The learning of Science and Mathematics in English among lower secondary pupils in the district of Klang / Siti Azura Khalid
The implementation of the policy of teaching Science and Mathematics in English was introduced to Year One, Form One and Form Six pupils in all schools in Malaysia beginning 2003. This move was expected to provide opportunities for pupils to use English language and it was intended to increase th...
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| Format: | Thesis |
| Language: | English |
| Published: |
2008
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| Subjects: | |
| Online Access: | http://ir.uitm.edu.my/id/eprint/14926/ http://ir.uitm.edu.my/id/eprint/14926/1/TM_SITI%20AZURA%20KHALID%20ED%2008_5.PDF |
| Summary: | The implementation of the policy of teaching Science and Mathematics in English
was introduced to Year One, Form One and Form Six pupils in all schools in
Malaysia beginning 2003. This move was expected to provide opportunities for
pupils to use English language and it was intended to increase their proficiency in the
language. In view of this, the purpose of this research was to assess pupils’ readiness
of learning Science and Mathematics in English after five years of its implementation
from the perspective of pupils. A total of 507 pupils, from the levels of Form One
and Form Two, ages ranging from 13 to 14 years, participated in this study. The
methodology used was quantitative in nature where a set of questionnaire and two
sets of diagnostics tests for Form One and Form Two pupils respectively were used
in measuring pupils’ readiness in the learning of Science and Mathematics in
English. The results in term of pupils’ perceptions from the'questionnaire indicate
that both Form One and Form Two pupils have a positive perception toward the
learning of Science and Mathematics in English. Approximately two-third of the
pupils indicated their desire to continue on this policy that consists of a higher
percentage of Form Two pupils than Form One pupils. Similarly, a higher percentage
of pupils enjoy learning Mathematics than learning Science in English.
The second part of the questionnaire was to measure pupils’ linguistic competency
which was based on their understanding on spoken understanding of English texts,
writing in English, speaking in English and confidence in speaking in English. The
data suggests that the highest increment in Form One pupils and Form Two pupils’
linguistic improvement is in understanding spoken English. Form Two pupils rated
higher confidence ability on the linguistic areas of competencies as compared to
Form One pupils and significant difference was found only in the area of listening
skills and reading skills.
In the second part of this study, two separate diagnostic tests for each Form were
used to diagnose pupils understanding of Science and Mathematics learning. Pupils’
achievements were based on the ten constructs and through the diagnostic tests
pupils level of proficiency and understanding were assessed. The overall
achievement score obtained for both tests was statistically significant. Form One
pupils was found to have a higher level of difficulty in Science learning as compared
to Mathematics learning in the English Language. For both diagnostic tests, the
highest level of difficulty was in the construct of Expressing Scicence and
Mathematical idea or information in English. The results from the diagnostic study
reveals that pupils in schools are actually still facing language problems as well as
content problems in learning Science and Mathematics and to overcome these
problems they need help and guidance from the teachers. The result of this study
indicates most pupils perceive the learning of Science and Mathematics in English
has brought positive effects especially in terms of language skills based on pupils’
perception on their linguistic performance in terms of their linguistic competencies. |
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