Middle School English-as-an-Additional-Language Science Students: Learning Environment Perceptions, Attitudes, Aspirations, and Achievement

• In Event: AERA Poster Session 9
  In Poster Session: Current Research in Learning Environments

Abstract

In the first learning environment study worldwide focusing on EAL (English as an Additional Language) students, we investigated whether EAL status is a determinant of classroom environment perceptions, attitudes towards science, aspirations to study science in Years 11 and 12 and achievement in science. Six modified scales from the What Is Happening In this Class? (WIHIC) and three modified scales from the Test of Science Related Attitudes (TOSRA) were administered to 721 South Australian middle-school (Year 9 and Year 10) students, along with a 14-item multiple-choice science inquiry achievement test. One-way MANOVA yielded significant differences between EAL and non-EAL learners for four scales: Student Cohesiveness, Involvement, Future Intentions to Study Science and Achievement.

Authors

• Caroline Anne Beekman, Curtin University

• Barry J. Fraser, Curtin University

• Daniel Southam, Curtin University

• Mauro Mocerino, Curtin University