German Language Proficiency and Academic Performance: A Study of Students at the University of Calabar

This study examines the relationship between German language proficiency and overall academic performance among undergraduate students at the University of Calabar, Cross River State, in the South South geopolitical zone of Nigeria. A persistent assumption in foreign language education holds that language proficiency correlates positively with broader academic achievement due to the cognitive and disciplinary skills that language learning cultivates. This assumption, however, has rarely been empirically tested in the specific context of German language programmes at Nigerian universities. The study adopts a correlational design, using proficiency test scores alongside cumulative grade point average data for 160 German language students across four academic levels. The proficiency test assesses reading, writing, and grammar components. Pearson correlation and linear regression analyses are used to determine the strength and direction of the relationship between language proficiency and academic performance. Findings reveal a moderate positive correlation between German language proficiency and overall CGPA, with proficiency scores being a significant predictor of academic performance. Students in higher proficiency bands also demonstrate lower rates of course failure across all subjects. The study recommends early proficiency assessment and targeted academic support for students identified as low proficiency learners in the first year of study. Keywords: German language proficiency, academic performance, University of Calabar, CGPA, foreign language.