The Effects of Scientific Reasoning Skills, English Language Proficiency and other Factors on the Acquisition of Chemistry Content Knowledge

Manolito, Jr G Ybañez,Charmaine Sagayap,Vic Marie I Camacho

doi:10.26534/kimika.v27i2.28-37

Abstract

This paper aims to examine the effects of English Language Proficiency, Scientific Reasoning Skills, and other factors such as primary language at home, subject interests, type of school graduated, family monthly income, and available studying materials on acquisition of Chemistry content knowledge of fifty-four (54) randomly selected pre-service science teachers from a state university. Using One-way Analysis of Variance (ANOVA) and Pearson r formula, the results of this 2-way interaction showed an F ratio of 1.025 with a significance level of 0.445. This finding is significant as it implies that combined high levels of English language proficiency and reasoning skills enhance students’ abilities to learn science content. In addition, a significant main effect for the variable scientific reasoning skills, an F ratio of 0.550 with a significance level of 0.815 show that English Proficiency does not significantly affect the Chemistry Skills of the Science Students. Science Reasoning Skills is correlated with Chemistry performance. Further, higher scientific reasoning skills are attributed to better Chemistry Skills. Primary language significantly affects language proficiency while subject interest affect the students skills in subject areas.

Highlights

Scientific literacy for all students has been a major educational goal in the Philippines
The following research questions were investigated: 1.) Do monthly family income, subject interest, primary language use, type of school graduated in high school and types of studying materials at home affect the acquisition of Chemistry content knowledge? 2.) What are the effects of English language proficiency and levels of Scientific reasoning skills on the acquisition of Chemistry content knowledge of Filipino language learners participating in second year college science classes?
Despite the vast number of studies on factors influencing the academic performance of Filipino students, investigation of the effects of two very important factors, English language proficiency and scientific reasoning skills, on the acquisition of Chemistry content knowledge of Filipino language learners is a relatively neglected research area

Summary

Introduction

Scientific literacy for all students has been a major educational goal in the Philippines. The major educational K to 12 reform stresses the need for a prepared 21st century workforce, which aimed of students’ content learning and in acquiring transferable reasoning skills. By understanding science and applying scientific skills, personal decisions on issues that affect society as well as in reporting scientific discovery and comprehension can be done using scientific processes. Often, this understanding of science has proven to be very elusive for Filipino language learners. In most classrooms in the Philippines, the English language is used as the medium of As stated by the American Association for the Advancement of Science, neglecting the science education of students is to deprive them of a basic education, handicap them for life, and deprive the nation of talented workers and informed citizens.

Objectives

Methods

Results

Conclusion