The relationship between formal education in Arabic and students' attitudes towards languages and English and mathematic proficiency

The purpose of this study is to examine the following the relationships between: (1) formal education (adequate and limited) in the Arabic language and English language proficiency and academic achievement in mathematics of Arabic-speaking students; and (2) their attitudes towards L1 (Arabic) and L2 (English) and English language proficiency and academic achievement in mathematics. Eighty-six Arabic speaking third graders through eighth graders in the Midwestern state were selected on non-random sampling to participate in this study. Four main measures were used to collected data: (1) Parent Demographic Survey, (2) students' attitudes survey, (3) Math component of the Michigan Educational Assessment program (MEAP), and (4) scores on the English Language Proficiency Assessment (ELPA).;Descriptive analyses were used to summarize, classify and simplify the data collected from the two surveys. Inferential analyses, on the other hand, were used to investigate four research hypotheses of this study. Two statistical tests were used: (1) 2x2 factorial univariate analysis of variance (UNI-ANOVA); and (2) Lambda, and Goodman & Kruskal's Tau. No significant relationships were found in all four hypotheses. Discussion about possible explanations as to why all research hypotheses were not supported is provided. Additionally, potential future research is also examined.