The effect of the language of instruction on academic performance

Bernhofer, Juliana; Tonin, Mirco

doi:10.1016/j.labeco.2022.102218

Cited by 8 publications

(4 citation statements)

References 24 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…It has been reported that the academic achievement depends on academic subject, with fitness being particularly beneficial for subjects having stronger reliance on executive cognition, such as mathematics and science-related subjects [39]. Concerning the choice of the ''Arabic language", researchers have found a strong relationship between language and learning and its positive impact on different academic subjects [40].…”

Section: Academic Performancementioning

confidence: 99%

Physical Education and Gender Differences in Physical Activity, Sedentary Behavior Related to Academic Success of Science-Related Courses for Children in the State of Qatar

Hermassi,

Konukman,

Hayes

et al. 2023

Applied Sciences

View full text Add to dashboard Cite

Background: This cross-sectional study examined gender differences in physical activity (PA), body mass index, sedentary behavior (SB), and academic performance (AP) in school-aged children in Qatar. Methods: Fifty-two schoolchildren (age: 11.9 ± 0.6 years) were assigned to gender-adjusted groups (female; n = 29). AP was calculated using the grade point averages (GPA) in Mathematics, Science, and Arabic. Additionally, the Short Form of the International Physical Activity Questionnaire (IPAQ) was utilized. Results: Four parameters (peak height velocity [PHV], science, Arabic, vigorous PA) showed relevant gender effects (p < 0.05 and ηp2 > 0.10). The largest gender effect was calculated for PHV (p < 0.001, ηp2 = 0.45). PHV was markedly higher for males (1.65 ± 0.90) than for females (0.36 ± 0.37). Females showed a higher performance level in science (82.9 ± 8.61 vs. 77.0 ± 8.76) and Arabic (80.9 ± 8.25 vs. 73.0 ± 8.22). A significant gender difference (p = 0.002, ηp2 = 0.18) was evident for vigorous MET-minutes/week (males: 1318 ± 932 vs. females: 646 ± 525). In conclusion, males exhibited the greatest amount of moderate and vigorous PA. Females spent the greatest time sitting. Arabic was different by gender, and science AP was dependent upon gender. Conclusions: These data suggest subjects in middle school are sensitive to gender, but not necessarily influenced by PA or SB at this age. Encouraging a school-based program and an after-school health club characterized by gender sensitive strategies consisting of a health class and physical education curriculum support the unique needs, interests of academic performance, and motor skills to improving health related fitness for girls compared to boys.

show abstract

Section: Academic Performancementioning

confidence: 99%

Physical Education and Gender Differences in Physical Activity, Sedentary Behavior Related to Academic Success of Science-Related Courses for Children in the State of Qatar

Hermassi,

Konukman,

Hayes

et al. 2023

Applied Sciences

View full text Add to dashboard Cite

show abstract

“…Adewale (2018) shared his experience during his visits to some technical colleges in Nigeria, where a TVET instructor had to switch to mother tongues when it was discovered that the learners/trainees did not understand the English language he was using to teach. In another study, Bernhofer and Tonin (2022) found that German students who took an examination using a foreign language (Italian) failed. The Italians who took the German language examination also scored low marks.…”

Section: Introductionmentioning

confidence: 99%

Repositioning technical and vocational education and training in Africa for global competitiveness: a bilingual model

Adewale¹

2023

jbpd

View full text Add to dashboard Cite

This paper aims to reposition technical and vocational education and training in Africa by modelling the Chinese and Asian Tigers’ bilingual approach. This study used inductive content analysis cum transformative paradigm to identify relevant points constituting the major component of this conceptual paper. In addition, thematic method was also used to organize the identified points into categories and sub-categories. The introduction of the bilingualism approach to TVET programs following eight key stages will be actualised. Researchers are encouraged to conduct experimental empirical studies on Bilingualism in African TVET institutions, and its programs exploring the six stages conceptualised. Adding bilingualism to the TVET program will increase enrollment, make the program easier to get into, and help African countries’ economies grow. A bilingual policy will help many local talents who cannot speak other languages.

show abstract

“…According to a Turkish study, instruction in English reduces students’ academic engagement and success, particularly in their first or freshman year (Owings, Kaplan & Pirim 2012 ). Bernhofer and Tonin ( 2022 ) found that completing a test in a second language results in a 9.5% grade point loss. Because English is the primary language of teaching in higher education in South Africa, second-language learners find it extremely difficult to participate in class and seek out academic support (Prinsloo, Rogers & Harvey 2018 ).…”

Section: Introductionmentioning

confidence: 99%

Academic help-seeking behaviour and barriers among college nursing students

Bimerew,

Arendse

2024

Health SA Gesondheid

View full text Add to dashboard Cite

Background: First-year college student’s smooth transition and academic success influenced by academic help-seeking behaviour. Academic help-seeking behaviour is largely affected by many factors, including demographic factors, self-esteem and the use of sources for academic learning.Aim: The study investigated academic help-seeking behaviour and barriers among first-year college nursing students.Setting: The study was conducted at a nursing college in the Western Cape province of South Africa.Methods: A cross-sectional descriptive survey design with a self-administered questionnaire was used to collect data from 130 first year nursing college students. Descriptive statistics and bivariate analysis were computed using Statistical Packages for Social Sciences (SPSS).Results: More than 77.7% used course materials and books to help with academic learning, 50% of students sought help from their teachers. Only 24.6% and 17.7% of students used YouTube and computers respectively. In all items measured help-seeking is not a threat to self-esteem, teachers and parents did not have unrealistic expectations of their academic performance. Language is significantly associated with (p 0.001) academic help-seeking behaviour.Conclusion: Most students mainly used informal sources for academic learning. Help-seeking was not a threat to self-esteem. The language barrier is significantly associated with academic help-seeking behaviour. The nursing college should provide a coordinated academic language support, academic consultation and counselling services for academically stressed first-year nursing students.Contribution: The findings highlighted language as a barrier to academic help-seeking. The study provides insight to strengthen the language and academic support for academic learning for first year nursing students.

show abstract

The effect of the language of instruction on academic performance

Cited by 8 publications

References 24 publications

Physical Education and Gender Differences in Physical Activity, Sedentary Behavior Related to Academic Success of Science-Related Courses for Children in the State of Qatar

Physical Education and Gender Differences in Physical Activity, Sedentary Behavior Related to Academic Success of Science-Related Courses for Children in the State of Qatar

Repositioning technical and vocational education and training in Africa for global competitiveness: a bilingual model

Academic help-seeking behaviour and barriers among college nursing students

Contact Info

Product

Resources

About