The Effect of the use of English as Language of Instruction and Inquiry-based Learning on Biology Learning in Sub-Saharan Africa Secondary Schools: A Systematic Review of the Literature-Reference-Cited by-同舟云学术

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The Effect of the use of English as Language of Instruction and Inquiry-based Learning on Biology Learning in Sub-Saharan Africa Secondary Schools: A Systematic Review of the Literature

Published:2022-09-02 Issue:3 Volume:26 Page:275-285
ISSN:1811-7295
Container-title:African Journal of Research in Mathematics, Science and Technology Education
language:en
Short-container-title:African Journal of Research in Mathematics, Science and Technology Education

Author:

David Opanga¹²^ORCID,Nsengimana Venuste³⁴^ORCID

Affiliation:

1. University of Rwanda, College of Education, African Centre of Excellence for Innovative Teaching and Learning Mathematics and Science, Kigali, Rwanda

2. St John’s University of Tanzania, Dodoma, Tanzania

3. University of Rwanda, College of Education, School of Education, Department of Mathematics, Science and Physical Education, Kigali, Rwanda

4. Centre of Excellence in Biodiversity and Natural Resource Management, Kigali, Rwanda

Publisher

Informa UK Limited

Subject

Computer Science Applications,General Physics and Astronomy,General Engineering,General Mathematics,Education

Link

https://www.tandfonline.com/doi/pdf/10.1080/18117295.2022.2141961

Reference29 articles.

1. Should All Literature Reviews be Systematic?

2. Re-interpreting relevant learning: an evaluative framework for secondary education in a global language

3. Language of instruction and student performance: new insights from research in Tanzania and South Africa

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