P. Susai Raj and A. Edward William Benjamin
Bharathidasan University, Tiruchirappalli, Tamil Nadu
Pages:383-393
This study examined the impact of academic resilience and English-medium instruction
on chemistry achievement, providing empirical evidence to support performanceenhancing
strategies. This study utilised a survey methodology, drawing on a stratified
random sample of 403 students for a broader representation of the population. Two
assessment tools: the Academic Resilience Scale (ARS-30), developed by Cassidy
and a self-made objective-style questionnaire were administered. On data analysis,
Pearson’s coefficient analysis yielded a moderate association between academic
resilience and student achievement in chemistry. The obtained t-value of -10.717 with
its corresponding p-value of <0.001 indicated that the medium of instruction, with a
high effect size (d=0.83, ç 2 = 0.146), was a significant predictor for achievement in
chemistry. Thus, the study suggested educators and policymakers focus on academic
resilience and the medium of instruction
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