia, kujisomea na kuazima vitabu vya kiingereza mara ngapi ?
NYINGI ( ) CHACHE ( ) HUJAWAHI KABISA ( )
8. Unafikiri kuna manufaa katika kujifunza somo la kiingereza ?
NDIYO ( ) HAPANA ( )

ASANTE SANA KWA USHIRIKIANO WAKO.

QUESTIONNAIRE FOR ENGLISH SUBJECT TEACHER

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The aim of this research is to assess the challenges of teaching English language in primary
school. Every document remains as a secret. Please answer all question in correct

SCHOOL NAME………………………..WARD………………………..

REGION………………………………….DISTRICT………………………

Put ( √ ) in correct answer.

1. For how long do you work here?

1-5 years ( ) 5-10 years ( ) above ( )

2. You started teaching, while in which grade?

IIIA ( ) DIPLOMA ( ) DEGREE ( )

3. At the time being, which grade are you?

IIIA ( ) DIPLOMA ( ) DEGREE ( )

4. In which class do you teach English subject?

THREE ( ) FOUR ( ) FIVE ( ) SIX ( )

5. How about pupils’ attendance in English subject?

GOOD ( ) AVERAGE ( ) FAIL ( )

6. How many pupils are there in the class you teach English subject?

25-50 ( ) 51-75 ( ) ABOVE 75 ( )

7. Do you teach another subject other than English subject?

YES ( ) NO ( )

8. Does the teaching of English subject difficult than other subjects?

YES ( ) NO ( )

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9. For your experience of teaching English subject, you think lack of train progress affect
teaching English for how much

HIGH ( ) AVERAGE ( ) LOW ( )

10. Which challenges have you faced in process teaching English subject?
Mention………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………

Thanks for your cooperation

QUESTIONNAIRE FOR HEAD TEACHER

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The aim of this research is to assess the challenges of teaching English language in primary
school. Every document remains as a secret. Please answer all question in correct

SCHOOL NAME………………………..WARD………………………..

REGION………………………………….DISTRICT………………………

Put (√ ) in correct answers

1For how long have you worked at this school?

1.5 YEARS ( ) 5-10 YEARS ( ) ABOVE 10 YEARS ( )

2 Does the English teachers’ ratio with pupils in your school good?

YES ( ) NO ( )

3 Does English teachers prepare their teaching aids and use them correctly?

YES ( ) NO ( )

4 Is there any problem faced teachers in teaching English subject?

YES ( ) NO ( )

5 If yes, how extent is the problem?

HIGH ( ) AVERAGE ( ) LOW ( )

6 Does social problem like environment, livestock and farming a source of failure for
teaching English subject?

YES ( ) NO ( )

7 Do you need training or any course of teaching this subject for your English teacher?

YES ( ) NO ( )

8 How Education Office helps to solve this challenges/problem?

QUESTIONNAIRE FOR WARD EDUCATION OFFICER

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The aim of this research is to assess the challenges of teaching English language in primary
school. Every document remains as a secret. Please answer all question in correct.

REGION……………………….DISTRICT………………………WARD…………….

1. How many schools in your ward? ...........................................

Put ( √ ) in correct answers

2. Are there enough English teachers in your ward?

YES ( ) NO ( )

3 Is there a correct ratio of teachers with their subjects in your ward?

YES ( ) NO ( )

4. (a) The following table shows number of English teachers in respect to their school in
your ward ………………………….

SCHOOL
NO OF TEACHERS
(b) Do you have any suggestion concerning the number of English teachers?
…………………………………………………………………………………………………
…………………………………………………………………………………………………

5. (a) Is there enough number of books in English subject at your school?

YES ( ) NO ( )

(b) If your answer is NO, Do you think that could be the source of failure for English
teaching?

YES ( ) NO ( )

(c) Is there any strategy to improve English teaching in your ward? explain it.

QUESTIONNAIRE FOR DISTRICT QUALITY ASSURER

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The aim of this research is to assess the challenges of teaching English language in primary
school. Every document remains as a secret. Please answer all question in correct

REGION……………………………………DISTRICT………………………..……

Put (√ ) in correct answer

1. How long are you in this work? ........................

2. How long have you stayed in this district? .........................................

3. Do you think there is failure for teaching English in your district?

4. (a) Have you ever arranged a training for your English teachers?

YES ( ) NO ( )

(b) If yes, when where it and how many times?

…………………………………………………………………………………………………

5. Has environment affected teaching process? If YES, for how in this subject

…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………

6.Give your suggestion, how to do to implement successful teaching English subject

…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………

Thanks for your cooperation.

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