Effects of translanguaging on science literacy among high school students

Authors

  • Christian Genesis Guinto Cotta National High School and FEU Manila

DOI:

https://doi.org/10.32674/sjz1hy05

Keywords:

cognitive engagement, language proficiency, multilingual education, science literacy, translanguaging

Abstract

This study examined the effects of translanguaging on science literacy among Grade 10 students in a multilingual Philippine classroom. Seventy-eight participants were assigned to a translanguaging instruction group (n=39), integrating Filipino and English, or a monolingual instruction group (n=39). ANCOVA results showed significantly higher post-test science literacy scores for the translanguaging group (adjusted M=37.21, SE=0.64) than the monolingual group (adjusted M=29.13, SE=0.64), F(1,75)=79.64, p<.001, partial η²=.515, controlling for pre-test scores. No significant interaction with language proficiency emerged (F(1,73)=0.36, p=.549). Cognitive engagement also showed a significant main effect (F(2,70)=3.26, p=.044, partial η²=.085). Findings indicate that translanguaging enhances science literacy across proficiency levels, with cognitive engagement moderating outcomes, supporting its adoption in linguistically diverse classrooms.

Author Biography

  • Christian Genesis Guinto, Cotta National High School and FEU Manila

    CHRISTIAN GENESIS GUINTO, a PhD in Science Education student at Far Eastern University in Manila, Philippines, is a secondary school Science teacher at Cotta National High School in the Division of Lucena City. His research interests include curriculum innovation, classroom-based action research, and the integration of artificial intelligence and emerging technologies in science education.  Email: guintochristiangenesis@gmail.com

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Additional Files

Published

2026-05-26

Issue

Vol. 19 (2026): American Journal of STEM Education

Section

STEM Education (regular)

License

Copyright (c) 2026 Christian Genesis Guinto

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

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This work is licensed under a Creative Commons Attribution 4.0 International License.
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How to Cite

Guinto, C. G. (2026). Effects of translanguaging on science literacy among high school students. American Journal of STEM Education, 19, 227-241. https://doi.org/10.32674/sjz1hy05