ENGLISH-MEDIUM INSTRUCTION AND ITS EFFECTIVENESS IN SCIENCE LEARNING AMONG PRIMARY 6 STUDENTS IN BANGKOK, THAILAND

This study examined the effectiveness of using English as the medium of instruction in teaching science to Primary 6 students in Bangkok, Thailand. Specifically, it investigated the relationship between the effectiveness of English instruction and teachers’ profile variables, as well as the difference in perceptions of effectiveness between teachers and students. The null hypotheses were tested at a 0.05 level of significance. A quantitative descriptive-correlational research design was employed, utilizing convenience sampling to select respondents from selected schools in Bangkok. Data were gathered through a structured questionnaire administered via Google Forms. Statistical tools used for data analysis included frequency counts, percentages, means, Pearson Chi-Square, Pearson Correlation Coefficient, and Mann-Whitney U Test. Findings revealed that science instruction delivered in English was generally perceived as highly effective. Teachers’ teaching experience showed a significant relationship with the effectiveness of English instruction, while other profile variables showed no significant association. Additionally, a significant difference was found between teachers’ and students’ perceptions, indicating a discrepancy in how instructional effectiveness is viewed. The results also highlighted demographic patterns, including gender imbalance and the prominence of Filipino teachers in science instruction. Based on these findings, the study recommends implementing targeted professional development programs focused on English-medium science instruction, particularly for early-career teachers. Schools are encouraged to establish mentoring systems, strengthen feedback mechanisms through student input, and develop inclusive instructional strategies that address differing perceptions between teachers and students. Furthermore, recruitment and retention initiatives may be enhanced to address gender disparities in the teaching workforce.