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dc.contributor.advisorADESOPE, OLUSOLA
dc.creatorHe, Yahu
dc.date.accessioned2017-06-19T16:21:58Z
dc.date.available2017-06-19T16:21:58Z
dc.date.issued2016
dc.identifier.urihttp://hdl.handle.net/2376/12021
dc.descriptionThesis (Ph.D.), Educational Psychology, Washington State Universityen_US
dc.description.abstractMany researchers have found students’ mathematics learning achievement correlates with various factors. To investigate the specific effects of language proficiency on students’ mathematics learning outcomes, a meta-analysis and systematic review was conducted. Following an exhaustive search for studies meeting specified selection criteria, 41 correlations were extracted from 27 studies published between 1999 and 2015 in eight countries involving 180,527 participants. Students’ educational levels ranged from kindergarten to college. Studies measured participants on different aspects of language and mathematics. The meta-analysis shows an overall positive correlation in the relationship between language proficiency and mathematics outcomes (r = 0.410; 95% Cl, 0.337-0.478). A moderator analysis was also conducted to explore the effects of various moderating factors on the correlation between language proficiency and mathematics outcomes under various conditions. Moderating effects were generally significant. These findings have significant implications for curriculum design in mathematics education.en_US
dc.description.sponsorshipWashington State University, Educational Psychologyen_US
dc.languageEnglish
dc.rightsIn copyright
dc.rightsPublicly accessible
dc.rightsopenAccess
dc.rights.urihttp://rightsstatements.org/vocab/InC/1.0/
dc.rights.urihttp://www.ndltd.org/standards/metadata
dc.rights.urihttp://purl.org/eprint/accessRights/OpenAccess
dc.subjectEducational psychology
dc.subjectLANGUAGE
dc.subjectMATHEMATICS
dc.titleMETA-ANALYSIS AND SYSTEMATIC REVIEW OF THE EFFECT OF LANGUAGE PROFICIENCY ON STUDENTS' MATHEMATICS LEARNING OUTCOMES
dc.typeElectronic Thesis or Dissertation


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