The purpose of this study is to examine the following the relationships between: 1) formal education (adequate and limited) in the Arabic language and English language proficiency and academic achievement in mathematics of Arabic-speaking students and 2) their attitudes towards L1 (Arabic) and L2 (English) and English language proficiency and academic achievement in mathematics. Eighty-six Arabic speaking third graders through eighth graders in the Midwestern state were selected on non-random sampling to participate in this study. Four main measures were used to collected data: (1) Parent Demographic Survey, (2) students' attitudes survey, (3) Math component of the Michigan Educational Assessment program (MEAP), and (4) scores on the English Language Proficiency Assessment (ELPA).
Descriptive analyses were used to summarize, classify and simplify the data collected from the two surveys. Inferential analyses, on the other hand, were used to investigate four research hypotheses of this study. Two statistical tests were used: 1) 2x2 factorial univariate analysis of variance (UNI-ANOVA) and 2) Lambda, and Goodman & Kruskal's Tau. No significant relationships were found in all four hypotheses. Discussion about possible explanations as to why all research hypotheses were not supported is provided. Additionally, potential future research is also examined.
","abstract_html":"<p>The purpose of this study is to examine the following the relationships between: 1) formal education (adequate and limited) in the Arabic language and English language proficiency and academic achievement in mathematics of Arabic-speaking students and 2) their attitudes towards L1 (Arabic) and L2 (English) and English language proficiency and academic achievement in mathematics. Eighty-six Arabic speaking third graders through eighth graders in the Midwestern state were selected on non-random sampling to participate in this study. Four main measures were used to collected data: (1) Parent Demographic Survey, (2) students' attitudes survey, (3) Math component of the Michigan Educational Assessment program (MEAP), and (4) scores on the English Language Proficiency Assessment (ELPA).</p> <p>Descriptive analyses were used to summarize, classify and simplify the data collected from the two surveys. Inferential analyses, on the other hand, were used to investigate four research hypotheses of this study. Two statistical tests were used: 1) 2x2 factorial univariate analysis of variance (UNI-ANOVA) and 2) Lambda, and Goodman & Kruskal's Tau. No significant relationships were found in all four hypotheses. Discussion about possible explanations as to why all research hypotheses were not supported is provided. Additionally, potential future research is also examined.</p>","abstract_has_math":false,"creators":["Anam, Alfadley A."],"institution":null,"degree_name":"Ph.D.","degree_level":"Open Access Dissertation","degree_discipline":"Curriculum and Instruction","degree_department":null,"school":null,"contributors":["Navaz Bhavnagri","Marc Rosa"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2010,"date_issued":"2010-01-01T08:00:00Z","date_published":"2010-01-01T08:00:00Z","updated_at":"2026-07-24T05:58:35Z","subjects":["academic achievement","attitudes towards L1 and L2","first language proficiency","formal education in L1","native language proficiency","Second language proficiency","Bilingual, Multilingual, and Multicultural Education","Curriculum and Instruction"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://digitalcommons.wayne.edu/oa_dissertations/75","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Navaz Bhavnagri","Marc Rosa"]},{"key":"dc:creator","label":"Author","values":["Anam, Alfadley A."]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2010-09-30T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Curriculum and Instruction"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Open Access Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ph.D."]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["academic achievement","attitudes towards L1 and L2","first language proficiency","formal education in L1","native language proficiency","Second language proficiency","Bilingual, Multilingual, and Multicultural Education","Curriculum and Instruction"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://digitalcommons.wayne.edu/oa_dissertations/75"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["The purpose of this study is to examine the following the relationships between: 1) formal education (adequate and limited) in the Arabic language and English language proficiency and academic achievement in mathematics of Arabic-speaking students and 2) their attitudes towards L1 (Arabic) and L2 (English) and English language proficiency and academic achievement in mathematics. Eighty-six Arabic speaking third graders through eighth graders in the Midwestern state were selected on non-random sampling to participate in this study. Four main measures were used to collected data: (1) Parent Demographic Survey, (2) students' attitudes survey, (3) Math component of the Michigan Educational Assessment program (MEAP), and (4) scores on the English Language Proficiency Assessment (ELPA).
Descriptive analyses were used to summarize, classify and simplify the data collected from the two surveys. Inferential analyses, on the other hand, were used to investigate four research hypotheses of this study. Two statistical tests were used: 1) 2x2 factorial univariate analysis of variance (UNI-ANOVA) and 2) Lambda, and Goodman & Kruskal's Tau. No significant relationships were found in all four hypotheses. Discussion about possible explanations as to why all research hypotheses were not supported is provided. Additionally, potential future research is also examined.
"]},{"key":"dc:title","label":"Title","values":["The Relationship Between Formal Education In Arabic And Students'attitudes Towards Langauges And English And Mathematic Proficiency"]}]}],"canonical_facts":{"dc:contributor":["Navaz Bhavnagri","Marc Rosa"],"dc:creator":["Anam, Alfadley A."],"dc:date.available":["2010-09-30T07:00:00Z"],"dc:description.abstract":["The purpose of this study is to examine the following the relationships between: 1) formal education (adequate and limited) in the Arabic language and English language proficiency and academic achievement in mathematics of Arabic-speaking students and 2) their attitudes towards L1 (Arabic) and L2 (English) and English language proficiency and academic achievement in mathematics. Eighty-six Arabic speaking third graders through eighth graders in the Midwestern state were selected on non-random sampling to participate in this study. Four main measures were used to collected data: (1) Parent Demographic Survey, (2) students' attitudes survey, (3) Math component of the Michigan Educational Assessment program (MEAP), and (4) scores on the English Language Proficiency Assessment (ELPA).
Descriptive analyses were used to summarize, classify and simplify the data collected from the two surveys. Inferential analyses, on the other hand, were used to investigate four research hypotheses of this study. Two statistical tests were used: 1) 2x2 factorial univariate analysis of variance (UNI-ANOVA) and 2) Lambda, and Goodman & Kruskal's Tau. No significant relationships were found in all four hypotheses. Discussion about possible explanations as to why all research hypotheses were not supported is provided. Additionally, potential future research is also examined.
"],"dc:identifier":["https://digitalcommons.wayne.edu/oa_dissertations/75"],"dc:subject":["academic achievement","attitudes towards L1 and L2","first language proficiency","formal education in L1","native language proficiency","Second language proficiency","Bilingual, Multilingual, and Multicultural Education","Curriculum and Instruction"],"dc:title":["The Relationship Between Formal Education In Arabic And Students'attitudes Towards Langauges And English And Mathematic Proficiency"],"thesis:degree_discipline":["Curriculum and Instruction"],"thesis:degree_level":["Open Access Dissertation"],"thesis:degree_name":["Ph.D."]},"updated_at":"2026-07-24T05:58:35Z"}