Investigating the associations of early numeracy activities and skills with mathematics dispositions, engagement, and achievement among fourth graders in the United Arab Emirates

Large-scale Assessments in Education

An IERI – International Educational Research Institute Journal

Table 2 Correlations among the study variables

	1	2	3	4	5	6	7	8	9	10	11
1. Gender	–
2. Immigration status	0.02**	–
3. Language of test spoken at home	0.01*	0.16**	–
4. Home resources for learning	− 0.01	− 0.21**	− 0.10**	–
5. Parental attitude toward math and science	− 0.02**	− 0.16**	− 0.11**	0.16**	–
6. Students engaged in math lessons	0.06**	− 0.07**	− 0.00	0.07**	0.09**	–
7. Students like learning math	0.04**	− 0.06**	0.04**	0.02**	0.09**	0.55**	–
8. Students confident in math	0.01	− 0.09**	0.02**	0.12**	0.10**	0.40**	0.55**	–
9. Early numeracy activities	0.02**	− 0.06**	0.06**	0.22**	0.17**	0.17**	0.07**	0.12**	–
10. Could do early numeracy tasks	0.01	− 0.07**	− 0.03**	0.04**	0.08**	0.08**	0.10**	0.12**	0.12**	–
11. Math achievement	0.03**	− 0.35**	− 0.12**	0.47**	0.20**	0.20**	0.19**	0.34**	0.20**	0.15**	–

For a correlation, effect size is indicated by the absolute value; those under 0.10 are trivial and values between 0.10 and 0.30 are small (Cohen, 1992)
*p < 0.05. **p < 0.01