A Study on the Impact of Instruction Language on Academic Achievement in Higher Education

Authors

  • Mohamed Jarmouni

    Laboratory of Nanomaterials Technology and Innovation, Superior Normal School, Abdelmalek Essaâdi University, Tetouan, Morocco
  • Mohamed Bellaihou

    Laboratory of Nanomaterials Technology and Innovation, Superior Normal School, Abdelmalek Essaâdi University, Tetouan, Morocco
  • Zayd Labdouti

    LPMR, Department of Physics, Faculty of Sciences, Mohammed I University, Oujda, Morocco
  • Assia Arectout

    Radiations and Nuclear Systems Group, FS, Abdelmalek Essaadi University, Tetouan, Morocco

DOI:

https://doi.org/10.30564/fls.v6i5.7049
Received: 8 August 2024 | Revised: 17 August 2024 | Accepted: 19 August 2024 | Published Online: 13 November 2024

Abstract

The impact of the language of instruction on academic achievement is a critical issue, particularly in multilingual settings. This study investigates how using French as the medium of instruction affects the academic performance of first-year physics and chemistry students at Moroccan universities. The research, conducted at Mohamed I and Abdelmalek Essaadi Universities, involved 365 students and 20 teachers. Data were collected through questionnaires and semi-structured interviews.  We conducted a correlation analysis to examine the relationship between French proficiency and academic performance in physics and chemistry. A frequency analysis identified common difficulties students face when studying these subjects in French. An ANOVA determined if using French as the medium of instruction significantly impacts academic performance. The results show a significant relationship between students' proficiency in French and their academic performance in science subjects taught in French. Our analysis indicates that instruction in a non-native language has a negative impact on academic success. Many students expressed discomfort with French, citing difficulties with scientific vocabulary and comprehension. Teachers corroborated these challenges, noting that students' limited French proficiency impedes their understanding of complex scientific concepts, contributing to higher failure rates. Additionally, a strong positive correlation was found between French language proficiency and academic performance in physics and chemistry. Students with lower proficiency in French tend to have poorer academic performance in these subjects.

Keywords:

Language of Instruction; French Language Education; Moroccan Universities; Academic Performance

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How to Cite

Mohamed Jarmouni, Bellaihou, M., Labdouti, Z., & Assia Arectout. (2024). A Study on the Impact of Instruction Language on Academic Achievement in Higher Education. Forum for Linguistic Studies, 6(5), 471–482. https://doi.org/10.30564/fls.v6i5.7049

Issue

Vol. 6 , Iss. 5 (November 2024)

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Article

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Copyright © 2024 Moussa Diagne Faye, Vini Yves Bernadin Loyara, Amadou Keita, Mamadou Diop, Angelbert Chabi Biaou, Mahamadou Koita, Hamma Yacouba

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