Description
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Malawi's recent education statistics show that a high percentage of pupils does not achieve their study goals and drop out of school. The study examines underlying reasons, yet the main focus rests on the language of instruction. Learners in three different language areas in Malawi participated in a picture-based test to find out whether the development of problem-oriented logical thinking is influenced by the instruction in the mother tongue in early primary school. Answers were given to that question with the help of tests, observations during the tests as well as interviews with teachers, parents and decision makers.
