Language of Instruction and Students’ Academic Achievement: A Comparative Study of English and Urdu Medium Schools in Pakistan

Abstract

This study explores the effect of medium of instruction on student achievement in the context of Pakistan's dual education system where students in both English and Urdu medium schools are brought up. Medium of instruction has always been a controversial issue which affects not only the understanding of students but also their learning and cognitive development. The study sought to find out the comparison of the academic performance of students of English medium and Urdu medium schools and to find out the impact of language on learning outcomes. It is a quantitative research design, using the data from secondary students obtained from the use of standardized test scores and structured questionnaires. Performance differences were analyzed using statistical methods such as comparative analysis and regression models. The results suggest that the students of Urdu medium have more conceptual clarity in some cases as compared to students of English medium because of their better linguistic skills, whereas students of English medium have more technical and scientific understanding in subjects requiring such skills. The study shows that the language of instruction has a significant effect on academic outcomes, which is moderated by the quality of teaching, students' socio-economic background, and their experiences with English. The study ends with some policy suggestions that propose to design a balanced bilingual policy to enhance educational equity and learning outcomes in Pakistan.