Skip to main content

Advertisement

SpringerLink
Log in

Evaluation of the Effects of the Medium of Instruction on Science Learning of Hong Kong Secondary Students: Students’ Self-Concept in Science

  • Published:
International Journal of Science and Mathematics Education Aims and scope Submit manuscript

Abstract

A longitudinal study has been conducted to explore the impact of a new language policy for Hong Kong secondary schools on science learning. According to this policy, only schools that recruit the best 25% of students can teach science in English, the students' second language, while the other schools have to teach science in Chinese, the students' native language. The study involved a student cohort of 100 schools starting from S1 for three years. The outcome of science learning is conceptualized as consisting of students' achievement and self-concept in science. This paper reports the possible effects of English-medium instruction (EMI) and Chinese-medium instruction (CMI) on students' self-concept in science, as measured by students' responses to a questionnaire. Comparing with the CMI students, the EMI students showed higher self-concepts in Chinese, English and Mathematics, but a lower self-concept in science. This finding suggests that the EMI students might experience greater learning problems in science than in other subjects, probably because science learning involves abstract thinking and the mastery of scientific terminology which make a high demand on language proficiency. The EMI students showed a greater interest in learning science than the CMI students, indicating that they were more academically oriented. The EMI students, however, formed a lower perceived self-competence in science than their CMI peers, despite that they performed better in the science achievement test than many of the CMI students. This perception supports the view that using English for instruction may have negative effects on science learning. It is also consistent with the observation that the EMI students perceived science as more difficult to understand and learn than the CMI students.

This is a preview of subscription content, log in via an institution to check access.

Access this article

Log in via an institution

Price excludes VAT (USA)
Tax calculation will be finalised during checkout.

Instant access to the full article PDF.

Institutional subscriptions

Similar content being viewed by others

References

  • Board of Education (1997). Report on review of 9-year compulsory education. Hong Kong: Board of Education, Printing Department.

    Google Scholar 

  • Brimer, A., Cheng, W., Ip, B., Johnson, K., Lam, R., Lee, P., Leung, J., Sweeting, A. & Tong, S.M. (1985). The effects of the medium of instruction on the achievement of form 2 students in Hong Kong secondary schools. Hong Kong: Joint project of the Educational Research Establishment, Education Department and Faculty of Education, Hong Kong University.

    Google Scholar 

  • Brookover, W.B. & Lezotte, L.W. (1979). Changes in schools characteristics coincident with changes in student achievement. East Lansing: Michigan State University.

    Google Scholar 

  • Byre, B.M. (1998). Testing for causal predominance between academic self-concept and academic achievement: A developmental perspective. Paper presented at the annual meeting of the American Educational Research Association. San Diego, CA.

  • Education Commission (1995). Education commission report no. 6. Hong Kong: Government Printer.

    Google Scholar 

  • Education Department (1997). Medium of instruction: Guidance for secondary schools. Hong Kong: Board of Education, Printing Department.

    Google Scholar 

  • Garraway, G.B. (1994). Language, culture and attitude in mathematics and science learning: A review of the literature. Journal of Research and Development in Education, 27(2), 102–111.

    Google Scholar 

  • Gonzalez, A. (1998). The language planning situation in the Philippines. Journal of Multilingual and Multicultural Development, 19(5&6), 487–525.

    Article  Google Scholar 

  • Helmke, A. (1987). Mediating processes between children's self-concept of ability and mathematics achievement: A longitudinal study. Munich, Germany: Max Planck Institute for Psychological Research.

    Google Scholar 

  • Helmke, A. & van Aken, M.A.G. (1995). The causal ordering of academic achievement and self-concept of ability during elementary school: A longitudinal study. Journal of Educational Psychology, 87, 624–637.

    Article  Google Scholar 

  • Hirvela, A. & Law, E. (1991). A survey of local English teachers' attitudes towards English and E.L.T. Institute of Language in Education Journal, 8, 25–38.

    Google Scholar 

  • Johnson, R.K. & Lee, P.M. (1987). Modes of instruction: Teaching strategies and student responses. In R. Lord & H.N.L. Cheng (Eds.), Language education in Hong Kong (pp. 99–122). Hong Kong: Chinese University Press.

    Google Scholar 

  • Johnson, R.K., Chan, R.M., Lee, L. & Ho, J. (1985). An investigation of the effectiveness of various language modes of presentation, spoken and written in form III in Hong Kong Anglo-Chinese secondary schools. Hong Kong: Hong Kong Government, Education Department.

    Google Scholar 

  • Jöreskog, K.G. & Sörborm, D. (1993). LISREL8: Structural equation modeling with the SIMPLIS command language. Chicago: Scientific Software International.

    Google Scholar 

  • Lai, E.F.K. (1991). Extensive reading as input for second language acquisition. Hong Kong: University of Hong Kong, PhD Thesis.

  • MacDonald, C.A. (1990). School based learning experiences: A final report of the threshold project. Prestoria: Human Sciences Research Council.

    Google Scholar 

  • Marsh, H.W. (1990). The causal ordering of academic self-concept and academic achievement: A multiwave, longitudinal path analysis. Journal of Educational Psychology, 82, 280–295.

    Google Scholar 

  • Marsh, H.W. (1993). Academic self-concept: Theory measurement and research. In J. Suls (Ed.), Psychological perspective on the self, vol. 4, (pp. 59–98). Hillsdale, NJ: Erlbaum.

    Google Scholar 

  • Marsh, H.W. & O'Niell, R. (1984). Self description questionnaire III: The construct validity of multidimensional self-concept ratings by late-adolescents. Journal of Educational Measurement, 21, 153–174.

    Article  Google Scholar 

  • Marsh, H.W. & Yeung, A.S. (1997). Causal effects of academic self-concept on academic achievement: Structural equation models of longitudinal data. Journal of Educational Psychology, 89(1), 41–54.

    Article  Google Scholar 

  • Marsh, H.W., Byrne, B.M. & Shavelson, R. (1988). A multifaceted academic self-concept: Its hierarchical structure and its relation to academic achievement. Journal of Educational Psychology, 80, 366–380.

    Article  Google Scholar 

  • Marsh, H.W., Kong, C. & Hau, K. (2001). Extension of internal/external frame of reference model of self-concept formation: Importance of native and nonnative languages for Chinese students. Journal of Educational Psychology, 93(3), 543–553.

    Article  Google Scholar 

  • Muijs, R.D. (1997). Symposium: Self perception and performance. Predictors of academic achievement and academic self-concept: A longitudinal perspective. British Journal of Educational Psychology, 67, 263–277.

    Google Scholar 

  • Rollnick, M. (1998). The influence of language on the second language teaching and learning of science. In W. Cobern (Ed.), Socio-cultural perspectives on science education: An international dialogue (pp. 121–138). Dordrecht: Kluwer.

    Google Scholar 

  • Ryf, A. & Cleghorn, A. (1997). The language of science: Text talk and teacher talk in second language settings. Proceedings of the Fifth Annual Meeting of the Southern African Association for Research in Science and Mathematics Education, Johannesburg, pp. 437–441.

  • Skaalvik, E.M. & Hagtvet, K.A. (1990). Academic achievement and self-concept: An analysis of causal predominance in a developmental perspective. Journal of Personality and Social Psychology, 58, 292–307.

    Article  Google Scholar 

  • Tendencia, C.P. (1999). English words that Bruneian children find difficult in upper primary science textbooks. In M.A. Clements & L.Y. Pak (Eds.), Cultural and language aspects of science, mathematics and technical education (pp. 103–112). Gadong: Universiti Brunei Darussalam.

    Google Scholar 

  • Tsang, W.K. (2002). Evaluation on the implementation of the medium of instruction guidance for secondary schools: Second interim report. Hong Kong: Hong Kong Institute of Educational Research.

    Google Scholar 

  • Willig, A.C. (1985). A meta-analysis of selected studies on the effectiveness of bilingual education. Review of Educational Research, 55, 269–318.

    Article  Google Scholar 

  • Yip, D.Y., Tsang, W.K. & Cheung, S.P. (2003). Evaluation of the effects of the medium of instruction on science learning of Hong Kong secondary students: Performance on the science achievement test. Bilingual Research Journal, 27(2), 295–331.

    Google Scholar 

Download references

Author information

Authors and Affiliations

  1. Department of Educational Administration and Policy, The Chinese University of Hong Kong, Shatin, N.T., Hong Kong, People’s Republic of China

    Din Yan Yip & Wing Kwong Tsang

Authors
  1. Din Yan Yip
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Wing Kwong Tsang
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Din Yan Yip.

Rights and permissions

Reprints and permissions

About this article

Cite this article

Yip, D.Y., Tsang, W.K. Evaluation of the Effects of the Medium of Instruction on Science Learning of Hong Kong Secondary Students: Students’ Self-Concept in Science. Int J Sci Math Educ 5, 393–413 (2007). https://doi.org/10.1007/s10763-006-9043-x

Download citation

  • Received:

  • Accepted:

  • Published:

  • Issue Date:

  • DOI: https://doi.org/10.1007/s10763-006-9043-x

Key words

Search

Navigation