Concurrent Validity of Proficiency in English Language on Mathematics Performance among Senior High School Students in Shama Senior High School
Abraham Gyamfi *
Wesley College of Education, Ghana.
Abraham Yeboah
Akenten Appiah-Menka University of Skills, Training and Entrepreneurial Development, Ghana.
*Author to whom correspondence should be addressed.
Abstract
One source of evidence to validate assessment result is criterion-related evidence which states that two set scores on the same content should be able to be substituted. The study sought to determine how the students’ performance in mathematical symbols test and predict their performance on mathematical word problem. The descriptive design was used for the study. The stratified random sampling technique was used to select two classes each from General Science and General Art. Sample of 144 students were used in the study. Pearson Moment correlation was used to analyze the data. It was found that there is a significant low positive correlation between students’ performance in mathematical word problem and mathematics symbol problem due to gender and course of study. It was recommended that mathematics teachers need some professional development on how to help students understand the linguistic necessities of the subject (mathematics). This would be achieved as they go through in-service training.
Keywords: Concurrent validity, English language proficiency, mathematics, academic performance