Date of Publication
8-5-2024
Document Type
Dissertation
Degree Name
Doctor of Philosophy in Educational Psychology
Subject Categories
Cognitive Psychology
College
Br. Andrew Gonzalez FSC College of Education
Department/Unit
Counseling and Educational Psychology
Thesis Advisor
Maria Alicia Bustos Orosa
Defense Panel Chair
John Addy S. Garcia
Defense Panel Member
Jerome A. Ouano
Christine Joy A. Ballada
Marie Therese A.P. Bustos
Jasper Vincent Q. Alontaga
Abstract/Summary
This mixed method study examined the role of language competence, working memory, and cognitive strategies on the mathematical abilities of young adult Filipino deaf bilingual learners. The quantitative phase of this study investigated the moderating role of language competency on the relationship of working memory and mathematical abilities of the deaf college participants. They were subjected to measures of language proficiency (sign & English print), reading comprehension, working memory, and mathematical achievement. This study also compared the hearing (n=63) and deaf (n=82) learners on their mathematical abilities and working memory profile and their impact on the learners’ mathematical abilities. Key results showed that (a) English reading comprehension and English language proficiency moderate the relationship of working memory storages with math word problem-solving ability, and (b) hearing learners have better mathematical and working memory performance compared with young adult deaf. Further, they have varying working memory predictors of their math performance, indicating the difference in how they process information. The qualitative phase identified the language practices, cognitive learning strategies, and teaching strategies that facilitated their math learning. Five high-performing deaf learners were subjected to interviews and math tests. Key results revealed that the math learning of Filipino deaf learners can be facilitated by: (a) the use of sign and print language practices in math instruction and assessment; (b) cognitive learning strategies focused on understanding math concepts and problems; and (c) the use of explanation strategy and guided assessment. The overall results support the need for Filipino deaf learners to gain proficiency in both sign and print English languages to facilitate math learning and problem-solving.
Keywords: Filipino Deaf young adult learners, mathematical abilities, working memory, reading comprehension, language proficiency, cognitive learning strategies
Abstract Format
html
Language
English
Format
Electronic
Keywords
Cognitive learning; Ability—Testing; Deaf college students—Philippines
Recommended Citation
Sison, C. S. (2024). The role of language-related factors and working memory in the mathematical abilities of Filipino deaf college learners: A mixed method study. Retrieved from https://animorepository.dlsu.edu.ph/etdd_counseling/11
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Embargo Period
8-15-2027
