Language use in physics education at SEC level

Abstract

The aim of this study was to investigate whether proficiency in English language acts as a barrier to Maltese students when they learn physics and when they demonstrate their understanding of the subject in the Secondary Education Certificate (SEC) examinations. This study aims to help paper setters to become more sensitive to potential language difficulties when developing examination questions for students of different abilities. A set of questions taken from SEC physics past examination papers were chosen and a test containing four questions was devised. A modified version of this test was compiled using simpler English. In three of the questions, visual representations were included in the modified version of the test to help students understand what was being asked. Another bilingual version of the test was also set up. The three versions of the test were administered to 380 secondary school students coming from different types of schools. A questionnaire to investigate students' views regarding the preferred language of physics lessons and examinations was also included with these tests. Understanding written text is an important aspect to consider when assessing language performance. A cloze test was devised using texts chosen from their textbook namely Key Science: Physics by Jim Breithaupt (2001) and administered to over 400 students coming from a Boys' Junior Lyceum. The aim of this test was to see whether the textbook used in Junior Lyceums is well matched with the students' reading level. Readability tests were also performed on samples of texts taken from this book. It was found that most teachers use both Maltese and English to teach physics and students are happy with the language used in the classroom. Thus language is not a barrier when it comes to oral communication. Many cases of bad English were observed whilst marking the tests. In most cases one could see that the students knew the answers but had difficulties in expressing themselves in clear English. The analysis of the tests results showed that students did best in the modified version of the test. However this result was not statistically significant. The cloze test results showed that the textbook used in Junior Lyceums is rather difficult for the students, as they had reached the 'instruction level'. Thus they need guidance from their teacher to help them understand the text.