The Effects of Scientific Reasoning Skills, English Language Proficiency and other Factors on the Acquisition of Chemistry Content Knowledge

Abstract

This paper aims to examine the effects of English Language Proficiency, Scientific Reasoning Skills, and other factors such as primary language at home, subject interests, type of school graduated, family monthly income, and available studying materials on acquisition of Chemistry content knowledge of fifty-four (54) randomly selected pre-service science teachers from a state university. Using One-way Analysis of Variance (ANOVA) and Pearson r formula, the results of this 2-way interaction showed an F ratio of 1.025 with a significance level of 0.445. This finding is significant as it implies that combined high levels of English language proficiency and reasoning skills enhance students’ abilities to learn science content. In addition, a significant main effect for the variable scientific reasoning skills, an F ratio of 0.550 with a significance level of 0.815 show that English Proficiency does not significantly affect the Chemistry Skills of the Science Students. Science Reasoning Skills is correlated with Chemistry performance. Further, higher scientific reasoning skills are attributed to better Chemistry Skills. Primary language significantly affects language proficiency while subject interest affect the students skills in subject areas.