02760nam a22002777a 4500003000800000008004100008037002000049039004000069040002600109041000800135080001500143100002700158245018200185260007500367300002100442500018900463520134300652650010101995650009702096655002302193700003902216710006502255942001302320999001702333952013202350BI-BuBU161110b2016    bd     fr|||| 000 0 eng d  bDon de l'auteur  a20161110074618.0bConstance Niyimpa  aBI-BuBUbfrecBI-BuBU0 aeng  a372.880.201 4aut.aNsavyimana, Eric10aFactors affecting pupils'performance in Kishwahili and Englishbcas of Selected Primary Schools in Cibitoke Provincecby Eric Nsavyimana ; Herménégilde Rwantabagu, directeur  aBujumburabUniversity of Burundi, Institute for Applied Pedagogyc2016  aVI-96 f.c30 cm.  3A thesis submitted in partial fulfilment of the requirements for the award of the Degree of "Licencié en Pédagogie Appliquée, Agrégé de l'Enseignement Secondaire en Anglais".  aRESUME

Since the school year 2005-2006, the Burundian government has introduced English and Kiswahili in Burundi primary school besides French and Kirundi which were taught before.  Then, this study sets out to find out the factors affecting pupils performance in English and Kiswahili on the teaching / learning in primary schools.  This study was conducted in Cibitoke province where four communes out of six have been selected for this study and eight different primary schools from those communes have been surveyed.  Furthermore, 48 pupils were selected and 24 primary school teachers participated in this study as respondents.  Data from teachers and learners were collected by the use of questionnaires designed to seek information about competence or qualification of teachers in Kiswahili and English, their teaching methodology and teaching materials for both teachers and learners.  Besides, classroom observation was used to see the reality and to know much about the use of English and Kiswahili.  Through this survey, it was found that pupils' performance in Kiswahili and English at the required proficiency level cannot be achieved because of unqualified teachers, inadequate methodology and lack of teaching materials.  However, teachers are not the cause of the problem but rather the product of a bad language policy.
 72BI-BuBUaKishwahili (Langue)xElèvexPerformance (facteur)xEcole primairezCibitoke(Province) 72BI-BuBUaAnglais (Langue)xElevexPerformance (facteur)xEcole primairezCibitoke (Province) 72BI-BuBUaMémoire1 4dir.aRwantabagu, Herménégilde1 4aut.aUniversity of BururndibInstitute for Applied Pedagogy  2udccMEM  c35267d35267  00102udc4071951993bBCd2016-11-10eDon de l'auteurl0o372.880.20 NSA.Fp5010000427696r2016-11-10t1w2016-11-10yMEMaBC