Understanding mathematics is an essential part of everyday life and can range from simple tasks such as using basic math skills to more complex tasks. Success in mathematics is a requirement for success in today’s modern world. A gap in developing mathematical skills can create complications and interfere with job opportunities. Another basic essential for success in society is reading. There are important problems associated with students who cannot read successfully, such as higher dropout rates. Studies have shown that learning a foreign language during elementary school increases a child’s ability to develop cognitive skills, and research has shown that proper development of cognitive skills improves a student’s ability to read and perform mathematical skills successfully. Research studies involving dual-language/two-way immersion schools suggest that students at these schools obtain higher scores on achievement tests in both mathematics and reading. This study is a meta-analysis of studies involving dual-language/two-way immersion schools in an effort to confirm the hypotheses that (1) there are differences in student performance when comparing students who learn foreign language in elementary school versus those who don’t, and (2) students score higher in reading, vocabulary, and/or mathematics if they learn foreign language in elementary school when compared to those who don’t. The meta-analysis began with 51 quantitative research studies but was narrowed down to 17 after categorizing the studies. Using weighted effect sizes and Cohen’s d, the results for the d values were .64 (medium) for vocabulary, .22 (small) for reading, and .11 for mathematics. Only homogeneity tests were calculated in each category. The Q values indicated homogeneity for the category of mathematics only. Therefore, additional research is suggested, beginning with heterogeneity testing.
|Commitee:||Mitchell, Roxanne, Sun, Jingping, Tarter, John C., West, Alan|
|School:||The University of Alabama|
|Department:||Educational Leadership, Policy, and Technology|
|School Location:||United States -- Alabama|
|Source:||DAI-A 79/07(E), Dissertation Abstracts International|
|Subjects:||Foreign language education, Educational administration, Elementary education|
|Keywords:||Foreign language, Student achievement|
Copyright in each Dissertation and Thesis is retained by the author. All Rights Reserved
The supplemental file or files you are about to download were provided to ProQuest by the author as part of a
dissertation or thesis. The supplemental files are provided "AS IS" without warranty. ProQuest is not responsible for the
content, format or impact on the supplemental file(s) on our system. in some cases, the file type may be unknown or
may be a .exe file. We recommend caution as you open such files.
Copyright of the original materials contained in the supplemental file is retained by the author and your access to the
supplemental files is subject to the ProQuest Terms and Conditions of use.
Depending on the size of the file(s) you are downloading, the system may take some time to download them. Please be