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Klu, E. K. Kaburise, P. K. Mulaudzi, L. M. P. Ansre, Margaret Ama 2017-06-15T10:10:39Z 2017-06-15T10:10:39Z 2017-05-18 Ansre, M.A. 2017. Assessment of the Medium of Instruction on Pupils Academic Performance in Literacy: a Study of Selected Lower Primary Schools in Ghana. . . http://hdl.handle.net/11602/715 http://hdl.handle.net/11602/715 Ansre MA. Assessment of the Medium of Instruction on Pupils Academic Performance in Literacy: a Study of Selected Lower Primary Schools in Ghana. []. , 2017 [cited yyyy month dd]. Available from: http://hdl.handle.net/11602/715 Ansre, M. A. (2017). <i>Assessment of the Medium of Instruction on Pupils Academic Performance in Literacy: a Study of Selected Lower Primary Schools in Ghana</i>. (). . Retrieved from http://hdl.handle.net/11602/715 Ansre, Margaret Ama. <i>"Assessment of the Medium of Instruction on Pupils Academic Performance in Literacy: a Study of Selected Lower Primary Schools in Ghana."</i> ., , 2017. http://hdl.handle.net/11602/715 TY - Thesis AU - Ansre, Margaret Ama AB - This research assesses how the choice of a particular medium of instruction supports Primary Class Three (P.3) pupils’ academic performance in literacy. The need for this research has been occasioned by the inconsistencies that exist in Ghana’s language-in-education policy. The current language-in-education policy allows for only the dominant language of the community, in which a school is situated, to be used as medium of instruction, even when pupils speak different languages in one P.3 classroom. The research adopts a mixed methodology approach and uses purposive sampling technique to select a total sample of 317 participants. This number comprises pupils, teachers, parents and other stakeholders in education from 8 schools within 3 municipalities in the Greater Accra region of Ghana. Five (5) of the schools use English medium of instruction and three (3) schools use Ghanaian language or mother-tongue. Data collection tools for the research are interviews, participant’s observations, video recordings and diagnostic tests. The main finding, based on the test results of the research, establishes that when mother-tongue and English are compared as mediums of instruction from Kindergarten One (KG1) up to P. 3, there is no significant difference pupils’ academic results in literacy. In view of this, the research advocates for further debate on other factors that support pupils academic performance in literacy, in addition to mother-tongue and English medium of instruction in lower primary schools. DA - 2017-05-18 DB - ResearchSpace DP - Univen KW - Medium of instruction KW - Mother-tongue KW - Mother-tongue Education KW - Language acquisition KW - Language learning and literacy LK - https://univendspace.univen.ac.za PY - 2017 T1 - Assessment of the Medium of Instruction on Pupils Academic Performance in Literacy: a Study of Selected Lower Primary Schools in Ghana TI - Assessment of the Medium of Instruction on Pupils Academic Performance in Literacy: a Study of Selected Lower Primary Schools in Ghana UR - http://hdl.handle.net/11602/715 ER - PhD (English) Department of English This research assesses how the choice of a particular medium of instruction supports Primary Class Three (P.3) pupils’ academic performance in literacy. The need for this research has been occasioned by the inconsistencies that exist in Ghana’s language-in-education policy. The current language-in-education policy allows for only the dominant language of the community, in which a school is situated, to be used as medium of instruction, even when pupils speak different languages in one P.3 classroom. The research adopts a mixed methodology approach and uses purposive sampling technique to select a total sample of 317 participants. This number comprises pupils, teachers, parents and other stakeholders in education from 8 schools within 3 municipalities in the Greater Accra region of Ghana. Five (5) of the schools use English medium of instruction and three (3) schools use Ghanaian language or mother-tongue. Data collection tools for the research are interviews, participant’s observations, video recordings and diagnostic tests. The main finding, based on the test results of the research, establishes that when mother-tongue and English are compared as mediums of instruction from Kindergarten One (KG1) up to P. 3, there is no significant difference pupils’ academic results in literacy. In view of this, the research advocates for further debate on other factors that support pupils academic performance in literacy, in addition to mother-tongue and English medium of instruction in lower primary schools. 1 online resource (x, 191 leaves : color illustrations, maps) en University of Venda Medium of instruction Mother-tongue Mother-tongue Education Language acquisition Language learning and literacy UCTD Assessment of the Medium of Instruction on Pupils Academic Performance in Literacy: a Study of Selected Lower Primary Schools in Ghana Thesis open.access