The relationship between secondary emergent bilingual students' biology end-of-course exams and English I end-of-course exams in a South Texas school district – A mixed methods study

Date

2023-5

Authors

Gonzales, Fredrick

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Abstract

This study examines the relationship between two secondary End of Course (EOC) exams the Biology EOC and the English I EOC exams and their impact on Emergent Bilingual (EB) students in a small district in South Texas. This study is a mixed methods study that uses both quantitative and qualitative data to answer three research questions. The quantitative portion of this study examines the data for the passing rates and the results for both the Biology EOC exams and the English I exams. The quantitative portion will use the Pearson Correlation Coefficient methodology to answer the first two research questions and will detail the EBs' performance on the two EOC exams both individually and as an entire group. The qualitative portion of this study uses the Subtractive Education concept in explaining factors that affect the EBs' performance in secondary education. The qualitative portion also consists of individual interviews with five participants at the secondary level who have taken both exams. These interviews allow for an examination of prevalent themes which guide the research in answering the third research question on which methods assisted the participants in identifying factors that assisted the in successfully passing their EOC exams.

Description

A Dissertation Submitted in Partial Fulfillment of the Requirements for the Degree of DOCTOR of PHILOSOPHY in CURRICULUM AND INSTRUCTION from Texas A&M University-Corpus Christi in Corpus Christi, Texas.

Keywords

emergent bilingual, end of course exam, passing rates, subtractive education, themes

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