Influence of cultural diversity and community support on students’ competence in the English language in secondary schools in Buvuma district, Uganda, a cross-sectional study.
DOI:
https://doi.org/10.51168/vx05sc81Keywords:
Cultural Diversity, Community Support, Competence, Buvuma DistrictAbstract
Background:
Competence in English requires linguistic, sociolinguistic, and strategic competence, encompassing error-free vocabulary, grammar, pronunciation, cultural understanding, and effective communication strategies in various situations. This study aimed to assess the impact of Cultural Diversity and Community Support on the English language proficiency of students in secondary schools in Buvuma District.
Methodology:
A cross-sectional study design was adopted with qualitative and quantitative methods of data collection, while employing the questionnaire method for teachers, interviews for head teachers and chairpersons, and focus group discussions for the students. 346 respondents were sampled, including 68 teachers, 280 students, 4 head teachers, and 4 chairpersons of the board of directors. Sample size was obtained using census, simple random, and convenience sampling techniques, and data was analyzed using mean, standard deviation, and regression analysis.
Results:
Findings show that 44.1% of respondents were 40–50 years, 55.9% were male, while 44.1% were female. Majority, 52.9% were married, 48.5% had a degree, and 29.4% had postgraduate or Master’s Qualifications. Following regression analysis, there was a significant positive relationship between recognizing cultural diversity and students' competencies in English. The coefficient (B) of 0.323 indicates that as cultural diversity increased, students' competencies in English also increased. Community support in language development certainly has a significant and positive impact on students' competencies in English. The coefficient of 0.310 indicates that students' English competencies should rise by.310 units for every unit increase in community support.
Conclusion:
Community support provides access to resources promoting language skills.
Recommendation:
Prioritize socio-cultural factors to facilitate students’ English competency, as these factors often stem from the students’ home society.
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