THE INFLUENCE OF DEBATE ON THE PROFICIENCY OF ENGLISH LANGUAGE AMONG PUPILS IN SELECTED PRIMARY SCHOOLS IN MAYUGE DISTRICT, UGANDA

Abstract

The study was set to ascertain the influence of debate on the proficiency of the English language among pupils in selected public primary schools in Mayuge District. Three objectives guided the study: to establish the influence of structured classroom debates on the proficiency of English language among pupils in selected public primary schools; to establish the influence of inter-class debates on the proficiency of English language among pupils in selected public primary schools; and to establish the influence of inter-school debates on the proficiency of English language among pupils in selected public primary schools. A cross-sectional design was used to conduct the study because the researcher wanted to examine the relationship between debating skills and English proficiency in a specific time frame. A sample size of 180 was used, including deputy headteachers, headteachers, teachers, the school management committee, and pupils in primary school. Itemised data was presented in summary tables using mean and standard deviation, while the influence of debating (structured classroom debating, interclass debating, and interschool debating) was established using Pearson correlation coefficients. Results revealed a positive and statistically significant correlation (r =.478**; P =.000) between structured class debating and English competency among primary school pupils in Mayuge District. Further, there is a strong and significant correlation (r =.461**; P =.000) between interclass debating and English competency among pupils in Mayuge District. The study also revealed a strong and statistically significant correlation (r =.540**; P =.000) between interschool debating and English competence among kids in Mayuge District. Conclusively, debating was found to be significant in influencing the proficiency of pupils in the English language. Key recommendations were that teachers can provide a diverse range of debate topics that cater to different interests and levels of language proficiency. This will encourage active participation and allow pupils to practice using English in various contexts. Schools should provide regular opportunities for debate practice, either as part of the curriculum or as extracurricular activities. This allows pupils to engage in structured discussions and develop their speaking and listening skills. And schools should prioritise creating a structured debate curriculum that focuses on language development and provides ample opportunities for pupils to practice their English speaking and listening skills.