The Relation Between Students’ Math and Reading Ability and Their Mathematics, Physics, and Chemistry Examination Grades in Secondary Education

Korpershoek, Hanke; Kuyper, Hans; Werf, Greetje van der

doi:10.1007/s10763-014-9534-0

Cited by 40 publications

(33 citation statements)

References 41 publications

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“…Disciplinary literacy, or content-area specific literacy, consists of literacy skills and knowledge that support students' understanding of concepts related to a particular field of study, such as science and mathematics. Evidence for this support was found at primary level (Vilenius-Tuohimaa, Aunola, & Nurmi, 2008;Walker, Zhang, & Surber, 2008), at secondary level (Korpershoek, Kuyper, & Van der Werf, 2015;Ní Ríordáin & O'Donoghue, 2009) and at tertiary level (Pretorius, 2002).…”

Section: Introductionmentioning

confidence: 83%

The Relationship Between English Reading Proficiency and Academic Achievement of First-Year Science and Mathematics Students in a Multilingual Context

Stoffelsma

Spooren

2018

Int J of Sci and Math Educ

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This study reports on a conceptual model that provides insight into the relationship between English reading proficiency and academic performance of firstyear science and mathematics university students in Ghana, and an empirical test of that model. Longitudinal data were acquired from a sample of 133 students. Using three different mediation analyses, the study demonstrated significant medium-sized effects of English reading proficiency on students' grade point average (GPA) by the end of year 1 and a small but significant indirect relationship between reading proficiency and the final GPA scores by the end of year 4, mediated by the GPA scores after year 1. These findings show that the academic English reading proficiency of students in a non-western multilingual academic context is important for their academic achievement. It also found that academic results obtained by students in their first-year at University were a sound predictor for success at the end of their studies. Results from this study confirm the need for universities in multilingual settings to invest in L2 students' English reading proficiency at the start of their academic programs. Instructional recommendations are made, along with suggestions for further study.Keywords English reading proficiency . English second language (ESL) . Multilingualism . Science-and mathematics education . Scientific literacy Int J of Sci and Math Educ

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Section: Introductionmentioning

confidence: 83%

The Relationship Between English Reading Proficiency and Academic Achievement of First-Year Science and Mathematics Students in a Multilingual Context

Stoffelsma

Spooren

2018

Int J of Sci and Math Educ

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“…In a recent meta-analysis by Peng et al [ 16 ], working memory and reasoning abilities together accounted for over 50% of the variance in the relation between language and mathematics. Additionally, the correlation between mathematical and reading competences can also be traced back to the fact that general language and reading competences are important for learning in general but also for acquiring mathematical knowledge and solving mathematical problems [ 1 , 16 – 18 ].…”

Section: Introductionmentioning

confidence: 99%

Profiles of competence development in upper secondary education and their predictors

et al. 2021

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This registered report protocol elaborates on the theory, methods, and material of a study to identify latent profiles of competence development in reading and mathematics among German students in upper secondary education. It is expected that generalized (reading and mathematical competence develop similarly) and specialized (one of the domains develops faster) competence profiles will be identified. Moreover, it is hypothesized that students’ domain-specific interest and educational history will predict membership of these latent profiles as these factors influence the students’ learning environments. For this study, we will use data from the German National Educational Panel Study, including students from ninth grade in secondary schools (expected N = 14,500). These students were tracked across six years and provided competence assessments on three occasions. The latent profiles based on the students’ reading and mathematical competences will be identified using latent growth mixture modeling. If different types of profiles can be identified, multinomial regression will be utilized to analyze whether the likelihood of belonging to a certain competence development profile is influenced by students’ domain-specific interest or educational history. As this protocol is submitted before any analyses were conducted, it will provide neither results nor conclusions.

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“…Students completed behavioral and resting-state functional magnetic resonance imaging (rs-fMRI) sessions at the beginning (pre-instruction) and ending (post-instruction) of the course. A robust body of evidence indicates that visuospatial ability 30–33 and mathematical competency 34–38 are associated with and may predict physics learning and academic performance. Since science, spatial, and math anxiety may impede performance, 39–41 we administered questionnaires probing science anxiety, 5 spatial anxiety, 42 and math anxiety 43 to collectively assess STEM-related anxiety.…”

Section: Introductionmentioning

confidence: 99%

Sex differences in brain correlates of STEM anxiety

et al. 2019

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Anxiety is known to dysregulate the salience, default mode, and central executive networks of the human brain, yet this phenomenon has not been fully explored across the STEM learning experience, where anxiety can impact negatively academic performance. Here, we evaluated anxiety and large-scale brain connectivity in 101 undergraduate physics students. We found sex differences in STEM-related and clinical anxiety, with longitudinal increases in science anxiety observed for both female and male students. Sex-specific relationships between STEM anxiety and brain connectivity emerged, with male students exhibiting distinct inter-network connectivity for STEM and clinical anxiety, and female students demonstrating no significant within-sex correlations. Anxiety was negatively correlated with academic performance in sex-specific ways at both pre- and post-instruction. Moreover, math anxiety in male students mediated the relation between default mode-salience connectivity and course grade. Together, these results reveal complex sex differences in the neural mechanisms driving how anxiety is related to STEM learning.

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The Relation Between Students’ Math and Reading Ability and Their Mathematics, Physics, and Chemistry Examination Grades in Secondary Education

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Cited by 40 publications

References 41 publications

The Relationship Between English Reading Proficiency and Academic Achievement of First-Year Science and Mathematics Students in a Multilingual Context

The Relationship Between English Reading Proficiency and Academic Achievement of First-Year Science and Mathematics Students in a Multilingual Context

Profiles of competence development in upper secondary education and their predictors

Sex differences in brain correlates of STEM anxiety

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