Factors influencing pre-service science teacher’s GPA on bilingual science teacher education program

Abstract

The needs for English speaking teachers in major cities continue to rise along with the increasing number of multicultural students due to population growth. The challenge to fulfil the need has an implication with how the teachers for the future are selected and prepared. This study seeks to explore the possible effects of gender, origin, school type, entry qualifications (Test of English as a Foreign Language/TOEFL) score on student performance (Grade Point Average/GPA) in a bilingual science teacher education program in Indonesia. This study was a cross sectional survey study in first year students who enrolled science teacher education program. The study employed of a sample of (N=62) of a first-year student enrolling science teacher education program. The results from Path Analysis via regression to predict factors influencing student’s GPA scores posited that there is no direct effect of student’s origin on GPA and TOEFL has a direct effect on GPA. From this study, the recommendation is to conduct a follow up program on bilingual science teacher program to improve students TOEFL scores because TOEFL score has a direct effect on student’s GPA.