An exploratory study on Japanese students` perceptions of English-based Science Education and its relationship to academic performance.

Abstract

This research investigated the relationship between Japanese high school students` perceptions and their academic performance in learning science through English. A mixed qualitative and quantitative approach was used, combining survey answers from students with analysis of their science class test scores. Data collected were analyzed thematically and quantitative scores were summarized for comparison. The result of this study revealed that the students are facing challenges in science contents in English despite Japan`s high ranking in global science literacy such as objective test scores declined, indicating difficulties in recalling facts and science terminologies. On the other hand, findings also showed that students demonstrated strong conceptual understanding, valued science and saw its importance in real-world applications. The author hopes that this paper can help guide the development of a more effective English-based science curriculum to better prepare Japanese students for global academic and professional opportunities.