The impact of language factors on learner achievement in Science
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| Název: | The impact of language factors on learner achievement in Science |
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| Autoři: | C.H. Prinsloo, S.C. Rogers, J.C. Harvey |
| Zdroj: | South African Journal of Education; Vol 38, No 1 (2018) South African Journal of Education, Vol 38, Iss 1, Pp 1-14 (2018) South African Journal of Education, Volume: 38, Issue: 1, Pages: 1-14, Published: FEB 2018 |
| Informace o vydavateli: | Education Association of South Africa, 2018. |
| Rok vydání: | 2018 |
| Témata: | science achievement, LC8-6691, Trends in International Mathematics and Science Study (TIMSS), trends in international mathematics and science study (timss), 4. Education, 05 social sciences, economic capital, Education (General), home language, Special aspects of education, 3. Good health, cultural capital, Science achievement, language factors, language of assessment, language of learning, language of teaching, L7-991, 0503 education |
| Popis: | South African learner achievement remains poor, despite large investment in schooling over the last two decades. Literature and research findings offer no single explanation or solution. In this article, the authors explored the relative contribution of specific language factors such as the role of home- and school-language equivalence, cultural and economic capital, and other school and classroom factors to Science achievement. The analysis identified specific language and/or contextual factors having the biggest influence on learner achievement. This was achieved through secondary analysis of South African Grade Nine (N = 12,000) data from the Trends in International Mathematics and Science Study (TIMSS) 2011. Multiple-regression modelling using contextual and achievement data suggested that home- and school-language equivalence and how frequently learners used the school language at home were strongly associated with the Science achievement results of Grade Nine learners in South Africa. Several other language factors that could be seen as cultural capital, beyond broader economic capital, some classroom-related contextual conditions and selected school-level factors, also showed strong influences. It is concluded that language, teacher training, and broader economic policy changes and their thorough implementation are required to address these concerns.Keywords: cultural capital; economic capital; home language; language factors; language of assessment; language of learning; language of teaching; Science achievement; Trends in International Mathematics and Science Study (TIMSS) |
| Druh dokumentu: | Article |
| Popis souboru: | application/pdf; text/html |
| ISSN: | 2076-3433 0256-0100 |
| DOI: | 10.15700/saje.v38n1a1438 |
| Přístupová URL adresa: | https://www.ajol.info/index.php/saje/article/view/168299 https://doaj.org/article/369f1331ce834a2c885079d3d511ce5c http://files.eric.ed.gov/fulltext/EJ1173182.pdf https://www.ajol.info/index.php/saje/article/download/168299/157798 https://www.ajol.info/index.php/saje/article/view/168299 http://www.scielo.org.za/scielo.php?script=sci_arttext&pid=S0256-01002018000100005 https://files.eric.ed.gov/fulltext/EJ1173182.pdf http://www.scielo.org.za/scielo.php?script=sci_arttext&pid=S0256-01002018000100005&lng=en&tlng=en |
| Rights: | CC BY |
| Přístupové číslo: | edsair.doi.dedup.....f61e7eec1375ae7f84e0e1ed591d10da |
| Databáze: | OpenAIRE |
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Nájsť tento článok vo Web of Science | Abstrakt: | South African learner achievement remains poor, despite large investment in schooling over the last two decades. Literature and research findings offer no single explanation or solution. In this article, the authors explored the relative contribution of specific language factors such as the role of home- and school-language equivalence, cultural and economic capital, and other school and classroom factors to Science achievement. The analysis identified specific language and/or contextual factors having the biggest influence on learner achievement. This was achieved through secondary analysis of South African Grade Nine (N = 12,000) data from the Trends in International Mathematics and Science Study (TIMSS) 2011. Multiple-regression modelling using contextual and achievement data suggested that home- and school-language equivalence and how frequently learners used the school language at home were strongly associated with the Science achievement results of Grade Nine learners in South Africa. Several other language factors that could be seen as cultural capital, beyond broader economic capital, some classroom-related contextual conditions and selected school-level factors, also showed strong influences. It is concluded that language, teacher training, and broader economic policy changes and their thorough implementation are required to address these concerns.Keywords: cultural capital; economic capital; home language; language factors; language of assessment; language of learning; language of teaching; Science achievement; Trends in International Mathematics and Science Study (TIMSS) |
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| ISSN: | 20763433 02560100 |
| DOI: | 10.15700/saje.v38n1a1438 |