Performance on mathematics word problems as related to english language proficiency and problem format : a correlational study in two private schools in Northern Lebanon

Abstract

The main purpose of teaching mathematics has been identified as the ability to solve problems. However, solving word problems in a non-primary language proved to be a challenge for English as a foreign language students (EFL). This research study has three purposes. The first is to explore the relationship between English proficiency of EFLs and their performance on math problem solving. The second purpose is to investigate whether changing the format of the problem (verbal, drawn, and telegraphic) relates to students performance. The last purpose is to explore gender differences in the achievement of males and females in math and English. The study was held in two private schools in North Lebanon and 137 participants were randomly selected from grade five following the two-stage sampling technique. The instruments applied to collect data were four tests: one English aptitude test and three math problem solving tests presented in verbal, drawn, and telegraphic formats. ANOVA is used to statistically analyze the correlation between the latter tests and to compare the mean scores. Findings revealed a strong relationship between English and word problem solving tests. Also, participants tended to perform better in the telegraphic problem format test. Moreover, females outperformed males in English and all problem-solving formats tests. These results urge teachers to focus on enhancing both reading and analytical skills of students to improve achievement in math problem solving. Implications for teachers practices and future research are discussed.