Investigating Factors Affecting Final Year Students’ English Performance in TVET Schools of Muhanga District, Rwanda

Philogene MANIRAHARI¹, Precious Nyoni^2, , Martin NDAKIZE³, Zaituni Abubakari Salum⁴ and Sylvestre NIYONKURU⁵

¹Faculty of Education, Southwest University, Chongqing, China

²Education, Zhejiang Normal University, Jinhua, China

³International College, Southwest University, Chongqing, China

⁴Confucius Institute, University of Dodoma, Dodoma, Tanzania

⁵Education, University of Rwanda, Kigali, Rwanda

Cite this paper:
Philogene MANIRAHARI, Precious Nyoni, Martin NDAKIZE, Zaituni Abubakari Salum and Sylvestre NIYONKURU. Investigating Factors Affecting Final Year Students’ English Performance in TVET Schools of Muhanga District, Rwanda. American Journal of Educational Research. 2025; 13(4):174-183. doi: 10.12691/education-13-4-4

Abstract

Rwanda’s education system, English serves as the primary language of instruction, making proficiency in the language essential for students’ academic success. This study investigates the factors affecting English language performance among final-year Level 5 students in TVET institutions within Muhanga District, Rwanda. Using a qualitative approach and a case study design, the research identifies critical challenges, including low student motivation, gaps in the English curriculum, insufficient instructional time, ineffective teaching methods, limited teacher expertise, inadequate resources, and an assessment system that undervalues English in TVET education. To address these issues, the study advocates for a comprehensive reform in English instruction within TVET schools. This includes integrating all four language skills listening, speaking, reading, and writing into curricula, increasing instructional time, improving teacher training, and refining assessment methods. Strengthening English education in TVET schools is crucial for students’ academic and professional success.

Keywords:
English performance TVET schools factors final year students Rwanda

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