Preschool Experience as Predictor of Language Learning Outcomes among a Sample of Grades 1, 2, and 3 Students in Bahrain

Autor/inn/en	Arora, Bani; Mukalid, Samar Habib; Fateel, Moosa Jaafar
Titel	Preschool Experience as Predictor of Language Learning Outcomes among a Sample of Grades 1, 2, and 3 Students in Bahrain
Quelle	In: Journal of Education and e-Learning Research, 9 (2022) 2, S.45-54 (10 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Arora, Bani) ORCID (Mukalid, Samar Habib) ORCID (Fateel, Moosa Jaafar)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2518-0169
Schlagwörter	Preschool Education; Early Experience; Academic Achievement; Outcomes of Education; English (Second Language); Second Language Learning; Grade 1; Grade 2; Grade 3; Elementary School Students; Foreign Countries; Predictor Variables; Reading Skills; Writing Skills; Language Skills; Bilingualism; Bahrain + Suchen Sie Ihr Suchwort? Pre-school education; Vorschulerziehung; Frühbeginn; Schulleistung; Lernleistung; Schulerfolg; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; School year 01; 1. Schuljahr; Schuljahr 01; School year 02; 2. Schuljahr; Schuljahr 02; School year 03; 3. Schuljahr; Schuljahr 03; Ausland; Prädiktor; Reading skill; Lesefertigkeit; Writing skill; Schreibfertigkeit; Language skill; Sprachkompetenz; Bilingualismus
Abstract	The aim of the present study was to examine the effects of preschool experience on academic achievement, with specific reference to English language learning outcomes of Grades 1, 2 and 3 students in the Kingdom of Bahrain. Data from a representative sample of 402 students covering all three grades, from Bahrain public elementary schools were statistically analyzed using mean scores, t-test and one-way ANOVA test. The findings of the study revealed consistently higher mean scores in all the three grades for students who attended preschool compared with those who did not attend preschool. There was no significant difference found in ANOVA scores within the grades. The authors of this study recommend extensive research and the integration of pre schools with elementary schools as part of compulsory education; a national level quality measurement system is also recommended for a better future of the nation. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01