Impact of Early English Immersion on Academic Performance in Sri Lankan Primary Schools

Introduction

English language proficiency has become increasingly important in Sri Lanka's educational landscape. This research investigates whether early structured English immersion programmes contribute to broader academic success beyond language skills alone.

Methodology

A longitudinal study tracking 450 students across 12 schools in the Western Province over three academic years (2023-2025). Students were divided into three groups based on the age at which they began structured English learning.

Key Findings

Students who began structured English immersion before age 7 showed 23% higher scores in mathematics and 31% higher scores in science by Grade 6, compared to peers who began English learning after age 9. The improvement was most pronounced in problem-solving and comprehension tasks across all subjects.

Conclusion

Early English immersion programmes provide cognitive benefits that extend beyond language acquisition, supporting the case for structured English education from pre-school age.

Introduction

Methodology

Key Findings

Conclusion

Early English immersion programmes provide cognitive benefits that extend beyond language acquisition, supporting the case for structured English education from pre-school age.

Abstract

Introduction

Methodology

Key Findings

Conclusion

Impact of Early English Immersion on Academic Performance in Sri Lankan Primary Schools

Abstract

Introduction

Methodology

Key Findings

Conclusion