Academic Achievement of Bilingual Learner: Mixed-Method Approach

• In Event: Linguistic Equity, Competence, and Academic Achievement

Abstract

The purpose of this study is to investigate how a bilingual education program effects the minority groups’ academic achievement. An explanatory sequential mixed method was used for this study. Triangulation was used in both the quantitative and qualitative parts of the study to minimize prejudice and enhance honesty regarding the social phenomenon studied. Both the quantitative and qualitative data were analyzed to examine the parameters to reveal academic achievements within a bilingual education context. For quantitative data collection, 280 participants responded the survey questions. For qualitative data collection, 12 participants were interviewed. Results reflected that bilingual education would help build stronger relationships between different ethnic groups and have a positive effect on all the academic achievement of minority students.

Authors

• Burhan Ozfidan, Florida Gulf Coast University
  Presenting Author

• Lynn M. Burlbaw, Texas A&M University
  Presenting Author

• Onder Koklu, Florida Gulf Coast University
  Presenting Author