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English Language Proficiency and Other Factors Influencing Mathematics Achievement at Junior Secondary Level in South Africa.

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Title: English Language Proficiency and Other Factors Influencing Mathematics Achievement at Junior Secondary Level in South Africa.
Language: English
Authors: Howie, Sarah J., Plomp, Tjeerd
Peer Reviewed: N
Page Count: 29
Publication Date: 2001
Sponsoring Agency: South Africa Univ., Pretoria.
Twente Univ. of Technology, Enschede (Netherlands).
Document Type: Reports - Research
Speeches/Meeting Papers
Descriptors: English, Foreign Countries, International Studies, Language Proficiency, Least Squares Statistics, Mathematics Achievement, Second Language Learning, Secondary Education, Secondary School Students
Geographic Terms: South Africa
Assessment and Survey Identifiers: Trends in International Mathematics and Science Study
Abstract: South Africa participated in the Third International Mathematics and Science Study (TIMSS)in 1995 and its repeat in 1999. In 1995, none of the data on school or teacher level could be analyzed to provide the context for the students' poor achievements in mathematics and science. With the 1999 data now available at both school and teacher levels in addition to the student level data, this backdrop to the results can be provided. Path analysis, using Partial Least Square analysis, was conducted on the TIMSS repeat study (TIMSS-R) data to explore the effect of language and other factors at school level within South African schools on the students' performance in mathematics. The work is currently in progress, but the initial results already indicate the strong relationship between English language proficiency and South African students' achievement in mathematics. The first results from the school level analysis reveals a relationship between the location of the schools, the number of first language speakers in the class, and the role of teacher unions influencing the curriculum to pupils' achievement in mathematics. These and other results of this research are discussed in the paper. (Contains 3 figures, 10 tables, and 43 references.) (SLD)
Entry Date: 2001
Accession Number: ED455250
Database: ERIC
FullText Text:
  Availability: 0
CustomLinks:
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  Label: Title
  Group: Ti
  Data: English Language Proficiency and Other Factors Influencing Mathematics Achievement at Junior Secondary Level in South Africa.
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  Data: English
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  Data: <searchLink fieldCode="AR" term="%22Howie%2C+Sarah+J%2E%22">Howie, Sarah J.</searchLink><br /><searchLink fieldCode="AR" term="%22Plomp%2C+Tjeerd%22">Plomp, Tjeerd</searchLink>
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  Data: N
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 29
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2001
– Name: SourceSuprt
  Label: Sponsoring Agency
  Group: SrcSuprt
  Data: South Africa Univ., Pretoria.<br />Twente Univ. of Technology, Enschede (Netherlands).
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  Data: Reports - Research<br />Speeches/Meeting Papers
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  Data: <searchLink fieldCode="DE" term="%22English%22">English</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22International+Studies%22">International Studies</searchLink><br /><searchLink fieldCode="DE" term="%22Language+Proficiency%22">Language Proficiency</searchLink><br /><searchLink fieldCode="DE" term="%22Least+Squares+Statistics%22">Least Squares Statistics</searchLink><br /><searchLink fieldCode="DE" term="%22Mathematics+Achievement%22">Mathematics Achievement</searchLink><br /><searchLink fieldCode="DE" term="%22Second+Language+Learning%22">Second Language Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Secondary+Education%22">Secondary Education</searchLink><br /><searchLink fieldCode="DE" term="%22Secondary+School+Students%22">Secondary School Students</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22South+Africa%22">South Africa</searchLink>
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  Data: South Africa participated in the Third International Mathematics and Science Study (TIMSS)in 1995 and its repeat in 1999. In 1995, none of the data on school or teacher level could be analyzed to provide the context for the students' poor achievements in mathematics and science. With the 1999 data now available at both school and teacher levels in addition to the student level data, this backdrop to the results can be provided. Path analysis, using Partial Least Square analysis, was conducted on the TIMSS repeat study (TIMSS-R) data to explore the effect of language and other factors at school level within South African schools on the students' performance in mathematics. The work is currently in progress, but the initial results already indicate the strong relationship between English language proficiency and South African students' achievement in mathematics. The first results from the school level analysis reveals a relationship between the location of the schools, the number of first language speakers in the class, and the role of teacher unions influencing the curriculum to pupils' achievement in mathematics. These and other results of this research are discussed in the paper. (Contains 3 figures, 10 tables, and 43 references.) (SLD)
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  Data: 2001
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  Data: ED455250
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      – Text: English
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        PageCount: 29
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      – SubjectFull: English
        Type: general
      – SubjectFull: Foreign Countries
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      – SubjectFull: International Studies
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      – SubjectFull: Language Proficiency
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      – SubjectFull: Least Squares Statistics
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      – SubjectFull: Mathematics Achievement
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      – SubjectFull: Second Language Learning
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      – SubjectFull: Secondary Education
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      – SubjectFull: Secondary School Students
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      – SubjectFull: South Africa
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      – SubjectFull: Trends in International Mathematics and Science Study
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      – TitleFull: English Language Proficiency and Other Factors Influencing Mathematics Achievement at Junior Secondary Level in South Africa.
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