• Maurice Mushimiyimana
• Letanzio Mugo
• Hesbon Opiyo Andala

The purpose of this study was to examine the effects of English Language Skills achievement on primary school Learner performance in science and elementary technology in rural public schools in Nyamasheke District, Rwanda. The research’s specific objectives were to determine the English Language Skills Achievement among Learners in Nyamasheke district rural primary schools, analyze the primary Learner performance level in Science and Elementary Technology in rural public schools in Nyamasheke district, and establish the relationship between English language skills achievement and the performance of learners in Science and Elementary Technology in rural public primary schools in Nyamasheke District. The study would be significant for the government, education policymakers, and school managers, development partners in the field of education, parents, and guardians, among others. The study adopted a descriptive survey design and target 471 people, including 296 Teachers, 158 Head teachers, 15 Sector education Inspectors, one District Education Officer in charge of nursery, primary, and adult literacy, and one District Director of the Education Unit. A sample size of 217 respondents including 140 Science and Elementary Technology teachers, 60 head teachers, 15 Sector Education Inspectors, district education officer in charge of nursery, primary, and adult literacy were used. Stratified random sampling was used for teachers and head teachers to ensure representation from diverse school contexts and Sector Education Inspectors, District education officer, and District director of education, purposive sampling was appropriate as they hold key educational leadership roles in the district. Data was collected using questionnaires and interviews with a sample of school administrators and teachers from Nyamasheke district public primary schools. Data was collected and analyzed using the descriptive and inferential statistics program, and the findings were presented as charts and tables for interpretation. Pearson correlation coefficients were used to establish the relationship between English Language Skills Achievement and Learners' performance in Science and Elementary Technology in Rwandan rural public primary schools. Results to the first objective felt 71.3% strongly disagreed that English was used, 72.5% accepted that students have a strong command of English language skills while 68.4% disagreed with their participation in discussions and ask questions in English during science and technology lessons. Results top the second objective felt that 67.8 did not accept that they consider the academic performance of students in science and elementary technology in their school to be satisfactory, 64.6% show a strongly agreement, 60.0% strongly agreed that, students show enthusiasm in science and elementary technology subjects, 67.0%. Results to the third objective indicate that that English listening skills was associated with improved scores in SET assessments (r=0.473, value=.007). This is significant affective an improvement in score since the p-value was <0.05. Contrary to increased class participation (r=0.448, p-value=.789) and with improved homework at (r=.369, p-value= .865) as well as with completion rate at(r= .455, p-value.739). English writing skills was associated improved scores in SET assessments (r=0.430, p-value=.078). The researcher recommends the Ministry of Education should take this point into consideration by providing the necessaries in teaching and learning English language. More textbooks and other teaching aids should be provided in consideration of the number of learners in the classrooms. The study recommends future researches to carry out studies in the following subject:

Medium of Instruction, Rural Schools, Academic Performance, English Language Skills Achievement Science and Elementary Technology (SET) First Language

"Effects of English language skills achievement on the performance of learners in science and elementary technology in rural public primary schools in Rwanda A case of Nyamasheke district, Rwanda", International Journal of Emerging Technologies and Innovative Research (www.jetir.org), ISSN:2349-5162, Vol.10, Issue 12, page no.e485-e499, December-2023, Available :http://www.jetir.org/papers/JETIR2312460.pdf

"Effects of English language skills achievement on the performance of learners in science and elementary technology in rural public primary schools in Rwanda A case of Nyamasheke district, Rwanda", International Journal of Emerging Technologies and Innovative Research (www.jetir.org | UGC and issn Approved), ISSN:2349-5162, Vol.10, Issue 12, page no. ppe485-e499, December-2023, Available at : http://www.jetir.org/papers/JETIR2312460.pdf