The Relationship Between English Reading Proficiency and Academic Achievement of First-Year Science and Mathematics Students in a Multilingual Context

Lieke Stoffelsma,Wilbert Spooren

doi:10.1007/s10763-018-9905-z

Abstract

This study reports on a conceptual model that provides insight into the relationship between English reading proficiency and academic performance of first-year science and mathematics university students in Ghana, and an empirical test of that model. Longitudinal data were acquired from a sample of 133 students. Using three different mediation analyses, the study demonstrated significant medium-sized effects of English reading proficiency on students’ grade point average (GPA) by the end of year 1 and a small but significant indirect relationship between reading proficiency and the final GPA scores by the end of year 4, mediated by the GPA scores after year 1. These findings show that the academic English reading proficiency of students in a non-western multilingual academic context is important for their academic achievement. It also found that academic results obtained by students in their first-year at University were a sound predictor for success at the end of their studies. Results from this study confirm the need for universities in multilingual settings to invest in L2 students’ English reading proficiency at the start of their academic programs. Instructional recommendations are made, along with suggestions for further study.

Highlights

Language is an integral part of science: it Bshapes science ideas and understanding, and the non-language features of science shape scientific discourse^ (Locke, 1992, as cited in Hand et al, 2003, p. 608)
The academic results show that students have a statistically significant higher average for their GPA year 4 (GPA4) results (M = 2.75, SE = 0.04), compared to their GPA year 1 (GPA1) results (M = 2.63, SE = 0.04); t (132) = − 6.47, p < .001)
A small but statistically significant indirect relationship between reading proficiency of all three predictors was found on the final grade point average (GPA) scores (GPA4), mediated by the GPA scores after year 1 (GPA1)

Summary

Introduction

Language is an integral part of science: it Bshapes science ideas and understanding, and the non-language features of science shape scientific discourse^ (Locke, 1992, as cited in Hand et al, 2003, p. 608). Lack of communication skills training in the mathematics curriculum was identified by teachers as contributing to the poor performance in TIMMS 2007 (Mereku & Anumel, 2011) These studies point towards language-related factors as possible causes of students’ poor performance in science and mathematics education in Ghana, there is no evidence for a direct relationship between students’ English reading proficiency and their academic performance. Primary and secondary school students in Ghana is low (Leherr, 2009; Ministry of Education Ghana, 2008, 2010), and has been low already for many years: Time and again, the English language ability of pupils as measured by national examinations is proving to be the limiting factor in promoting effective comprehension of knowledge and skills This has led to a situation where many, including parents, especially in the rural areas, voice concern that unless that problem is seriously addressed meaningful learning of subjects cannot take place & H1: there is a serial mediation relationship between the English reading proficiency of first-year science and mathematics students in Ghana and their GPA after year 4, that is mediated through the students’ GPA after year 1

Methods and Materials

Results

Conclusion and Discussion

Limitations