Learning science in bilingual mode: trends and issues in Monaragala district

Abstract

The aim of this research was to explore the trends and issues of teaching and learning of science as a bilingual subject in schools in Monaragala district. Specific objectives were to explore the present status of learning science in bilingual mode (BM), to investigate the student’s perception toward learning science, to identify problems teachers encountered in teaching in BM and to find out suggestions to enhance teaching and learning science in BM. This is a mixed methods study and used the concurrent triangular design. The sample consisted of purposively selected 120 students from six schools in Monaragala and one science teacher from each school. A data sheet, and a questionnaire were used to collect quantitative data and an interview was conducted with teachers to collect qualitative data. Quantitative data were analyzed using MS Excel and qualitative data were analyzed using thematic analysis technique. According to the findings, in Monaragala only 9 schools offered bilingual education in 2010 and it has been increased to 19 by 2017. The number of students following science in BM increased from 900 (in 2010) to 2320 (2017). The percentage of passing rate of science in O/L examination were 95%, 88%, 96%, 100%, 93%, 97% and 92% respectively from the year 2010 to 2016 and it was 100% in 2017.According G.C.E.O/L results in 2017, there were 36% of “A” passes, 30% of “B” passes, 24% of “C” passes and 11% of “S” Passes and there was not any week passes. Quantitative results show that 114 students selected BM based on their choice, and they thought BM is important for their higher education and to improve English proficiency. Teachers thought teaching science in BM is a challenge; they satisfied about the school community support and provided suggestions to enhance BM in Monaragala district.