The Differing Effect of Language Factors on Science and Mathematics Achievement Using TIMSS 2015 Data: South Africa

Prinsloo, C.H.; Harvey, Jacqueline

doi:10.1007/s11165-018-9769-9

Cited by 8 publications

(5 citation statements)

References 42 publications

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“…Therefore, this reading skill is an additional part for students who like to observe and refer to a wider source, in English. This skill certainly needs to be supported by the financial strength of the student's parents, so that the influence of English reading skills on academic achievement in Science is influenced by other variables, such as facilities, money, home environment, and others (Prinsloo & Harvey, 2020). This influence is also still relatively low when referring to the 2017 and 2018 (Maskar, 2018;Maskar & Anderha, 2019;Wulantina & Maskar, 2019).…”

Section: Discussionmentioning

confidence: 99%

“…These skills certainly need to be optimized through the right techniques in science learning. This optimization can be done using a technique developed by Brown and Ryoo (Prinsloo & Harvey, 2020) in 2008 when they conducted research in Africa. The results show that the approach by introducing and teaching science phenomena uses everyday language and then switches to scientific language after that.…”

Section: Discussionmentioning

confidence: 99%

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Clustering Subjects in Lampung Provincial National Examination of Junior High School Through Maximum Spanning Tree

Maskar

Puspaningtyas

2021

AJPM

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AbstrakUjian Nasional yang dilaksanakan setiap tahun di Indonesia telah menghasilkan banyak data, termasuk di Provinsi Lampung. Pada rentang tahun 2015 sampai dengan tahun 2018, telah terkumpul kurang lebih 11 juta data hasil ujian nasional. Data tersebut tentu dapat memberikan banyak informasi untuk perbaikan Pendidikan Indonesia di masa mendatang. Tulisan ini membahas tentang pengelompokan mata pelajaran pada Ujian Nasional SMP di Provinsi Lampung dengan tujuan untuk memetakan hubungan hasil belajar Matematika, IPA, Bahasa Indonesia, dan Bahasa Inggris. Tujuan pengelompokan tersebut sebagai analisa lebih jauh agar perbaikan pendidikan juga dapat mulai masuk pada ranah non-teknis, seperti penjadwalan, penyeusaian waktu belajar di kelas sampai dengan waktu pengerjaan tugas, serta perbaikan pada penentuan mata pelajaran yang menjadi syarat pelajaran lainnya. Analisis klusterisasi dilakukan dengan menggunakan Algoritma Kruskal berdasarkan graf maximum spanning tree (MST) dengan bantuan teknik statistik deskriptif dan inferensial. Data yang digunakan adalah hasil Ujian Nasional di Provinsi Lampung tahun 2017 dan 2018 sebanyak 15876 data. Graf MST ditentukan menggunakan algoritma Kruskal dan koefisien korelasi ditentukan menggunakan nilai koefisien korelasi Pearson. Hasil eksperimen menunjukkan bahwa Matematika, IPA, dan Bahasa Inggris memiliki korelasi yang paling kuat. Mata pelajaran yang paling kuat korelasinya dengan Bahasa Indonesia adalah Bahasa Inggris. Oleh karena itu, pemetaan mata pelajaran dapat disusun menjadi dua kelompok yaitu Matematika-IPA-Bahasa Inggris dan Bahasa Inggris- Bahasa Indonesia- IPA. Hasil tersebut dapat bermanfaat sebagai dasar pengambilan keputusan pada berbagai aspek teknis untuk mengoptimalkan hasil belajar siswa SMP khususnya di Provinsi Lampung. Kata kunci: Klusterisasi, Lampung, Ujian Nasional AbstractNational exams carried out every year in Indonesia have produced a lot of data, including in Lampung Province. In the span of 2015 to 2018, approximately 11 million national exam results have been collected. This data can certainly provide a lot of information for the improvement of Indonesian education. This paper discusses the clustering of subjects on junior high school national exams in Lampung Province with the aim of mapping the relationship of learning outcomes in Mathematics, Sciences, Indonesian, and English. The purpose of the clustering is as a further analysis so that educational improvements can also begin to enter the non-technical realm, such as scheduling, adjusting class and assignment time, and also determine prerequisite subjects. Clustering analysis is performed using an algorithm based on maximum spanning tree (MST) graphs with the help of descriptive and inferential statistical techniques. The data used are the results of national exams in Lampung province in 2017 and 2018 totaling 15.876 data. The MST Graph is determined using Kruskal’s algorithm and the coefficient of correlation is determined using Pearson coefficient of correlation value. The experimental results show that Mathematics, Natural Sciences, and English have the strongest correlation. Subject that has the strongest correlation with Indonesian is English. Therefore, the mapping of subjects can be arranged into two groups namely Mathematics- Sciences- English and English-Indonesian- Sains. These results can be useful as a basis for decision making on various technical aspects to optimize junior high school student learning outcomes, especially in Lampung Province.Keywords: Clusterization, Lampung, National Examination

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Clustering Subjects in Lampung Provincial National Examination of Junior High School Through Maximum Spanning Tree

Maskar

Puspaningtyas

2021

AJPM

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“…Ideally, the language that students use to learn science should be a language with which they are already familiar. If the language spoken at home is equivalent to the instructional language, a learner is more likely to demonstrate achievement in science and mathematics; however, students with non-equivalence of home and instructional languages are at a disadvantage when learning science (Rollnick, 2000;Prinsloo et al, 2018;Prinsloo & Harvey, 2020). Further, it is argued that the technical vocabulary, status, acquisition, usage, and prestige of African languages should be developed to advance equitable science learning and national integration (Dlodlo, 1999;Webb et al, 2010).…”

Section: Language As Culture and Scientific Literacymentioning

confidence: 99%

“…316) without succumbing to rote memorization of facts. The challenges and opportunities of science learning in South African schools are two-fold-developing scientific literacy for local scientific advancement and English proficiency for global participation (Prinsloo et al, 2018;Prinsloo & Harvey, 2020). A comparison can be made with the dualisms between uniqueness and internationalization, as described by Fishman (2004).…”

Section: Global Perspectives On Postcolonial Science and Indigenous E...mentioning

confidence: 99%

Life sciences reading material in vernacular: lessons from developing a bilingual (IsiZulu and English) book on South African frogs

Phaka

Ovid

2021

Current Issues in Language Planning

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The discussion of African languages as languages of learning and teaching can be traced back to the 1980s. To date, this discussion still continues and efforts to intellectualise African languages have been lax. Here, we present practical South African examples of higher education achievements in African languages that demonstrate the challenges and opportunities of African language planning and corpus development. We particularly focus on the development of a peer-reviewed bilingual (IsiZulu and English) book on the frogs of Zululand, South Africa. The publication under consideration falls within the life sciences, and it is the first comprehensive book on South African frogs to be written in an African language. Developing life sciences reading material in vernacular is a time-consuming process that requires a multidisciplinary team which understands both life and social sciences. Furthermore, when vocabulary relating to a focal species is undocumented, field research is necessary to identify the nuances of a specific language or culture. This language planning effort under discussion demonstrates the IsiZulu language's ability to communicate life sciences and how language planning efforts can be made integrative and inclusive of previously marginalised languages.

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“…With the same reason, many post-colonial multilingual countries have changed the medium of instruction in the public schools from English to vernacular languages recently (Edmonds-Wathen et al, 2019). However, the change of language policy remains controversial in some countries because vernacular languages are perceived as offering little economic value (Prinsloo & Harvey, 2020). This brings about the emergence of schools with different mediums of instruction in those countries (Perez & Alieto, 2018).…”

Section: Introductionmentioning

confidence: 99%

School-Type Difference Among Rural Grade Four Malaysian Students’ Performance in Solving Mathematics Word Problems Involving Higher Order Thinking Skills

Suseelan

Meng

Chin

2022

Int J of Sci and Math Educ

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The cultural diversity of Malaysia gives a way to three types of public primary schools which vary in terms of cultural and medium of instruction. This study aimed to explore the difference between the performance of grade four primary students from the rural region of Malaysia in solving word problems involving measurement formula and higher order thinking skills. The sample of the study consisted of a total of 107 students from the three types of schools, namely National Primary School, Chinese National-Type Primary School and Tamil National-Type Primary School located in the rural region of Penang, Malaysia. The results indicated that there was no significant difference between the performance of the students from the three types of schools. However, most of the students performed below the minimum proficiency level. The findings of the study suggest that the teaching approach should be shifted to be more focused on problem-solving skills and more educational intervention for promoting students' problem-solving ability of the students should be designed and implemented in the three types of schools.

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The Differing Effect of Language Factors on Science and Mathematics Achievement Using TIMSS 2015 Data: South Africa

Cited by 8 publications

References 42 publications

Clustering Subjects in Lampung Provincial National Examination of Junior High School Through Maximum Spanning Tree

Clustering Subjects in Lampung Provincial National Examination of Junior High School Through Maximum Spanning Tree

Life sciences reading material in vernacular: lessons from developing a bilingual (IsiZulu and English) book on South African frogs

School-Type Difference Among Rural Grade Four Malaysian Students’ Performance in Solving Mathematics Word Problems Involving Higher Order Thinking Skills

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