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Shola Sunday Olanipekun - One of the best experts on this subject based on the ideXlab platform.

  • mother tongue and students academic performance in English Language among secondary school students
    International Journal of Language Literature and Culture, 2014
    Co-Authors: Shola Sunday Olanipekun, Deborah Atteh, James Andokari, Philip Ereson Sarki
    Abstract:

    This is a descriptive survey type research work on the relationship between mother tongue and students’ academic performance in English Language among secondary school students in Offa Local Government Area of Kwara State, Nigeria. Two hundred students who were offering English and Yoruba Language were randomly sample for the study. Pro-forma was used to collect data. Pearson Product Moment Correlation Co-efficient and descriptive statistics were used to analyze the data collected. It was discovered that mother tongue had no effect on academic performance in English Language since there is no correlation between students’ academic performance in mother tongue and English Language. On the basis of gender, it was revealed that female students outclass their male counter-parts in English Language while in Yoruba the finding was at variance. Recommendations were put to the fore based on the findings.

  • students proficiency in English Language relationship with academic performance in science and technical education
    American Journal of Educational Research, 2013
    Co-Authors: Jacob Kola Aina, Alexander Gbenga Ogundele, Shola Sunday Olanipekun
    Abstract:

    This is a descriptive research of a correlation type where 120 students were sampled from a college of education to find out the relationship between proficiency in English Language and academic performance among students of science and technical education. Findings revealed that there is correlation between proficiency in English Language and academic performance of students in science and technical education; students in technical education performed better than their counterpart in science education; students who passed English Language performed better than those who failed both in science and technical education. Some recommendations were suggested at the end of the study.

  • students proficiency in English Language relationship with academic performance in science and technical education
    American Journal of Educational Research, 2013
    Co-Authors: Jacob Kola Aina, Alexander Gbenga Ogundele, Shola Sunday Olanipekun
    Abstract:

    This is a descriptive research of a correlation type where 120 students were sampled from a college of education to find out the relationship between proficiency in English Language and academic performance among students of science and technical education. Findings revealed that there is correlation between proficiency in English Language and academic performance of students in science and technical education; students in technical education performed better than their counterpart in science education; students who passed English Language performed better than those who failed both in science and technical education. Some recommendations were suggested at the end of the study.

Samuel R Hodge - One of the best experts on this subject based on the ideXlab platform.

Jamal Abedi - One of the best experts on this subject based on the ideXlab platform.

  • classification system for English Language learners issues and recommendations
    Educational Measurement: Issues and Practice, 2008
    Co-Authors: Jamal Abedi
    Abstract:

    High-stakes decisions for the instruction and assessment of English Language learner (ELL) students are made based on the premise that ELL classification is a valid dichotomy that distinguishes between those who are proficient in the use of the English Language and those who are not. However, recent research findings draw a vague picture of the term “ELL” and call for a more valid classification system for ELL students. Thus, the purpose of this paper is twofold: (1) to reveal issues concerning the validity of the current ELL classification system based on the results of several empirical studies, and (2) to initiate a discussion on ways to improve the validity of the ELL classification system by proposing a system that uses existing multiple criteria in a stepwise manner. While the suggested system has its own limitations and controversies, we hope this discussion stimulates thoughts and brings much needed attention to this very important national issue.

  • assessment accommodations for English Language learners implications for policy based empirical research
    Review of Educational Research, 2004
    Co-Authors: Jamal Abedi, Carolyn Huie Hofstetter, Carol Lord
    Abstract:

    Increased attention to large-scale assessments, the growing number of English Language learners in schools, and recent inclusionary policies have collectively made assessment accommodations a hotly debated issue, especially regarding the validity of test results for English Language learners. Decisions about which accommodations to use, for whom, and under what conditions, are based on limited empirical evidence for their effectiveness and validity. Given the potential consequences of test results, it is important that policy-makers and educators understand the empirical base underlying their use. This article reviews test accommodation strategies for English learners, derived from “scientifically based research.” The results caution against a one-size-fits-all approach. The more promising approaches include modified English and customized dictionaries, which can be used for all students, not just English Language learners

  • standardized achievement tests and English Language learners psychometrics issues
    Educational Assessment, 2002
    Co-Authors: Jamal Abedi
    Abstract:

    Using existing data from several locations across the U.S., this study examined the impact of students’ Language background on the outcome of achievement tests. The results of the analyses indicated that students’ assessment results might be confounded by their Language background variables. English Language learners (ELLs) generally perform lower than non-ELL students on reading, science, and math–a strong indication of the impact of English Language proficiency on assessment. Moreover, the level of impact of Language proficiency on assessment of ELL students is greater in the content areas with higher Language demand. For example, analyses showed that ELL and non-ELL students had the greatest performance differences in the Language-related subscales of tests in areas such as reading. The gap between the performance of ELL and non-ELL students was smaller in science and virtually nonexistent in the math computation subscale, where Language presumably has the least impact on item comprehension. The results of our analyses also indicated that test item responses by ELL students, particularly ELL students at the lower end of the English proficiency spectrum, suffered from low reliability. That is, the Language background of students may add another dimension to the assessment outcome that may be a source of measurement error in the assessment for English Language learners. Further, the correlation between standardized achievement test scores and external criterion measures was significantly larger for the non-ELL students than for the ELL students. Analyses of the structural relationships between individual items and between items and the total test scores showed a major difference between ELL and non-ELL students. Structural models for ELL students demonstrated lower statistical EDUCATIONAL ASSESSMENT, 8(3), 231–257 Copyright © 2002, Lawrence Erlbaum Associates, Inc.

Becky H. Huang - One of the best experts on this subject based on the ideXlab platform.

Takahiro Sato - One of the best experts on this subject based on the ideXlab platform.

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