Language of Assessment Matters: A Study of Ghanaian Primary School Students' Scientific Reasoning Skills

• In Event: AERA Roundtable Session Thursday 4:15 pm - Gold 4
  In Roundtable Session: Language, Equity, and Meaning-Making in Assessment for Multilingual Learners: Global Perspectives

Abstract

This study examines the extent to which the language of assessment influences primary school students' scientific reasoning skills and how gender, grade level, and school moderate this relationship. A survey was conducted with 260 students. Students were assessed with the Science P Reasoning Inventory (SPR-I) in either English or Ghanaian Language (Twi). Multiple regression models with interaction terms revealed that language of assessment significantly predicted students' scientific reasoning skills, with students assessed in Twi demonstrating higher reasoning abilities than those assessed in English. Grade level and school type also had significant effects, while gender and all interaction terms were non-significant. These findings highlight the critical role of language in shaping cognitive abilities and call for more linguistically inclusive assessment practices.

Authors

• Augustine Owusu Achiaw, Clemson University

• Edwin Nii Bonney, Clemson University

• Kafayat Amoke Adesina, Clemson University

• Oluwafemi Osho, Clemson University

• Gertrude Arthur, University of Missouri

• Lauretta Osho, Clemson University