The effects of the language of instruction in the science and math achievement of Lebanese students (Record no. 19895)

MARC details
000 -LEADER
fixed length control field 02745nam a2200205Ia 4500
005 - DATE AND TIME OF LATEST TRANSACTION
control field 20191209140102.0
008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION
fixed length control field 180910s9999 xx 000 0 und d
040 ## - CATALOGING SOURCE
Original cataloging agency LB-BrCRDP
100 1# - MAIN ENTRY--PERSONAL NAME
Personal name Dandashly, Nadine Adnan
Miscellaneous information Master Education
245 14 - TITLE STATEMENT
Title The effects of the language of instruction in the science and math achievement of Lebanese students
260 ## - PUBLICATION, DISTRIBUTION, ETC.
Place of publication, distribution, etc. Beirut
Name of publisher, distributor, etc. Lebanese American University. School of Arts and Sciences. Education Department
Date of publication, distribution, etc. 2014
300 ## - PHYSICAL DESCRIPTION
Extent 131 pages
500 ## - GENERAL NOTE
General note النوع : Mémoire
520 3# - SUMMARY, ETC.
Summary, etc. The effect of language of instruction on the science and mathematics achievement of students is a debatable subject and the question of several research studies. Several studies revealed the relationship that exists between language and the learning of math/science. They also showed that learning math and science in the first language allows students to obtain better results than students learning in the second language. Some studies indicated that students achieved better in questions requiring higher cognitive levels of thinking when they study in their first language. This study focused on examining the effect of the language of instruction on the science and math achievement of Lebanese students. In particular, it aimed at examining whether students who learn math/science in their first language (Arabic) achieve better results on different levels cognitive questions than students learning in the second language (English). This quantitative study conducted on two groups of Lebanese students, where one group teaches math and science in the first language (Arabic) and the second teaches these subjects in the second language (English). Science and math achievement tests were administered to 368 grade 5 students and 157 grade 11 students to test their achievement in math and science. The analysis of their achievement test results and their scores on the different cognitive levels of thinking was done using the analysis of variance statistical method which revealed that students studying in the first language achieved higher than students studying in the second language. Moreover, when exposed to questions of higher cognitive levels these students achieved better. Learning math and science in the first language might be a need for Lebanon to increase students’ achievement and allow a fluent use of the second language in math and science at universities.
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element L’enseignement des Maths et Sciences Langue d’enseignement
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element Math and sciences education Language of teaching
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element تعليم العلوم والرياضيات لغة التعليم
9 (RLIN) 150
856 ## - ELECTRONIC LOCATION AND ACCESS
Public note Shamaa
Uniform Resource Identifier <a href="http://search.shamaa.org/FullRecord?ID=103019">http://search.shamaa.org/FullRecord?ID=103019</a>
942 ## - ADDED ENTRY ELEMENTS (KOHA)
Koha item type بيانات الهيئة اللبنانية للعلوم التربوية
Source of classification or shelving scheme Dewey Decimal Classification

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