Abstract

General Background: The influence of teaching methods in science education is critical for student achievement, particularly in multilingual contexts. Specific Background: This study focuses on the Al-Mutamaizeen and Al-Mutafawqeen secondary schools in Iraq, where students study scientific subjects in English and Arabic, respectively. Knowledge Gap: Limited research exists on how language of instruction in scientific subjects impacts English language proficiency and overall academic achievement among high-achieving students. Aims: The research aimed to identify the effect of teaching scientific subjects in English on the academic achievement of students in the English language, comparing students from Al-Mutamaizeen (studying in English) with those from Al-Mutafawqeen (studying in Arabic). Results: The study employed an experimental design and included a sample of 76 students from Najaf High School for the Distinguished and 80 students from Kufa High School for the Gifted. Statistical analysis revealed significant differences in favor of the students who studied science subjects in English, attributing their success to the continuous use of English during scientific instruction. Novelty: This study provides novel insights into the direct relationship between language of instruction in science and English language proficiency, showing how integrating English into scientific subjects enhances overall academic performance. Implications: The findings suggest that teaching scientific subjects in English could be generalized to similar student groups to improve both English proficiency and academic achievement in science, particularly in multilingual settings.

Highlughts:

1. Language instruction influences student achievement in multilingual science education.
2. English use in science improves language skills and academic performance.
3. Teaching science in English benefits high-achieving students' overall achievement.

Keywords: Teaching methods, English instruction, science education, academic achievement, multilingual schools.

Introduction

Researchers and workers in the field of education, especially teaching methods and curricula, seek to find the shortest and simplest ways to update and develop curricula to serve the educational process and improve the reality of our students. Researchers are heading in several directions, some of them are trying new methods, approaches, and strategies to identify the extent of their impact, some describe the current situation, some follow the analysis of the time series, etc. As for our current study, the researcher seeks to study the impact of an integrated ministerial curriculum for specific schools, as this experiment began in the Iraqi Ministry of Education by changing the curricula of the schools of Al-Mutamaizeen for scientific lessons (mathematics, physics, chemistry, biology) and teaching them in English from the first intermediate grade to the sixth preparatory grade.

Teaching English as a second language poses a formidable undertaking in various nations. English has been incorporated into the educational programs of schools and universities. Significant emphasis has been placed on this language in various societies for the following reasons: primarily, the need to possess proficient English language skills arises from the requirement to access and utilize the most up-to-date technological and scientific resources, which are predominantly available in written English. Furthermore, to adapt to the needs of the current era characterized by an abundance of information and effectively utilize the Internet, it is imperative to acquire proficiency in the English language ( Al-Zurfi & Al-Quraishi,2022).

These curricula were applied from 2015-2016, where the first batch that studied these curricula graduated in 2012-2022. According to the researcher's knowledge, as a teacher of English language teaching methods, there are no studies related to these new curricula, whether it concerns academic (achievement) or cognitive achievement alike. This prompted the researcher to search and investigate the impact of this curriculum and its reflection on the reality of students, although there are few studies on the reality of changing English language curricula or teaching scientific subjects in English, such as Egypt, Algeria, and others. The study will also discuss the most prominent of these studies as follows: The study of Shaimaa Abdel Salam Salim (2020), which stated the importance of science learning strategies in English, and the orientation of education in this era from teacher-centered education to learner-centered education, it has become necessary for students to train on self-reliance skills in studying the language and taking responsibility for their learning. The present study aimed to use science learning strategies in English to enhance the development of scientific concepts and sustain the learning impact among primary school students in language schools. The research sample consisted of 60 fourth-grade primary school students, divided into two groups: an experimental group of 30 students at Shajarat Al-Durr Language School in Damietta Governorate (who used science learning strategies in English) and a control group of 40 forth-grade students.

Primary, at Al-Kafrawi Language School in Damietta Governorate (taught according to the usual method) and the number is (30) students, and the study was limited to using the quasi-experimental approach, as the researcher used the experimental design with two groups (experimental and control), and the research tools and materials included preparing a scientific concepts test in the "Matter Unit" The "Matter Unit" unit of the fourth-grade primary science curriculum in the first semester of the academic year 2018-2019, as well as the teacher's guide, were formulated using some science learning strategies in English. The research determined that the experimental group's average scores in the immediate scientific concepts test were statistically (significant)ly higher than those of the control group, who studied in the conventional manner. Additionally, the experimental group's average scores in the scientific concepts test were statistically (significant)ly higher than those of the control group. In addition to attaining a degree of effectiveness in the acquisition of scientific concepts and the persistence of the effect of learning them, the experimental group was postponed. (Saleem, 2020)

In the case of Hadeel Ali Jabr's (2019) research, the objective was to determine the self-intelligence of students in prestigious institutions and to determine the statistically (significant) differences in self-intelligence between males and females.

In order to confirm the research objectives, the researcher developed a self-intelligence scale that comprises thirty-eight paragraphs. The scale was administered to a sample of fifth-grade preparatory students in distinguished institutions of both types in the first, second, and third Karkh directorates of Baghdad Governorate. The sample consisted of (196) male and female students who were selected using the random stratified method. The results of the statistical processing and data analysis indicate that fifth-grade preparatory students possess self-intelligence, and there are no gender-based differences among students.

The researcher arrived at a number of recommendations in view of the results: Investing in parent-teacher councils to assist students and emphasising the development of self-intelligence among students to prepare a healthy generation that has confidence in its mental abilities

The researcher recommended conducting a study to determine the relationship between self-intelligence and other variables, such as goal orientations and habits of mind, along with identifying their strengths and limitations. (Al-Shammari, 2019)

The study of Saud Muhammad Fahd Al-Ammar (2015), this study aimed to identify the extent of the impact of teaching English on students' Arabic language skills and their attitudes towards it; This was done by monitoring the opinions of Arabic language teachers and their observations on their students, as well as the opinions of specialists in teaching Arabic and English, in addition to monitoring the impact through the students themselves according to the study tools.

The study community included several samples: sixth-grade students in primary school, Arabic language teachers, and language teaching specialists.

The researcher relied on the descriptive analytical approach by employing many study tools; It is: "A questionnaire to measure students' attitudes, before and after", as well as a language test, in Arabic language skills, before and after", as well as measuring students' grades in Arabic language courses in the fifth and sixth grades, as well as a questionnaire for Arabic language teachers, in addition to a questionnaire for language teaching specialists. The study was implemented in the academic year 2014-2015, after the approval of teaching English in the primary stage in the schools of the Kingdom of Saudi Arabia. The study reached a number of results and recommendations; the most important of which are: the absence of statistically (significant) differences in the total sum of the study tools related to students indicating the occurrence of an effect on the language of students and their attitudes towards it, and the effect was limited to some language skills and some attitude items, in addition to teachers standing in a neutral direction regarding the occurrence of the effect on the language of learners and their attitudes towards their mother tongue, in the total score of the two axes of the teachers' study; although they see a slight effect in some language skills, specialists in language teaching do not agree On the occurrence of the impact on the language of learners and their attitudes towards the Arabic language, some specialists in teaching the Arabic language have emerged as the closest to not agreeing to teaching the English language in the primary stage, and also 19.9% of Arabic language teachers and 22.7% of language teaching specialists do not agree to teach it in the primary stage. (Al-Ammar, 2015)

The objective of Firas Tharwat Al-Rimawi's (2014) research was to examine the impact of integrated learning on the direct and deferred academic performance of sixth-grade students in the English language. The quasi-experimental approach was implemented to accomplish the objectives of this investigation. The validity and reliability of the achievement test that the researcher developed were verified. The research sample was composed of sixty students from Umm Qusayr Elementary School for Boys in the Amman Directorate, Al-Qweismeh District. The method that was available was employed to select them, where the two available sections were randomly distributed into two groups, a control and an experimental group. The results of the study showed statistically (significant) differences at the significance level (0.05) - (a) between the experimental group's averages of direct achievement and statistically (significant) differences in deferred achievement at the level of 0.05 > a favored the experimental group. Al-Rimawi (2014)

Lastly, the objective of Zain Nawaf Khalaf Al-Amri's (2022) research was to ascertain the influence of educational technologies employed by English language instructors on the academic performance of students in the Irbid District Directorate, as perceived by the teachers. The descriptive survey method was employed to accomplish the study's objectives, and the questionnaire was implemented as a data collection instrument. It was disseminated to a sample of eighty-two male and female teachers in the government schools of Irbid District. The findings indicated that most English language instructors employed modern educational technologies to an average extent. The results also showed the absence of statistically (significant) differences attributed to the gender and academic qualification variables. (Al-Amri, 2022)

After reviewing the most important studies related to and similar to the current study, it became clear the importance of identifying the impact of teaching science lessons in English on academic (achievement) in the English language lesson and knowing the actual benefit of transferring the impact of learning to the reality of students' results in a unified ministerial test for students.

Research problem:

The cognitive problem of the current study revolves around whether there is an effect of the curriculum designated for Al-Mutamaizeen school students, which is concerned with teaching scientific lessons in English (mathematics, physics, chemistry, biology) on the students’ results in academic (achievement) in the English (language) subject. This required selecting a sample of students who differ in terms of the curriculum but have the same abilities and efficiency, and they are Al-Mutafawqeen school students. Therefore, the research problem stems from the following question:

Is there an effect of the curriculum of the Al-Mutamaizeen schools on the academic (achievement) scores of the English (language) subject in the ministerial test compared to the results of the students of the Al-Mutafawqeen schools?

This requires identifying the values of the academic (achievement) of the ministerial exam for both schools (Al-Mutamaizeen and Al-Mutafawqeen Schools) and then comparing them to identify the existence of differences or not.

Research objective:

Identify the significance of the differences between the two research groups of students (Al-Mutamaizeen and Al-Mutafawqeen Schools) in the ministerial academic (achievement) test for the English (language) subject for third intermediate school students.

Research hypothesis:

There are no statistically (significant) moral (differences) between the two research groups of students (Al-Mutamaizeen and Al-Mutafawqeen Schools) in the ministerial academic (achievement) test for the English (language) subject for third intermediate school students.

Research areas:

Human field:

Students of the third intermediate class for the Al-mutamaizeen Secondary School in Najaf and Al-Kufa High School for Al-Mutafawqeen.

Spatial scope:

The examination hall at the Al-Mutamaizeen Secondary School and the examination hall at the High School of Al-Mutafawqeen.

Temporal scope:

From 1/5/2023 to 1/9/2024.

Definition of the history of the Al-Mutamaizeen Schools: (Wikipedia, 2018)

Distinguished Secondary School is a private secondary school in Baghdad, Iraq, In 1990, the Ministry of Education established two secondary schools (one for males and the other for girls) for students who met the high academic requirements, in addition to Baghdad College, then this project did not continue due to the economic situation of the country, after which the quality of education deteriorated significantly after the fall of the former Iraqi regime in 2003, as

The majority of the doctoral professors are from Iraq, for these and other reasons, noting that the Distinguished School prioritizes education and has a long history of cooperation with the best teachers in Baghdad.

At present, many schools are being established, whether in Baghdad or the governorates, for the same purposes.

The Ministry of Education of Iraq bestowed the Most Efficient Education Award upon Distinguished High School for the year 2020. All graduates of this institution take great pride in their educational achievements at every level.

Distinguished schools graduated nearly half of the students of the medical group at the University of Baghdad and the rest of the universities, whether these schools are in Baghdad or other schools with similar educational systems.

Before enrolling in these schools, students must pass academic tests and intelligence tests to be accepted. Students study in English instead of Arabic for scientific subjects.

This has caused controversy Although these children are taught under distinct curricula compared to those in other schools, no specific efforts have been made to enhance their academic capabilities, and the number of distinguished schools in Iraq has currently become (63) schools distributed in Baghdad and all governorates of Iraq, as shown in Figure (1)

Figure 1.shows the number of Al-Mutamaizeen schools and their names in Iraq.

Controls and features of Al-Mutamaizeen schools:

1- The system of these schools is subject to acceptance according to the rates from (95-100) for the sixth grade of primary school.

2- Model classes with no more than 25 students per class.

3- Its staff are exclusively holders of higher degrees according to the conditions of its opening.

4- Use of the scientific laboratories system, computer and technical system in education.

5- The school is distinguished by its firm decisions and commitment to implementing educational laws.

6- It rewards its outstanding students and those with high morals, as well as those with beautiful handwriting that indicates a high level of organization of school notebooks.

7- It is opened in the governorate centers exclusively and is not allowed in districts and sub-districts.

8- Each year has its own controls and acceptance mechanism due to its privacy in the Ministry of Education and the advantages of these schools.

9- The curricula for scientific lessons are taught in English (mathematics, physics, chemistry, biology).

10-Students are accepted from the first intermediate grade only and transfer from other levels is not permitted.

The school administration is keen to provide a suitable environment for students and the school aspires to build a strong generation capable of bearing responsibility according to a three-part rule based on parents, teachers and students.

It aims to build an effective and regular dialogue between these three parties so that each student gets his chance. The interest of the Distinguished Secondary School is not limited to the academic success of its students only, which is at the heart of its general mission, but rather extends to its interest in integrated education. For this purpose, a series of activities have been developed that build the student's personality, refine his talents, abilities and dedication to his work and prepare him to occupy prestigious positions in the future.

Methods

Research methodology:

Every scientific investigation employs a methodology that is congruent with the inherent characteristics of the situation at hand, with the aim of resolving its issues. Hence, the researcher employed the experimental approach with two comparable experimental groups because of its appropriateness and the inherent characteristics of the topic to be addressed. “The experimental method represents the most honest approach to solving many scientific problems in a practical and theoretical manner.”

(Alawi and Rateb, 1999), in addition to that, the researcher “attempts to introduce a characteristic or variable through which the condition of the sample individuals or the thing that is to be changed can be changed” (Mahjoub, 2002).

Research community and sample:

The research community is an important step, "since the correct definition of the community on which the study will be conducted is considered a decisive factor in the success of the study in achieving its objectives, and the research sample is the part that represents the original model community on which the researcher conducts the overall and focus of his work" (Al-Hawri and Ali, 2016)

The research community included the students of the Al-Mutamaizeen and Al-Mutafawqeen secondary schools for the third intermediate class, while the research sample was represented by the students of the Al-Mutamaizeen secondary school, numbering (76) students, and the students of the Al-Mutafawqeen secondary school, numbering (80) students for the academic year 2023-2024, as the Al-Mutamaizeen students are subject to studying scientific subjects (mathematics, physics, chemistry, biology) in the English language, while as for the students of the Al-Mutafawqeen secondary school, they study these subjects in the Arabic language, and Risan Khuraibet Majeed states that "the objectives that the researcher sets for his research and the procedures he uses are what will determine the nature of the sample he chooses" (Majeed, 1998).

Information collection methods, devices and tools used:

Al-Mandlawi defines them as "all the methods used by the researcher to collect data and solve his problem to achieve the research objectives, whatever those tools may be, data, devices, etc." (Al-Mandlawi et al., 1989). To collect the data related to the research, the researcher uses the following methods:

a. References and scientific sources.

b. The World Wide Web (Internet).

c. Observation.

d. Testing and measurement.

e. Personal interviews with experts.

f. Supporting work team.

g. (Excel) program to download and store data.

h. (SPSS) program version (26) to analyze the results.

Field research procedures:

Main experiment:

The main experiment was conducted on Thursday 5/23/2024, which is the second day of the ministerial exams for the third intermediate grade. After announcing the results on the official website of the Iraqi Ministry of Education, the data for Al-Najaf Al-Ashraf Secondary School for the Al-Mutamaizeen and Al-Kufa Secondary School for the Al-Mutafawqeen were downloaded, as shown in the following figures.

Figure 2.Results of (Al-Najaf Al-Ashraf) High School students for the distinguished, from sequence 1 to 20

Figure 3.Results of (Al-Najaf Al-Ashraf) High School students for the distinguished from sequence 21 to 40

Figure 4.Results of (Al-Najaf Al-Ashraf) High School students for the distinguished, from sequence 41 to 60

Figure 5.Results of (Al-Najaf Al-Ashraf) High School students for the distinguished, from sequence 61 to 76

Figure 6.Results of Al-Kufa High School students for excellence from sequence 1 to 20

Figure 7.Results of Al-Kufa High School students for the Al-Mutamaizeen from sequence 21 to 40

Figure 8.Results of Al-Kufa High School students for the Al-Mutamaizeen, from sequence 41 to 60

Figure 9.Results of Al-Kufa High School students for excellence from sequence 61 to 80

Statistical methods: The t-test for independent samples was used to identify the significance of the differences between the two groups

Result and Discussion

Result

Presentation of the results:

Discussion

The results in Table (1) showed that there were statistically (significant) differences between the two research groups representing Al-Mutamaizeen secondary school students and Al-Mutafawqeen secondary school students in academic (achievement), in favor of the larger arithmetic mean, which represents Al-Mutamaizeen secondary school students.

The researcher attributes the reason for the significance of these differences to the curriculum of scientific lessons (mathematics, physics, chemistry, biology) which are taught in English for Al-Mutamaizeen secondary school students, unlike what is the case for Al-Mutafawqeen secondary school students. These samples, which are close and homogeneous in level, were chosen to attribute the differences to the curriculum of each school.

The researcher believes that one of the most important reasons for this superiority is the process of transferring learning through teaching scientific lessons to students over three years, i.e. (first, second, and third) average, which left this effect on them.

The researcher confirms that this period is sufficient in the process of transferring the effect of learning and retention through students getting used to reading and writing daily and for double the hours of their peers in high-achieving secondary school.

This study contrasts with a study conducted by Abdedaim (2024) to discuss the challenges and benefits associated with implementing English as a medium of instruction, considering the diverse linguistic backgrounds of students and the need for effective teacher training and support. The findings showed that students struggle with complex concepts in their non-native language, leading to increased cognitive load and stress.

This study aligns with a previous study conducted by Pierre & Andala (2023) which aimed to determine the correlation between the use of English as a teaching language and the academic achievement of pupils in public secondary schools in the Ngororero district in Rwanda. The findings revealed a statistically significant positive correlation between the use of English as the medium of instruction and the academic achievement of students in geography. This suggests that most of the measures were favorably linked to one another.

Civan & Coşkun (2016) tried to investigate the effects of instruction in students’ non-native language on the academic success of university students. the results demonstrated do not automatically imply that English instruction is harmful to the students. They are similar to the findings of the current investigation.

Yap (2003) endeavored to investigate the impact of this language strategy on the acquisition of scientific knowledge among students who were taught in English and Chinese during the initial three years of secondary education. Assessment of the learning outcomes of the two student streams was conducted using scientific achievement assessments and a questionnaire evaluating students' self-concept in science. The findings indicate that English-medium pupils are at a disadvantage in science learning, as they exhibit comparatively lower accomplishment scores and weaker self-concept in science compared to those who learn through Chinese. The results of the new investigation contradict the conclusions of the previous study

Conclusion

The researcher concluded that students' habit of practicing speaking and writing English continuously when taking science lessons (mathematics, physics, chemistry, biology) led to their superiority in academic (achievement) over that of Al-Mutafawqeen students. In light of the conclusions, the researcher recommends generalizing the results of this study, which is studying science lessons in English for Al-Mutamaizeen students, because of its direct impact on their academic (achievement), which develops their level of English.

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