International Journal of Secondary Education

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The Role of English Language Proficiency as Determinant of PGDT Candidate Academic Performance Across Selected Public Universities of Ethiopia

Received: Aug. 19, 2019    Accepted: Oct. 31, 2019    Published: Nov. 26, 2019
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Abstract

The purpose of this study was to assess the role of English language proficiency on academic performance of Post Graduate Diploma in Teaching (PGDT) candidates. Random and available sampling techniques were employed. Accordingly, 50 candidates’ (41 male, 9 female) and two public Universities were sampled. Secondary data of candidates were obtained from the archives of sampled Universities’ registrar office. Simple linear regression and multiple linear regression analysis techniques were used. Language proficiency, University, grade point average, gender and University entry grade point were used as independent variables for multiple regression analysis; while academic performance was used as dependent variable. In the simple linear regression analysis, language was the only independent variable; whereas academic performance was the dependent variable. The study confirmed that language proficiency was found to be statistically significant predictor of academic performance with simple regression analysis with R Square (r2) value of 9.3% and sig’ value of P=.032. In multiple regression analysis, the model was also found to be statistically significant predictor of academic performance with r2=56.6% and P<.000. Accordingly, implications and recommendations of the study were discussed and forwarded.

DOI 10.11648/j.ijsedu.20190704.13
Published in International Journal of Secondary Education ( Volume 7, Issue 4, December 2019 )
Page(s) 107-115
Creative Commons

This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.

Copyright

Copyright © The Author(s), 2024. Published by Science Publishing Group

Keywords

Explanatory Variable, Linear Regression, Multiple Regressions, Outcome Variable, Predictor, Proficiency

References
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[2] Addow, A. M., Abubakar. A. H., & Abukar, M. S. (2013). English Language Proficiency And Academic Achievement For Undergraduate Students In Somalia. Faculty of Business and Accountancy, SIMAD University, Mogadishu, SOMALIA. Educational Research International, 2 (2), ISSN-L: 2307-3713.
[3] Amin, T. T., Balaha, M., Kaliyadan, F., & Rao, P. S. (2015). English language proficiency and academic performance: A study of a medical preparatory year program in Saudi Arabia. Journal of Medicine, DOI: 10.4103/2231-0770.165126
[4] Bachore, M. M. (2015). The status, roles and challenges of teaching English language in Ethiopia context: the case of selected primary and secondary schools in Hawassa University technology village area. International Journal of Home Science, 1 (2), 86-90.
[5] Bogale, B. (2009). Language Determination in Ethiopia: What Medium of Instruction? Proceedings of the 16th International Conference of Ethiopian Studies. Addis Ababa.
[6] Brewer, M. B., &Crano, W. D. (2002). Principles and Methods of Social Research (2nd ed). Mahwah, New Jersey: Lawrence Erlbaum Associates, Inc.
[7] Cohen, L., Manion, L., & Morrison, K. (2005). Research methods in education (5th ed). London and New York.
[8] Creswell, J. W. (2012). Education research: planning, conducting, and evaluating quantitative and qualitative research (4th ed). University of Nebraska–Lincoln, Pearson.
[9] Creswell, J. W. (2003). Research Design: Qualitative, Quantitative and Mixed Methods Approaches (2nd ed). Sage Publications.
[10] Dagnew, T. (2012). English Language Education: 1974 to Present. Report presented on the conference entitled “Enhancing the Quality of English Language Education in Ethiopia”. The Institute of International Education and Ambo University.
[11] Gale, T., & Molla, T. (2014). Inequality in Ethiopian higher education: reframing the problem as capability deprivation. Discourse: Studies in the Cultural Politics of Education, DOI: 10.1080/01596306.2013.871447.
[12] Haghdoost, A,. Kashanian, N. M., Maleki, A., Sadeghi, B. (2013). English Language Proficiency as a Predictor of Academic Achievement among Medical Students in Iran. Theory and Practice in Language Studies, 12 (3), 2315-2321.
[13] Hill, K., Lynch, B., & Storch, N. (1999). A comparison of IELTS and TOEFL as predictors of academic success. International English language testing system (IELTS) research reports. Territory: IELTS Australia Pty Limited.
[14] Hwang, E., Martirosyan, N., & Wanjohi, R. (2015). Impact of English Proficiency on Academic Performance of International Students. Journal of International Students, 1 (5), pp. 60-71.
[15] Jordaan, W., Stephen, D., & Welman, J. (2004). English language proficiency as an indicator of academic performance at a tertiary institution. SA Journal of Human Resource Management, 2 (3), 42-53.
[16] Lodico, M. G., Spaulding, D. T., &Voegtle, K. H. (2006). Methods in Educational Research: From Theory to Practice. Sansfrasisco: Jossey-BassA Wiley Imprint.
[17] Ministry of Education. (2010). Education Sector Development Program IV. Addis Ababa.
[18] Morin, K., Schiffman, R., Torregosa, M. B., Ynalvez, M. A. (2015). English-Language Proficiency, Academic Networks, and Academic Performance of Mexican American Baccalaureate Nursing Students. Nursing Education Perspectives, 1 (36), 8-15.
[19] National Agency for Examinations. (2010). Ethiopian first national learning assessment of Grades 10 and 12 students. Addis Ababa.
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[21] Seelen, L. P. (2002). Is performance in English as a second language a relevant criterion for admission to an English medium university? Higher Education 44: 213–232.
[22] Sheibani, O. b. (2012). Language Learning Motivation among Iranian Undergraduate Students. World Applied Sciences Journal, 19 (6), 838-846.
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  • APA Style

    Fuad Ali, Hailemichael Lemma, Desalegn Motbaynor. (2019). The Role of English Language Proficiency as Determinant of PGDT Candidate Academic Performance Across Selected Public Universities of Ethiopia. International Journal of Secondary Education, 7(4), 107-115. https://doi.org/10.11648/j.ijsedu.20190704.13

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    ACS Style

    Fuad Ali; Hailemichael Lemma; Desalegn Motbaynor. The Role of English Language Proficiency as Determinant of PGDT Candidate Academic Performance Across Selected Public Universities of Ethiopia. Int. J. Second. Educ. 2019, 7(4), 107-115. doi: 10.11648/j.ijsedu.20190704.13

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    AMA Style

    Fuad Ali, Hailemichael Lemma, Desalegn Motbaynor. The Role of English Language Proficiency as Determinant of PGDT Candidate Academic Performance Across Selected Public Universities of Ethiopia. Int J Second Educ. 2019;7(4):107-115. doi: 10.11648/j.ijsedu.20190704.13

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  • @article{10.11648/j.ijsedu.20190704.13,
      author = {Fuad Ali and Hailemichael Lemma and Desalegn Motbaynor},
      title = {The Role of English Language Proficiency as Determinant of PGDT Candidate Academic Performance Across Selected Public Universities of Ethiopia},
      journal = {International Journal of Secondary Education},
      volume = {7},
      number = {4},
      pages = {107-115},
      doi = {10.11648/j.ijsedu.20190704.13},
      url = {https://doi.org/10.11648/j.ijsedu.20190704.13},
      eprint = {https://download.sciencepg.com/pdf/10.11648.j.ijsedu.20190704.13},
      abstract = {The purpose of this study was to assess the role of English language proficiency on academic performance of Post Graduate Diploma in Teaching (PGDT) candidates. Random and available sampling techniques were employed. Accordingly, 50 candidates’ (41 male, 9 female) and two public Universities were sampled. Secondary data of candidates were obtained from the archives of sampled Universities’ registrar office. Simple linear regression and multiple linear regression analysis techniques were used. Language proficiency, University, grade point average, gender and University entry grade point were used as independent variables for multiple regression analysis; while academic performance was used as dependent variable. In the simple linear regression analysis, language was the only independent variable; whereas academic performance was the dependent variable. The study confirmed that language proficiency was found to be statistically significant predictor of academic performance with simple regression analysis with R Square (r2) value of 9.3% and sig’ value of P=.032. In multiple regression analysis, the model was also found to be statistically significant predictor of academic performance with r2=56.6% and P<.000. Accordingly, implications and recommendations of the study were discussed and forwarded.},
     year = {2019}
    }
    

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    AB  - The purpose of this study was to assess the role of English language proficiency on academic performance of Post Graduate Diploma in Teaching (PGDT) candidates. Random and available sampling techniques were employed. Accordingly, 50 candidates’ (41 male, 9 female) and two public Universities were sampled. Secondary data of candidates were obtained from the archives of sampled Universities’ registrar office. Simple linear regression and multiple linear regression analysis techniques were used. Language proficiency, University, grade point average, gender and University entry grade point were used as independent variables for multiple regression analysis; while academic performance was used as dependent variable. In the simple linear regression analysis, language was the only independent variable; whereas academic performance was the dependent variable. The study confirmed that language proficiency was found to be statistically significant predictor of academic performance with simple regression analysis with R Square (r2) value of 9.3% and sig’ value of P=.032. In multiple regression analysis, the model was also found to be statistically significant predictor of academic performance with r2=56.6% and P<.000. Accordingly, implications and recommendations of the study were discussed and forwarded.
    VL  - 7
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Author Information
  • Department of Curriculum and Instruction, Debre Berhan University, Debre Berhan, Ethiopia

  • Department of Curriculum and Instruction, Debre Berhan University, Debre Berhan, Ethiopia

  • Department of Educational Planning and Management, Debre Berhan University, Debre Berhan, Ethiopia

  • Section