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Science text comprehension : students’ perceived challenges and use of reading strategies in Singapore
Author
Gde Buana Sandila Putra
Supervisor
Viniti Vaish
Abstract
This research project investigated the relationship between English language proficiency and science text comprehension of students in Singapore. This research project also explored students’ perceived challenges and use of reading strategies when reading science texts.
The research project was situated in a government secondary school in Singapore. A total of 70 Secondary 3 students from 3 classes of different stream – Normal (Technical), Normal (Academic), Express streams – were involved in this research project. These students took an English language test in a form of C-test and a science text comprehension test in a form ACT science test, completed a survey, and for a select groups of students, attended a semi-structured interview discussion. The test results and the survey responses were analysed using inferential and descriptive statistical analyses respectively. The recorded semi-structured interview discussions were transcribed and the transcripts were analysed using the Straussian grounded theory.
The results and findings corroborated previous studies in the field that there is a positive correlation between students’ English language proficiency and science text comprehension even though the science texts used featured multiple representations. The most challenging aspect of reading science texts was found to be the use of symbols, especially mathematical symbols. One of the differences between students in above-average and below-average groups was found to be their perception of information density of science texts as one of the most challenging aspects. In addition, the strategies that the students often used was found to be highlighting or underlining. This strategy was usually done in tandem with jotting down the highlighted portions in bulleted list. An interesting difference between students in above-average and below- average groups was found to be in their likelihood in using their mother tongue language to translate difficult words. Students in the below-average group were found to be more likely to do so.
Other than contributing to the extant literature, the main significance of the results and findings of this project is to provide evidence to convince science teachers in Singapore that students do find science texts challenging and to serve as a basis to encourage science teachers to engage students more in reading activities in science classes. Other implications, challenges, limitations, and future research directions are discussed.
The research project was situated in a government secondary school in Singapore. A total of 70 Secondary 3 students from 3 classes of different stream – Normal (Technical), Normal (Academic), Express streams – were involved in this research project. These students took an English language test in a form of C-test and a science text comprehension test in a form ACT science test, completed a survey, and for a select groups of students, attended a semi-structured interview discussion. The test results and the survey responses were analysed using inferential and descriptive statistical analyses respectively. The recorded semi-structured interview discussions were transcribed and the transcripts were analysed using the Straussian grounded theory.
The results and findings corroborated previous studies in the field that there is a positive correlation between students’ English language proficiency and science text comprehension even though the science texts used featured multiple representations. The most challenging aspect of reading science texts was found to be the use of symbols, especially mathematical symbols. One of the differences between students in above-average and below-average groups was found to be their perception of information density of science texts as one of the most challenging aspects. In addition, the strategies that the students often used was found to be highlighting or underlining. This strategy was usually done in tandem with jotting down the highlighted portions in bulleted list. An interesting difference between students in above-average and below- average groups was found to be in their likelihood in using their mother tongue language to translate difficult words. Students in the below-average group were found to be more likely to do so.
Other than contributing to the extant literature, the main significance of the results and findings of this project is to provide evidence to convince science teachers in Singapore that students do find science texts challenging and to serve as a basis to encourage science teachers to engage students more in reading activities in science classes. Other implications, challenges, limitations, and future research directions are discussed.
Date Issued
2018
Call Number
Q181.A2 Gde
Date Submitted
2018