Factors which influence late primary pupils' English attainment in a Maltese primary school setting

Abstract

This study investigated the effect of children's age, sex, and streaming (ability grouping) on 8 to 11 year-olds' English examination performance as assessed by half-yearly and annual examinations. Five hundred and twenty-six children, their parents and twenty teachers participated in this case study through questionnaires, which sought to identify children's attitude towards the language, characteristics in the home background and relevant classroom practices. MANOV A was used to test for statistically significant differences between streaming, age, sex and the two dependent variables. Correlations and the Difference in Proportions Test were used to establish differences among children and their home background. The outcome of this study highlighted age, sex and social differences between children who achieve well in English and others who do not. MANOVA results were statistically significant for age for Year 4 and 5 students and statistically significant for streaming for Year 5 and 6 pupils. A statistically significant first order interaction was present for sex by stream in the Year 6 cohort. Moderate to high correlations were obtained for the children's and parents' perception of achievement in English and the children's English reading ability.