English Baseline Course: It’s Role in Fostering English Language Proficiency among Students at Community Secondary Schools in Kinondoni Municipality, Tanzania

Abstract

This study assessed the role of Baseline Orientation Course for Students in Mastering English Language Proficiency at Community Secondary Schools in Kinondoni Municipality. The objectives included; identify the strategies used during the baseline course, and to explore the challenges associated with the Baseline course offered to students at community secondary schools in Kinondoni Municipality. It used a mixed research approach and cross-sectional research design. The study used a sample size of 306 participants which included 6 heads of schools, 8 teachers and 292 students. Both probability and non-probability techniques were used to sample the participants. Research instruments included interviews, a questionnaire, an observation guide, and a documentary analysis guide. Validity and reliability of instruments results were ensured through content validation, member checking, and methodical triangulation, credibility, and dependability. Qualitative data were analyzed thematically while descriptive statistics were used for quantitative data. The study ensured ethical issues through anonymity, confidentiality and participants’ consent forms. It was revealed that the best strategies on implementing Baseline Course were; peer tutoring, positive interaction between teachers and students, and student support. Additionally, it was discovered that teachers faced many challenges in implementing the Baseline Course. These included limited timeframe, code-switching, inadequate teaching materials, and negative attitudes of students towards Baseline Course. Therefore, there is a need to review the general curriculum for Baseline course so as to align it with the contemporary needs of the teaching and learning process.