Mathematical Achievement as a Proxy for Measuring Quality of Education among Non-Native English Speakers // التّحصيل الرّياضيّ مؤشّرًا لقياس جودة التّعليم لدى غير النّاطقين بالإنجليزيّة

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Mathematical Achievement as a Proxy for Measuring Quality of Education among Non-Native English Speakers // التّحصيل الرّياضيّ مؤشّرًا لقياس جودة التّعليم لدى غير النّاطقين بالإنجليزيّة

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Author(s): Ahmed F. Fasfous , Natalia Hidalgo-Ruzzante , Raquel Vilar-López , Mario Gálvez-Lara , Miguel Pérez-García

Publication date (Print): 2017

Journal: Bethlehem University Journal

Publisher: Pluto Journals

Keywords: Culture, Neuropsychological Assessment, Mathematical Achievement, Quality of Education, Spanish, ثقافة, تقييم ذفي-ءصبي, تحصيل رياضي, جودة الثعليم, الئعة الإسبانية

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Abstract

This study aims to examine the role of mathematical achievement in explaining cultural differences in neuropsychological performance. A comprehensive neuropsychological battery was administrated to 54 individuals from two different cultures: (27 Spaniard and 27 Colombians). Several studies have demonstrated that the quality of education measured by reading ability tests may explain cultural differences in neuropsychological test performance. These studies have been conducted mostly among English speakers within the same educational system. Being a non-phonemic language, English allows for the reading of low-frequency words to be used as a measure of the quality of education. However, this might not be useful in the case of phonemic languages, such as Spanish. Moreover, it is difficult to compare the quality of education measured by reading ability in cultures with different languages or different educational systems. The results of this study reveal significant differences between these group on the majority of neuropsychological tests. All these differences disappeared when the effect of mathematical achievement was controlled. Thus, mathematical achievement may be considered as a measure of quality of education when studying cultural neuropsychological differences.

يهدف هذا البحث إلى دراسة دور الثحصيل الرياضي في تفسير الغروق الأدائية في اختبارات علم الئفس العصبي لدى مجموعة ض الأشخاتس المنتمي ين لثقافات مخنثغة. وتكونت عينة الدراسة ض أربعة وخمسين (54) مبحوثا (2? من اسبانيا و 27 من كولومبيا) طبشتا عليهم بطارية اختبارات نفسية— عمببية شاملة فقد أظهرت عديد من الدراسات الدفمية أن جودة التشم قد تفسر الفروق الثقافية الحاصلة في نتائج اختبارات علم النفس العصبي. وهي التي تقاس عادة ض خلال الهدرة على القراءة. ذلك أئ معظم هذه الدراسات أجريت على أشخاتس يتحنثون الئعة الإنجليزية ممن ئلقوا تعثيمهم ضمن الئظام الثشمي نفسه. نظرا لكون الئغة الإنجليزية من الئعات غير الغونولوجية (الصوتية)، فهذا يجعل ض اختبارات القدرة على القراءة أداة لقبإس جودة القعئبم. وهذه الطريقة قد لا تكون مناسبة لقياس جودة القعئبم لدى الباملقين باللغات الغونولوجية كاللعة الإسبانية مثلا. إضافة إلى ذلك، فإنه من الصعب استخدام القدرة على القراءة أداة لقبإس جودة الثعلبم عند المقارنة بين أشخاتس ينتمون ؤلى دوو وثقافات مختلغة، وهم النين يتحدثون لفك مختلفة ويتعرضون لأنظمة تعليمية مختلغة. أظهرت ننائج هذه الدراسة وجود فروق نات دلالة احصائية بين المجموعتين في معظم الاختبارات المستخدمة. طمأ بأئ هذه الفروق تلاشت بعد ضبط أثر اللحصيل الرياضي على نتائج الاختبارات. وبهذا فإننا نوصي باستخدام اختبارات الكحصيل الأكاديمي مؤشرا لجودة القعئيم، وخاصة عند دراسة الغروق الدقافية في الأداء الئفسي العصبي.

Content

Author and article information

Journal

Journal ID (doi): 10.13169

Journal ID (publisher-id): bethunivj

Title: Bethlehem University Journal

Publisher: Pluto Journals

ISSN (Print): 25213695

ISSN (Electronic): 24105449

Publication date (Print): 2017

Volume: 34

Pages: 113-128

Article

Publisher ID: bethunivj.34.2017.0113

DOI: 10.13169/bethunivj.34.2017.0113

SO-VID: fa066634-9dec-448c-9533-2ee6e98d91d1

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All content is freely available without charge to users or their institutions. Users are allowed to read, download, copy, distribute, print, search, or link to the full texts of the articles in this journal without asking prior permission of the publisher or the author. Articles published in the journal are distributed under a http://creativecommons.org/licenses/by/4.0/.

History

ScienceOpen disciplines: Education,Religious studies & Theology,Social & Behavioral Sciences,History,Economics,Life sciences

Keywords: Quality of Education,ثقافة,Spanish,تقييم ذفي-ءصبي,تحصيل رياضي,Culture,Neuropsychological Assessment,الئعة الإسبانية,جودة الثعليم,Mathematical Achievement

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Comments

Comment on this article

[1] Agranovich, A. V, Panter, A. T., Puente, A. E., & Touradji, P. (2011). The culture of time in neuropsychological assessment: Exploring the effects of culture-specific time attitudes on timed test performance in Russian and American samples. Journal of the International Neuropsychological Society , 17(4), 692–701. doi:10.1017/S1355617711000592

[2] Agranovich, A. V., & Puente, A. E. (2007). Do Russian and American normal adults perform similarly on neuropsychological tests? Preliminary findings on the relationship between culture and test performance. Archives of clinical neuropsychology , 22(3), 273–82. doi:10.1016/j.acn.2007.01.003

[3] Ardila, A. & Moreno, S. (2001). Neuropsychological test performance in Aruaco Indians: An exploratory study. Journal of the International Neuropsychological Society , 7(4), 510–515.

[4] Ardila, A. (2005). Cultural values underlying psychometric cognitive testing. Neuropsychology Review , 5(4), 185–95. doi:10.1007/s11065-005-9180-y

[5] Armengol, C.G. (2002). The Stroop test in Spanish: Children's norms. Neuropsychologist , 16(1), 67–80. doi: 10.1076/clin.16.1.67.8337

[6] Baird, A. D., Ford, M., & Podell, K. (2007). Ethnic differences in functional and neuropsychological test performance in older adults. Archives of Clinical Neuropsychology , 22(3), 309–318. doi:10.1016/j.acn.2007.01.005

[7] Bakos, D., Denburg, N., Fonseca, R., & Parente, M. A. (2010). A cultural study on decision making: performance differences on the Iowa gambling task between selected groups of Brazilians and Americans. Psychology and Neuroscience , 3(1), 101–107. doi:10.3922/j.psns.2010.1.013

[8] Bechara, A., Damasio, A.R., Damasio, H. & Anderson, S.W. (1994). Insensitivity to future consequences following damage to human prefrontal cortex. Cognition , 50, 7–15.

[9] Benedict, R. Schretlen, D., Groninger, L. & Brandt, J. (1998). Hopkins Verbal Learning Test-Revised: Normative data and analysis of inter-forum and test-retest reliability. The Clinical Neuropsychologist , 12, (43–55).

[10] Bilbao, A., Puentes-Ansón, M., Apalategui, A., Bize, A., Rozas, S., Eehacer, M., & Bombín, I. (2007). The Spanish Hopkins Verbal Learning Test: Development, validation, and standardization in Spanish population. Journal of the International Neuropsychological Society , 13(S2), 52.

[11] Boone, K. B., Victor, T. L., Wen, J., Razani, J., & Pontón, M. (2007). The association between neuropsychological scores and ethnicity, language, and acculturation variables in a large patient population. Archives of Clinical Neuropsychology , 22(3), 355–365. doi: 10.1016/j.acn.2007.01.010

[12] Brickenkamp, R. (1962). d2, Test de Atención Zurich: Verlag für Psychologie.

[13] Brickman, A.M., Cabo, R., & Manly, J.J. (2006). Ethical issues in cross-cultural neuropsychology. Applied Neuropsychology , 13(2), 91–100.

[14] Buré-Reyes, A., Hidalgo-Ruzzante, N., Vilar-Lépez, R., Gontier, J., Szinchez, L., Perez-Garcia, M., & Puente A. E. (2013). Neuropsychological test performance of Spanish speakers: Is performance different across different Spanish-speaking subgroups? Archives of Clinical Neuropsychology , 35(4), 404–412. doi: 10.1080/13803395.2013.778232

[15] Byrd, D. A., Sánchez, D., & Manly, J. J. (2005). Neuropsychological test performance among Caribbean-born and U.S.-born African American elderly: The role of age, education and reading level. Journal of the International Neuropsychological Society , 27(8), 1056–1069. 10.1080/13803390490919353

[16] Byrd, D. A., Touradji, P., Tang, M., & Manly, J. J. (2004). Cancellation test performance in African American, Hispanic and White elderly. Journal of the International Neuropsychological Society , 10(3), 401–411. doi: 10.10170S1355617704103081

[17] Campbell, J.I.D., & Xue, Q. (2001). Cognitive arithmetic across cultures. Journal of Experimental Psychology: General , 130(2), 299–315. doi: 10.1037//0096-3445.130.2.299

[18] Coffey, D.M., Marmol, L., Schock, L. & Adams, W. (2005). The influence of acculturation on the Winconsin Card Sorting Test by Mexican Americans. Archives of Clinical Neuropsychology , 20(6), 795–803. doi:10.1016/j.acn.2005.04.009

[19] D'Elia. L.F., Satz, P., Uchiyama, C.L. & White, T. (1996). Color Trail Making Test Lutz, FL: Psychological Assessment Resources.

[20] Fasfous, A. F., Hidalgo-Ruzzante, N.A, Vilar-López, R., Catena-Martínez, A., & Pérez-García, M. (2013) Role of calculation skills to explain cultural differences in neuropsychological performance. Archives of Clinical Neuropsychology , 28(8), 784–90. doi: 10.1093/arclin/act074

[21] Gasquoine, P.G. (1999). Variables moderating cultural and ethnic differences in neuropsychological assessment: The case of Hispanic Americans. The Clinical Neuropsychologist , 13(3), 376–383. doi: 10.1076/clin.13.3.376.1735.

[22] Hooper, H.E. (1958). The Hooper Visual Organization Test Manual Los Angeles: Western Psychological Services.

[23] Hooper, H.E. (1983). Hooper Visual Organization Test (VOT) Los Angeles: Western Psychological Services.

[24] Kennepohl, S., Shore, D., Nabors, N. & Hanks, R. (2004). African American acculturation and neuropsychological test performance following traumatic brain injury. Journal of the International Neuropsychological Society , 10, 566–577.

[25] Lezak, M. D, Howieson, D. B., & Loring, D. W. (2004). Neuropsychological assessment (4th ed.). New York: Oxford University Press.

[26] Manly, J. J., Byrd, D. A., Touradji, P., & Stern, Y. (2004). Acculturation, reading level, and neuropsychological test performance among African American elders. Applied Neuropsychology , 11(1), 37–46.

[27] Manly, J. J., Jacobs, D. M., Touradji, P., Small, S. A., & Stern, Y. (2002). Reading level attenuates differences in neuropsychological test performance between African American and White elders. Journal of the International Neuropsychological Society , 8(3), 341–348. 10.1017. S135561770102015X

[28] Manly, J.J. (2008). Critical issues in Cultural Neuropsychology: Profit from Diversity. Neuropsychological Review , 18(3), 179–183. doi: 10.1007/s11065-008-9068-8

[29] Meyers, J.E. & Meyers, K.R. (1995). RCFT, Rey Complex Figure Test and Recognition Trial. Professional Manual Odessa, FL: Psychological Assessment Resources.

[30] Ministerio de Educación, Cultura y Deporte (2013). PIAAC, Programa Internacional para la Evaluación de las Competencias de la población adulta. Informe Español. Volumen II: Análisis Secundario http://www.mecd.gob.es/dctm/inee/internacional/piaac/piaac2013vol2.pdf?documentId=0901e72b81736785

[31] Ng, S.S.N, & Rao, N. (2010). Chinese number words, culture, and mathematics learning. Review of Educational Research , 80(2), 2180–2206. doi: 10.3102/0034654310364764

[32] OECD (2012). PISA 2009 Technical Report PISA, OECD Publishing. http://dx.doi.org/10.1787/9789264167872-en

[33] Ostrosky-Solis, F. & Lozano, A. (2006). Digit Span: Effect of education and culture. International Journal of Psychology , 41(5), 333–341. doi: 10.1080/00207590500345724

[34] Ostrosky-Solís, F., Gutierrez, A. L., Flores, M. R., & Ardila, A. (2007). Same or different? Semantic verbal fluency across Spanish-speakers from different countries. Archives of clinical neuropsychology , 22(3), 367–77. doi:10.1016/j.acn.2007.01.011

[35] Patton, D.E., Duff, K., Schoenberg, M.R., Mold, J., Scott, J.G, & Adams, R.L. (2003). Performance of cognitively normal African Americans on the RBANS in community Dwelling older adults. The Clinical Neuropsychologist , 17(4), 515–530. doi: 10.1076/clin.17.4.515.27948

[36] Puente, A. E., Perez-Garcia, M., Vilar-Lopez, R., Hidalgo-Ruzzante, N., & Fasfous, A. F. (2013). Neuropsychological assessment of culturally and educationally dissimilar individuals. In Paniagua, F. & Yamada, A. M. (Eds.), Handbook of Multicultural Mental Health: Assessment and Treatment of Diverse Population, 2nd ed. (pp. 225–242). New York: Elsevier.

[37] Ramírez, M., Ostrosky-Solís, F., Fernández, A., & Ardila, A. (2005). Fluidez verbal semántica en hispanohablantes: un análisis comparativo. Revista de Neurología , 41(8), 463–468.

[38] Razani, J., Burciaga, J., Madore, M., & Wong, J. (2007). Effects of acculturation on test of attention and information processing in an ethnically diverse group. Archives of Clinical Neuropsychology , 22(3), 333–341.

[39] Rivera-Mindt, M., Arentoft, A., Kubo-Germano, K., D'Aquila, E., Scheiner, D., Pizzirusso,… & Gollan, T.H. (2008). Neuropsychological, cognitive, and theoretical considerations for evaluation of bilingual individuals. Neuropsychological Review , 18(3), 255–268. doi: 10.1007/s11065-008-9069-7

[40] Rosselli, M., & Ardila, A. (2003). The impact of culture and education on non-verbal neuropsychological measurements: A critical review. Brain and Cognition , 52(3), 326–333. doi:10.1016/S0278-2626(03)00170-2.

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