ABSTRACT
This study Investigated Instruction in English and performance of pupils in primary schools of Namuganga Sub County. Two subjects, that is, Social studies and English were used to examine the differences and similarities in pupil’s performances. The study mainly used qualitative approach in data collection, analysis and presentation. Quantitative approach was only used to present statistical data. Data was obtained through the use of interviews, observation and documentary review. The study adopted-case study design and content analysis was used for data analysis. The findings indicate that learners in urban Primary schools performed better than those from rural schools. According to the records of performance for Social studies and English the difference between these schools was marginal. The findings also revealed that there was lack of student participation in class discussions observed in both schools. It was also established that some teachers applied teacher-centered methods due to the scarcity of learning materials. Findings also showed that there was overcrowding in classroom as well as lack of physical facilities such as a library hamper effective learning and developing language skills. Findings also established that poor performance was attributed to other factors such as giving learners punishments and the absence of lunch meals in schools are issues that affect both urban and rural students’ academic performance. The findings also revealed that for learners to perform well in examinations they need to be motivated by teachers and be willing to study conscientiously. Parental support and tuition/remedial classes were also highly recommended to enable students to perform much better. A conclusion was given that the fact English is still the language of instruction; therefore, measures need to be taken to solve the language problem. In order to work on this language problem, the teaching of English as a subject should be enhanced to promote effective and efficient teaching and learning in classrooms. Reading programs and oral exercises for learners should be initiated in schools to develop learners’ language skills. English training workshops and professional pedagogy workshops for all subject teachers should be organized to improve teachers’ language and pedagogy skills.
