Science education and the medium of instruction: Does the language of instruction affect science achievement? Item Type text; Dissertation-Reproduction (electronic) Authors Sughayer, Husa. Publisher The University of Arizona. Rights Copyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author. Download date 06/10/2021 17:58:42 Link to Item http://hdl.handle.net/10150/184896 INFORMATION TO USERS The most advanced technology has been used to photo­ graph and reproduce this manuscript from the microfilm master. UMI films the text directly from the original or copy submitted. Thus, some thesis and dissertation copies are in typewriter face, while others may be from any type of computer printer. 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Ann Arbor, MI48106 SCIENCE EDUCATION AND THE MEDIUM OF INSTRUCTION: DOES THE LANGUAGE OF INSTRUCTION AFFECT SCIENCE ACHIEVEMENT? by Husa Sughayer Copyright ® Husa sughayer 1989 A Dissertation submitted to the Faculty of the DIVISION OF TEACHING AND TEACHER EDUCATION In Partial Fulfillment of the Requirements For the Degree of DOCTOR OF PHILOSOPHY WITH A MAJOR IN ELEMENTARY EDUCATION In the Graduate College THE UNIVERSITY OF ARIZONA 198 9 THE UNIVERSITY OF ARIZONA GRADUATE COLLEGE As members of the Final Examination Committee, we certify that we have read the dissertation prepared by Rusa Sughayer entitled Science Education and the Medium of Instruction: Does the Language of Instruction Affect Science Achievement? and recommend that it be accepted as fulfilling the dissertation requirement for the Degree of ________D~o~c~t~o~r~o~f~P~h~i~l~o~s~o~p~h~y~ ____________________________ NOli. Date Date /1-IJ-89 Date Date Date Final approval and acceptance of this dissertation is contingent upon the candidate's submission of the final copy of the dissertation to the Graduate College. I hereby certify that I have read this dissertation prepared under my direction and recommend that it be accepted as fulfilling the dissertation requirement. ~ i3t4u Sae~~,£;{Dissertation D1rector Date 2 STATEMENT BY AUTHOR This dissertation has been submitted in partial fulfillment of requirements for an advanced degree at The University of Arizona and is deposited in the university Library to be made available to borrowers under the rules of the Library. Brief quotations from this dissertation are allowable without special permission, provided that accurate acknowledgment of source is made. Requests for permission for extended quotation from or reproduction of this manuscript in whole or in part may be granted by the copyright holder. SIGNED: J.I /M...(J... S. ~*= 3 ACKNOWLEDGEMENT I wish to acknowledge my gratitude and appreciation to many individuals for their gracious support and assistance in the completion of this research: Dr. Edward D. Brown, my advisor and dissertation committee chairman, for his constant support, under­ standing, and valuable advice through the doctoral program. Dr. Walter Doyle and Dr. Richard L. Lopez, the members of my committee, for their assistance, encouragement, and constructive criticism, which guided me in the progress of completing this study. Dr. Glen Nicholson, who was the investigator's minor advisor, for his expertise and individual contribution in helping to bring the investigation to its fulfillment. Dr. Keith Meredith for his guidance in statistical analysis for this study and Dr. Mark Borgstron for his help in using the computer for data analysis. Special thanks are expressed to: Dr. Hamdi Qafisheh and Mr. Abdulrahman AI-Saif for their editing and reviewing the Arabic version of the instrument. All students, teachers, and administrators from the Islamic Saudi Academy in which the investigation was conducted for their willingness and cooperation. The investigator is also grateful to her employer, King Saud University, for guidance and financial support through the Saudi Arabian Educational Mission in Washington, D.C., and to the Saudi Arabian Educational Mission for their help and support. A special note of appreciation goes to those numerous friends who made the stay in the United states pleasant. Their tolerance, encouragement, and companionship are highly valued. The support of my family's patience and love for the extended years of absence from home is deeply appreciated. Finally, the investigator reserves her greatest gratitude for her mother, Ayisha AI-Kurishan, whose constant prayers, support, unlimited patience, and neverending love enabled her to pursue her goals. 4 TABLE OF CONTENTS LIST OF TABLES • • 8 LIST OF FIGURES 11 ABSTRACT •• 12 I. INTRODUCTION • • 14 statement of the Problem • 16 Purpose of the study • . 17 Research Hypotheses 18 Significance of the Study • • • • • 19 Definition of Terms 21 Assumptions Underlying the Problem . 21 Limitations of the Study . 22 organization of the Study 22 II. REVIEW OF RELATED LITERATURE 23 The Historical Background 24 Arabic Language Revival . 24 The History of Science on the Arab World 29 Research Related to Instruction using First or Second Language 34 Studies Related to the Language of Instruction on Other Subjects in Elementary Schools . 34 The Iloilo Experiments . • • . .. 40 The Rizal Study . • • • .. 43 Saint Lambert Experiment • . • . 44 5 TABLE OF CONTENTS--Continued studies Related to Language of Instruction in Science in Elementary Schools 47 Summary of Review of the Literature 51 III. RESEARCH DESIGN AND PROCEDURE 54 The School Description • • 54 The Sample 57 The Selection of Teacher and Teaching Period. 62 The Content Used for This Study 64 The Variables 65 Instrumentation 66 The Achievement Tests . 66 Arabic Proficiency Test 69 English Proficiency Test 71 Language and Learning Science Inventory (LLSI) • • . • • • . • . .. 72 Determination of Language Dominance • 73 Experimental Design . 74 statistical Treatment of Data • 74 IV. RESULTS OF THE STUDY • 76 Introduction 76 Quantitative Analysis 77 Research Hypotheses . 77 Independent Variables • 78 Dependent Variable 78 6 TABLE OF CONTENTS--Continued Description of the Groups • . • . 79 Reliability of the Instruments • . 84 The Results of Data Analysis 85 Hypothesis One . 86 Hypothesis Two • 86 Results .... 86 Hypothesis Three . 90 Results • 90 Qualitative Analysis 94 Introduction 94 students' Attitudes Toward Approach Used for Teaching Science • •• .... 96 Students' Attitudes Toward the Language Used for Learning 101 Students' Attitudes Toward Instructional Environment • . • . • . • . 106 Students' Preferences and Attitudes Regarding the Language of Instruction • . • . 112 v. SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS 119 Summary 119 Discussion and Conclusions . 125 Recommendations 130 APPENDIX A. Translation of Science Text into Arabic. 133 APPENDIX B. Science Achievement Pre-test and Post- test: English original and Arabic Translation . • • • • . • . •. 149 ----------------------------------------j 7 TABLE OF CONTENTS--Continued APPENDIX C. Final Version of Arabic Proficiency Test • • . • . • • . • • . 155 APPENDIX D. Language and Learning Science Inventory in English and Arabic • . • 164 APPENDIX E. Cards from Participants in study 171 APPENDIX F. Teacher Letter . 175 REFERENCES • • • • • • • • • • . • • . • • • • • . .. 177 8 LIST OF TABLES Table Page 1. organization of Treatment Groups • • 59 2. Frequency and Percentage of Student Characteristics . • • • . 61 3. Time Table for Science Lessons Presented to Four Groups Per Week • • . • 63 4. Differences of Z Scores for Arabic and English Proficiency Tests • • . .• ..... 80 5. The Language of Instruction and the Language of Dominance • • • . • • . 82 6. The Language of Dominance and Gender . 83 7. Kuder-Richardson Coefficient Formula 20 for Pre-test, Post-test, and Arabic Proficiency Test . • .