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<p>This study investigates how English academic proficiency, entry qualifications as measured by students’ prior academic scores at 8th grade, parental involvement, and math achievement are associated with high school science achievement among ESL students. Using a path analysis model, data were analyzed from 570 graduating seniors in rural high schools in Kenya. The results revealed that English academic proficiency and parental involvement had the strongest direct effects on science achievement. Math Achievement was an important intervening variable in the associations between the other three predictors and Science Achievement.</p><p>The findings underscore the importance of English academic proficiency and parental involvement for non-native speakers in STEM learning. Unlike native speakers who already possess fluency in the language of instruction, ESL learners face the added challenge of developing academic language skills while also learning subject-specific content. This dual burden can significantly affect their academic performance, highlighting the need for targeted interventions to support ESL students in STEM education. These findings could inform educational policies and practices that integrate language support into STEM instruction, actively engage families, and strengthen foundational math skills to provide data-driven academic support services.</p>

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Investigating Factors Influencing Rural High School Science Achievement

  • 期刊论文

  • 发表日期：

    2025年10月16日

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  • Benard Chindia,
  • Harvey Henson

摘要

This study investigates how English academic proficiency, entry qualifications as measured by students’ prior academic scores at 8th grade, parental involvement, and math achievement are associated with high school science achievement among ESL students. Using a path analysis model, data were analyzed from 570 graduating seniors in rural high schools in Kenya. The results revealed that English academic proficiency and parental involvement had the strongest direct effects on science achievement. Math Achievement was an important intervening variable in the associations between the other three predictors and Science Achievement.

The findings underscore the importance of English academic proficiency and parental involvement for non-native speakers in STEM learning. Unlike native speakers who already possess fluency in the language of instruction, ESL learners face the added challenge of developing academic language skills while also learning subject-specific content. This dual burden can significantly affect their academic performance, highlighting the need for targeted interventions to support ESL students in STEM education. These findings could inform educational policies and practices that integrate language support into STEM instruction, actively engage families, and strengthen foundational math skills to provide data-driven academic support services.