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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
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.
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