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A correlational study of selected factors affecting English language attainment in Singapore schools
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Type
Thesis
Author
Tan, Teng Wai
Supervisor
Sobrielo, Amy
Abstract
The main purpose of the study was to determine the extent to which certain selected variables, both individually and in combination, contribute to the variance of English Language attainment in the schools in Singapore. The variables hypothesized to make a contribution were general intellectual ability, socio-economic status, sex, perceived parental aspirations, intensity of motivation, tutorial help, use of English and exposure to English. English Language attainment referred to attainment in a nation-wide written examination, the Primary School Leaving Examination, conducted by the Ministry of Education.
The study operation within the theoretical framework that there is a close association between language attainment and general intellectual ability, especially in the more academically-related aspects of language proficiency and that learning a language is more an "acquisition" process than a "learned" process. This being so, use of the target language in interpersonal communication and extensive exposure via the media and reading and exposure to a "good" language environment are central to attaining proficiency in the language, especially written proficiency of a cognitive and academic nature.
The sample for the study consisted of 321 primary six pupils, between eleven and twelve years of age, of both sexes, in their last year of primary school, from four schools, selected to ensure a mix of high ability and low ability students spread across different socio-economic backgrounds.
The measuring instruments employed were the Raven's Standard Progressive Matrices, as a measure for general intellectual ability, a self-administered, Likert-type questionnaire, to measure the variables, perceived parental aspirations, intensity of motivation, use of English, exposure to English and tutorial help, data for father's level of education, obtained from the data bank of the Ministry of Education, as a measure for socio-economic status, and the English Language grade for the Primary School Leaving Examination, obtained from the Ministry of Education, as the dependent variable.
Data analysis utilised Pearson's Product-moment Correlation, Partial Correlation, Multiple Regression and Stepwise Regression Analyses. The Statistical Analysis System (SAS) was employed to facilitate the analysis of the data.
The variables in the study accounted for a total combined variance of 52.1% in English Language attainment. The variables that best predicted attainment were general intellectual ability, father's level of education and use of English. Together they contributed 50% of the combined total variance of 52.1%.
General intellectual ability superceded all other variables contributing 32.5% to the variance of English Language attainment. Socio-economic status, measured by father's level of education was the next most significant variable contributing 15.3%, followed by use of English which contributed 2.2% to the variance of English Language attainment. The other variables together accounted for the remaining 2.1% of the variance of English Language attainment.
Four of the eight hypotheses investigated were supported. They were that general intellectual ability, socio-economic status as measured by father's level of education, use of English and exposure to English made a contribution to the variance of English Language attainment. The hypotheses that were not supported were that sex, perceived parental aspirations, intensity of motivation and tutorial help made a difference to English Language attainment.
The study operation within the theoretical framework that there is a close association between language attainment and general intellectual ability, especially in the more academically-related aspects of language proficiency and that learning a language is more an "acquisition" process than a "learned" process. This being so, use of the target language in interpersonal communication and extensive exposure via the media and reading and exposure to a "good" language environment are central to attaining proficiency in the language, especially written proficiency of a cognitive and academic nature.
The sample for the study consisted of 321 primary six pupils, between eleven and twelve years of age, of both sexes, in their last year of primary school, from four schools, selected to ensure a mix of high ability and low ability students spread across different socio-economic backgrounds.
The measuring instruments employed were the Raven's Standard Progressive Matrices, as a measure for general intellectual ability, a self-administered, Likert-type questionnaire, to measure the variables, perceived parental aspirations, intensity of motivation, use of English, exposure to English and tutorial help, data for father's level of education, obtained from the data bank of the Ministry of Education, as a measure for socio-economic status, and the English Language grade for the Primary School Leaving Examination, obtained from the Ministry of Education, as the dependent variable.
Data analysis utilised Pearson's Product-moment Correlation, Partial Correlation, Multiple Regression and Stepwise Regression Analyses. The Statistical Analysis System (SAS) was employed to facilitate the analysis of the data.
The variables in the study accounted for a total combined variance of 52.1% in English Language attainment. The variables that best predicted attainment were general intellectual ability, father's level of education and use of English. Together they contributed 50% of the combined total variance of 52.1%.
General intellectual ability superceded all other variables contributing 32.5% to the variance of English Language attainment. Socio-economic status, measured by father's level of education was the next most significant variable contributing 15.3%, followed by use of English which contributed 2.2% to the variance of English Language attainment. The other variables together accounted for the remaining 2.1% of the variance of English Language attainment.
Four of the eight hypotheses investigated were supported. They were that general intellectual ability, socio-economic status as measured by father's level of education, use of English and exposure to English made a contribution to the variance of English Language attainment. The hypotheses that were not supported were that sex, perceived parental aspirations, intensity of motivation and tutorial help made a difference to English Language attainment.
Date Issued
1986
Call Number
PE1066 Tan
Date Submitted
1986