The Relationship Between English Reading Proficiency and Academic Achievement of First-Year Science and Mathematics Students in a Multilingual Context

摘要: This study reports on a conceptual model that provides insight into the relationship between English reading proficiency and academic performance of first-year science mathematics university students in Ghana, an empirical test model. Longitudinal data were acquired from sample 133 students. Using three different mediation analyses, demonstrated significant medium-sized effects students’ grade point average (GPA) by end year 1 small but indirect final GPA scores 4, mediated after 1. These findings show non-western multilingual context is important for their achievement. It also found results obtained at University sound predictor success studies. Results this confirm need universities settings to invest L2 start programs. Instructional recommendations are made, along with suggestions further study.