This study investigates the influence of bilingualism on students' academic performance at the tertiary level. Conducted at Government Viqar-un-Nisa Graduate College for Women in Rawalpindi, this descriptive quantitative study aimed to explore students’ perceptions of bilingualism and assess its effect on their academic outcomes. A sample of 60 undergraduate students from the departments of Education, English, and Psychology was selected through simple random sampling. Data were collected via a structured questionnaire, with a high reliability score (Cronbach’s alpha = 0.907). Descriptive statistics and correlation analyses were employed to interpret the findings. Results reveal that bilingualism positively contributes to students' learning capacity, critical thinking, and academic engagement. The study recommends incorporating structured bilingual activities in classroom pedagogy to support cognitive and academic development.
Rubab et al. (Tue,) studied this question.
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