Can English grades predict student success in math and science?

When I was in Grade 10, my science teacher told me that universities used English grades to predict academic success in mathematics and the sciences. I didn’t take her word for it since math and science seemed unrelated to English, so I decided to find out for myself. I asked my fellow Grade 10 IB MYP students to fill out a Google Form indicating their mathematics, science and English grades. By analyzing this data, I was able to determine if English grades were more predictive of academic success than other grades.

I used Pearson’s correlation coefficient to quantify and determine the direction of the relationship between grades since it was more reliable for my scenario than other methods such as Spearman’s. Furthermore, it was also easy to interpret the results since we covered this in class in our SL Math AA Probability and Statistics unit.

Pearson’s correlation coefficient takes values between -1 and 1. A positive coefficient indicates a positive linear relationship between two variables, while a negative coefficient indicates a negative linear relationship. A coefficient close to zero indicates no linear relationship between the two variables. The higher the coefficient’s absolute value, the stronger the relationship. From now on, I will refer to the Pearson correlation coefficient as the "r-value". One thing to keep in mind is that this statistical tool only measures linear correlations, meaning that there might be a pair of variables with a strong nonlinear relationship but a small Pearson correlation coefficient.

I wrote a basic version of this report two years ago, but having been through the IB DP programme, I decided to revamp it with new interpretations and observations. So without further ado, let’s examine the results of my experiment.

English and Math

The r-value here is quite high, at approximately 0.611. This positive, moderate correlation suggests that people who do well in math are more likely to do well in English, and vice versa. There are several reasons for this correlation, such as the fact that both subjects require strong reading and writing skills, as well as problem-solving skills.

Students in English classes are often required to read and interpret complex texts. These skills can be transferred to math, which involves reading and understanding complex problems.

In both subjects, critical thinking is important. Students learn to analyze and evaluate information in English, and this skill shows up in math when they solve complex problems and think logically about them.

There is one significant difference between Math and the other courses: Math courses had daily support classes during lunchtime, but the other courses did not. This means that there is a chance that Math grades were already high due to the support periods and English grades just happened to be well correlated instead of having a more causal relationship.

This confounding variable could not have been controlled for this experiment, but one way to work around this would be to conduct this experiment in a school without math support periods. Therefore, other factors, such as aptitude, might be more reliable.

English and Science

The correlation coefficient between English and Science grades is approximately 0.709, showing a strong, positive correlation. Why do people who get high grades in English also get high grades in science?

This could be because English and science require similar skills such as critical thinking, problem-solving, and the ability to effectively communicate ideas. Furthermore, strong English communication skills can help students better understand scientific concepts and apply them to problem-solving.

Interestingly enough, English and Science use the prefrontal cortex, just as with Math and English (Danker and Anderson). This part of the brain is responsible for problem-solving, abstract thinking, decision-making and language processing. The existence of a biological relationship may be proof of causation instead of just correlation, but this needs to be investigated further.

We can take advantage of this biological relationship to improve our academic performance in English, Math and Science. According to the theory of neuroplasticity, the more we use this area of the brain, the more efficient our thinking becomes. In simpler words, refer to Hebb’s rule: Neurons that fire together, wire together (Hebb). This is why reading and writing are important for cognitive development. Additionally, engaging in activities such as puzzles or playing strategy games can also help to improve the functioning of the prefrontal cortex.

However, it is important to note that over-stimulation of the prefrontal cortex can lead to negative effects such as anxiety and depression (Kenwood et al.). Therefore, it is important to strike a balance when it comes to engaging in activities that stimulate this area of the brain.

Math and Science

The R-value here is lower, at around 0.38, suggesting a weak, positive, non-linear correlation. I found this value quite surprising since I expected Math and Science to have a closer relationship due to their concrete nature.

Why are math and science grades not strongly correlated? One possible reason is that Math and Science may not measure the same skills. Math, for example, emphasizes the ability to solve equations, whereas science measures the ability to understand concepts and remember facts. These different types of abilities may not necessarily have a strong correlation.

Another possible reason is that the evaluation criteria for math and science grades may differ. Math grades may be based more heavily on accuracy and precision, whereas science grades may be based more on understanding concepts and drawing conclusions.

For instance, a student may receive a perfect score on a math test because they got the exact answer, but receive a lower score on a science test because their explanation of the topic was not as thorough. God knows how many times the latter has happened to me in HL Biology. It was another addition to my long list of reasons to choose Engineering over Health Science. I’ll save that for another day.

Essentially, Math teachers assess students on getting the exact answer, whereas science teachers focus on having students understand and explain the process thoroughly, and this difference may explain why the grades are not strongly correlated.

Wrapping Up

As seen above, English grades appear to be the most reliable predictor of academic success in the sciences and mathematics. Students with higher English grades tend to have better problem-solving abilities and a better understanding of the material. This is likely because English classes focus more on critical thinking and analytical skills, which are necessary for success in the sciences and mathematics.

From a psychological standpoint, success in one subject may lead to greater confidence in another. It’s like learning how to play tennis; you get to know the rules, practice your strokes, and eventually your swing becomes a natural extension of your arm. Relying on these skills allows you to take on more challenging tasks, such as cricket or table tennis. In turn, this provides you with the opportunity to learn and grow.

This study showed that the ability to explain and communicate should be valued as much as the ability to solve a problem. Students should be taught how to communicate their understanding. This would help them in the long run, regardless of the field they choose. Having the ability to explain their understanding of a problem allows students to collaborate more effectively with others. It also allows them to think more critically and creatively about potential solutions. Furthermore, it can help them build stronger relationships with their peers, colleagues, and mentors.

Here are a few practical tips for those looking to apply the findings of this experiment to their daily lives:

1. Read more: Start reading more classics and fewer Rom-Com novels (if you read at all). I recommend Frankenstein, Siddhartha, The Alchemist and The Odyssey to get you started. Those were my gateway texts in Romantic Literature, Philosophy, and Historical Epics, so hopefully it will also give you some insight into what you might enjoy.
2. Start thinking critically: Read fiction, non-fiction, and poetry. Pay attention to each author’s style, narrative techniques, and themes. Take notes on it so you can clearly distinguish things like Ernest Hemingway’s short and direct style vs William Faulkner’s poetic and intricate prose. Dissecting complex ideas and arguments will enhance your ability to analyze data, solve problems, and draw logical conclusions in math and science.
3. Enhance your vocabulary: Learn new words and meanings regularly to expand your vocabulary and practice using them in your speaking and writing. Having a rich vocabulary is essential for understanding complex concepts and communicating ideas effectively in math and science.
4. Develop strong writing skills: Focus on improving your writing skills through practice and feedback. Write regularly, paying attention to grammar, sentence structure, and coherence. Articulate your thoughts clearly and concisely, by practicing public speaking and negotiation. These skills will be valuable when explaining mathematical and scientific concepts.

Next time you scoff at a novel or play your English teacher assigns, keep in mind that it could be the only thing standing between you and an A in Math and Science.

Works Cited

Danker, Jared F., and John R. Anderson. “The Roles of Prefrontal and Posterior Parietal Cortex in Algebra Problem Solving: A Case of Using Cognitive Modeling to Inform Neuroimaging Data.” NeuroImage, vol. 35, no. 3, 15 Apr. 2007, pp. 1365–1377, https://doi.org/10.1016/j.neuroimage.2007.01.032.

Hebb, D.O. (1949). The Organization of Behavior, A Neuro-psychological Theory (1st ed.). New York Wiley.

Kenwood, Margaux M., et al. “The Prefrontal Cortex, Pathological Anxiety, and Anxiety Disorders.” Neuropsychopharmacology, vol. 47, no. 1, 16 Aug. 2021, pp. 260–275, https://doi.org/10.1038/s41386-021-01109-z.