The effects of language and home factors on Lebanese students’ mathematics performance in TIMSS

Younes, Rayya; Salloum, Sara; Antoun, Maya

doi:10.1186/s40536-023-00180-w

Cited by 2 publications

(1 citation statement)

References 43 publications

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“…That is a positive motivator to like a foreign language (English in this case) at a higher age. Younes, Salloum, and Antoun (2023) assert that influencing factors at home that affect children's performance are "language, parents' education level, number of books owned, and parents' involvement among others" (p. 1). Also, Hayek et al ( 2021) posit that "Parents are a significant source of influence, making them crucial intervention targets" (p. 101).…”

Section: Figure 8 Statistically Significant Modified Conceptual Frame...mentioning

confidence: 99%

Exploring the Impact of Bilingualism in Early Life on Foreign Language Learning for University Students in Lebanon - Analytics: Part II

M. Chehimi,

J. Hejase,

J. Hejase

2024

JSEL

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This study, part of two, analyzes how growing up in a bilingual or multilingual environment impacts foreign language learning abilities, focusing on Lebanese university students. A quantitative, deductive, and positivist approach is used. The sample of 153 Lebanese university students with different majors was selected purposively and conveniently based on the students' free will participation. A survey of four sections was used. It includes knowledge questions addressing different sets of attitudinal statements characterizing the students’ and their parents’ status, home habits, background, and practices of the English language; the attitude of students toward the English language along the three dimensions of Towers-Perrin’s ISR model; the family’s attachment to books, and demographics of the participants and their parents. Questions and statements were dyadic, multiple choice, and four- and five-level Likert scales. Collected data were analyzed using the IBM SPSS version 26.0 package. Data analysis used descriptive, factor, and linear regression analyses. This paper, part 2 of 2, provides the detailed quantitative analysis necessary to test the hypothesized research questions, review the proposed conceptual framework, and create a statistically revised framework. Results show the persistence and statistically supported Towers Perrin’s ISR model as a significant contributor to students’ motivation to learn a foreign language and improve performance. Most variables in the framework were statistically insignificant whereby the corresponding null hypotheses H01, H02, H03, H04, and H09, were accepted (i.e., unrelated variables) and null hypotheses H05, H06, H07, and H08 were rejected (i.e., related variables). Other determinants were explored and the resultant regression model affirmed this paper’s objective, i.e., bilingual students were motivated to learn a foreign language. Also, the students were encouraged by their bilingual parents who read to them at a young age. Findings contribute to theoretical and practical domains. Theoretically, the study offers insights into the relationship between early language exposure and subsequent language acquisition. The outcomes inform EFL teaching methods, curriculum design, and language policy initiatives in multilingual societies like Lebanon and others.

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Section: Figure 8 Statistically Significant Modified Conceptual Frame...mentioning

confidence: 99%

Exploring the Impact of Bilingualism in Early Life on Foreign Language Learning for University Students in Lebanon - Analytics: Part II

M. Chehimi,

J. Hejase,

J. Hejase

2024

JSEL

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Interplay among Language and Home Variables in Lebanese Students’ Science TIMSS Performance: A Linguistic and Economic Capital Perspective

Salloum,

Younes,

Antoun

2024

Res Sci Educ

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In Lebanon, science is taught in an international language (French or English) based on a language-in-education policy rooted in Lebanon’s colonial history. Given the intersection among social/socioeconomic class, educational equity, and science performance, learning science in a language other than one’s own raises concerns around economically-marginalized students’ opportunities for quality science education and their development of science understandings and discourse. Bourdieu’s lens of cultural and linguistic capital was utilized to better understand the interplay among socioeconomic status and science performance. Specifically, we examined how different home context variables (including language) influence Lebanese learners’ science performance in the Trends in International Mathematics and Science Study (TIMSS) assessment. Using hierarchical linear modeling (HLM), we looked at how students performed in science based on how often they spoke the language of the test at home and other home variables such as parents’ education level. The findings indicate that language and various economic and home variables were significantly associated with science performance. Language had a differing effect for English and French tracks, whereby parents’ education level and other home variables emerged more significantly for French track students. Our study underscores the importance of preparing and supporting science teachers for equitable, asset-oriented, and linguistically responsive teaching that enhances diverse learners’ equitable participation and opportunities in the science classroom.

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The effects of language and home factors on Lebanese students’ mathematics performance in TIMSS

Cited by 2 publications

References 43 publications

Exploring the Impact of Bilingualism in Early Life on Foreign Language Learning for University Students in Lebanon - Analytics: Part II

Exploring the Impact of Bilingualism in Early Life on Foreign Language Learning for University Students in Lebanon - Analytics: Part II

Interplay among Language and Home Variables in Lebanese Students’ Science TIMSS Performance: A Linguistic and Economic Capital Perspective

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