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Examining the Impact of Language Proficiency on Mathematics Achievement Using a High-Stakes Achievement Test

DC Field Value Language
dc.contributor.authorShin, Seon-Hi-
dc.contributor.authorKim, Ah-Young-
dc.date.accessioned2014-01-07T08:01:25Z-
dc.date.available2014-01-07T08:01:25Z-
dc.date.issued2011-
dc.identifier.citation어학연구, Vol.47 No.2, pp. 175-189ko_KR
dc.identifier.issn0254-4474-
dc.identifier.urihttps://hdl.handle.net/10371/86470-
dc.description.abstractThe study investigated the relationship between Korean 9th grade students Korean language proficiency and their math achievement using the data from the 2008 National Assessment of Educational Achievement (NAEA) administration. It also examined the effects of various contextual characteristics surrounding schools and students on student achievement. The contextual effects were further compared between two language proficiency groups. The findings of the study showed that fathers education, amount of conversation with parents, and self-reported effectiveness of learning were positively related to student math achievement in both language groups. However, the higher language proficiency group reported higher ratings in those aspects. In addition, male students outperformed their counterparts in the test, regardless of their language proficiency level.ko_KR
dc.language.isoenko_KR
dc.publisher서울대학교 언어교육원ko_KR
dc.subjectlanguage proficiencyko_KR
dc.subjectmathematics achievementko_KR
dc.subjectcontextual effectsko_KR
dc.titleExamining the Impact of Language Proficiency on Mathematics Achievement Using a High-Stakes Achievement Testko_KR
dc.typeSNU Journalko_KR
dc.citation.journaltitle어학연구-
Appears in Collections:
Language Education Institute (언어교육원)Language Research (어학연구)Language Research (어학연구) Volume 47 Number 1/2 (2011)
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