The effects of the language of instruction in the science and math achievement of Lebanese students. (c2014)

Abstract

The effect of language of instruction on the science and mathematics achievement of students is a debatable subject and the question of several research studies. Several studies revealed the relationship that exists between language and the learning of math/science. They also showed that learning math and science in the first language allows students to obtain better results than students learning in the second language. Some studies indicated that students achieved better in questions requiring higher cognitive levels of thinking when they study in their first language. This study focused on examining the effect of the language of instruction on the science and math achievement of Lebanese students. In particular, it aimed at examining whether students who learn math/science in their first language (Arabic) achieve better results on different levels cognitive questions than students learning in the second language (English). This quantitative study conducted on two groups of Lebanese students, where one group teaches math and science in the first language (Arabic) and the second teaches these subjects in the second language (English). Science and math achievement tests were administered to 368 grade 5 students and 157 grade 11 students to test their achievement in math and science. The analysis of their achievement test results and their scores on the different cognitive levels of thinking was done using the analysis of variance statistical method which revealed that students studying in the first language achieved higher than students studying in the second language. Moreover, when exposed to questions of higher cognitive levels these students achieved better. Learning math and science in the first language might be a need for Lebanon to increase students’ achievement and allow a fluent use of the second language in math and science at universities.