Author: Major Van McCarty
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 60
Book Description
Comparison of Academic Achievement of Male Athletes and Male Non-athletes at Saluda High School During the 1963-64 School Term
Author: Major Van McCarty
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 60
Book Description
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 60
Book Description
Academic Achievement Comparison of Male Athletes and Male Non-athletes at the High School Level
Author: Jeffrey Eliot Reinland
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 64
Book Description
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 64
Book Description
A Comparison in the Academic Achievement of High School Athletes Vs. Non-athletes in the State of Kansas
Author: John Heil
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 14
Book Description
"The purpose of this project was to compare the academic performance of high school athletes vs. non-athletes using grade point average and ACT scores. Using information from the Kansas State Department of Education, as well as the Kansas State High School Activities Association, provides some answers to the following questions. "Is there a significant difference in the grade point averages of high school athletes vs. non-athletes?" "Is there a significant difference in ACT scores between high school athletes vs. non-athletes?" Using statistical software, a t-test was used to challenge the null hypothesis. Findings from the study indicated that there was a significant difference in grade point average and ACT scores between athletes and non-athletes. Among the 5,017 male athletes, 74% reported a GPA of 3.0 or higher and 43% reported a GPA of 3.5 or higher. Of the 3,674 male non-athletes, only 64% reported a GPA of 3.0 or higher and only 34% reported a GPA of 3.5 or higher. Among the 4,330 female athletes, 87% reported a GPA of 3.0 or higher and 62% reported a GPA of 3.5 or higher. Of the 5,547 female non-athletes, only 75% reported a GPA of 3.0 or higher and only 44% reported a GPA of 3.5 or higher. In looking at ACT composite scores, athletes averaged a score of 22.94, while non-athletes averaged a score of 21.81."
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 14
Book Description
"The purpose of this project was to compare the academic performance of high school athletes vs. non-athletes using grade point average and ACT scores. Using information from the Kansas State Department of Education, as well as the Kansas State High School Activities Association, provides some answers to the following questions. "Is there a significant difference in the grade point averages of high school athletes vs. non-athletes?" "Is there a significant difference in ACT scores between high school athletes vs. non-athletes?" Using statistical software, a t-test was used to challenge the null hypothesis. Findings from the study indicated that there was a significant difference in grade point average and ACT scores between athletes and non-athletes. Among the 5,017 male athletes, 74% reported a GPA of 3.0 or higher and 43% reported a GPA of 3.5 or higher. Of the 3,674 male non-athletes, only 64% reported a GPA of 3.0 or higher and only 34% reported a GPA of 3.5 or higher. Among the 4,330 female athletes, 87% reported a GPA of 3.0 or higher and 62% reported a GPA of 3.5 or higher. Of the 5,547 female non-athletes, only 75% reported a GPA of 3.0 or higher and only 44% reported a GPA of 3.5 or higher. In looking at ACT composite scores, athletes averaged a score of 22.94, while non-athletes averaged a score of 21.81."
Comparing Academic Achievement of African-American Males who Do and Do Not Participate in High School Athletics
Author: Thomas Victor Montgomery (III.)
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 147
Book Description
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 147
Book Description
Differences in the Academic Achievement of Athletes and Non-athletes from Intact Two-parent, Divorced Single-parent, and Divorced/remarried Two-parent Families
Author: Aaron C. J. Patterson
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 228
Book Description
Abstract: Participants in this study consisted of 600 students from seven high schools in Western Massachusetts. Participants were asked to respond to a demographic questionnaire. The information from the questionnaire was used to divide participants into groups based on athletic status (athlete and non-athlete), family background (intact 2-parent, divorced 1-parent, and divorced/remarried 2-parent), and gender. Participants were selected for the study and grade point averages (GPAs) were recorded. A 2 x 2 x 3 independent groups factorial analysis of variance (ANOVA) was used to analyze the difference in the mean GPA between gender, athletic status, and family background. The interaction effects were not significant (p> .05), therefore, the main effects were examined. The mean GPA for the females was significantly higher (p .001 than the males. The mean GPA for the athletes was significantly higher (p .001) than the non-athletes. Students from intact 2-parent families had a significantly (p
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 228
Book Description
Abstract: Participants in this study consisted of 600 students from seven high schools in Western Massachusetts. Participants were asked to respond to a demographic questionnaire. The information from the questionnaire was used to divide participants into groups based on athletic status (athlete and non-athlete), family background (intact 2-parent, divorced 1-parent, and divorced/remarried 2-parent), and gender. Participants were selected for the study and grade point averages (GPAs) were recorded. A 2 x 2 x 3 independent groups factorial analysis of variance (ANOVA) was used to analyze the difference in the mean GPA between gender, athletic status, and family background. The interaction effects were not significant (p> .05), therefore, the main effects were examined. The mean GPA for the females was significantly higher (p .001 than the males. The mean GPA for the athletes was significantly higher (p .001) than the non-athletes. Students from intact 2-parent families had a significantly (p
The Effects of Male High School Students’ Participation in Athletic Sports on Academic Achievement
Author: Kendall Nahshon Pickens
Publisher:
ISBN:
Category :
Languages : en
Pages : 84
Book Description
With the rapid and steady growth of athletic participation, it is important that student athletes excel in the classroom and on the playing field. However, as the pressures of being a high school athlete grow, educators must seek better ways of supporting student athletes and help them understand the importance of their education. The purpose of the study was to determine if male students who participated in athletics had higher academic achievement mean scores than male students who did not participate in athletics. The study focused on measuring the cumulative grade point averages (GPAs), Algebra I end-of-course (EOC) test scores, and English II end-of-course (EOC) test scores for all male students. A causal-comparative research design was used to examine the differences in the academic performance of the male students who participated in high school athletics and those who did not participate. The research study was conducted using existing data from three high schools in Mississippi for 234 male high school students. There were 118 non-athletes and 116 athletes. Findings from the study revealed there were no statistically significant differences in cumulative GPAs, Algebra I EOC mean test scores, and English II EOC mean test scores for athletes and non-athletes. However, there was a statistically significant difference between African American male students and White male students for the mean scores of the cumulative GPAs and English II EOC test scores. The findings of the study revealed academic achievement was not affected by athletic participation. Recommendations for future research include conducting focused research on African American males and other minority groups and the implementation of high school academic support programs for student athletes.
Publisher:
ISBN:
Category :
Languages : en
Pages : 84
Book Description
With the rapid and steady growth of athletic participation, it is important that student athletes excel in the classroom and on the playing field. However, as the pressures of being a high school athlete grow, educators must seek better ways of supporting student athletes and help them understand the importance of their education. The purpose of the study was to determine if male students who participated in athletics had higher academic achievement mean scores than male students who did not participate in athletics. The study focused on measuring the cumulative grade point averages (GPAs), Algebra I end-of-course (EOC) test scores, and English II end-of-course (EOC) test scores for all male students. A causal-comparative research design was used to examine the differences in the academic performance of the male students who participated in high school athletics and those who did not participate. The research study was conducted using existing data from three high schools in Mississippi for 234 male high school students. There were 118 non-athletes and 116 athletes. Findings from the study revealed there were no statistically significant differences in cumulative GPAs, Algebra I EOC mean test scores, and English II EOC mean test scores for athletes and non-athletes. However, there was a statistically significant difference between African American male students and White male students for the mean scores of the cumulative GPAs and English II EOC test scores. The findings of the study revealed academic achievement was not affected by athletic participation. Recommendations for future research include conducting focused research on African American males and other minority groups and the implementation of high school academic support programs for student athletes.
A Comparison of the Relative Academic Accomplishments of Male Athletes and Male Nonathletes at a NCAA Division II Institution
Author: Ervin L. Wood
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 270
Book Description
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 270
Book Description
A Comparison of Academic Achievement of Athletes and Athletic Dropouts at Conway Senior High School, 1960-1963
Author: Ernest A. Miller
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 38
Book Description
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 38
Book Description
A Study to Determine the Difference in Academic Achievement Between Athletes and Non-athletes at a Maryland Senior High School
Author: Robert Earl Smith
Publisher:
ISBN:
Category :
Languages : en
Pages : 132
Book Description
Publisher:
ISBN:
Category :
Languages : en
Pages : 132
Book Description
An Examination of Time Use Patterns Influence on Academic Achievement Among African American and Hispanic Male High School Student Athletes
Author: Keith D. Riley
Publisher:
ISBN: 9781109950090
Category :
Languages : en
Pages : 118
Book Description
The purpose of this investigation is to contribute to the body of knowledge in the area of effective time management skills among African American and Hispanic male student athletes and their academic achievement utilizing the Educational Longitudinal Study of 2002 (ELS: 2002) Base year thru the First follow-up database. The researcher has assessed indicators (socioeconomic status, time use patterns, sports participation, and race) within the construct of academic achievement among African American and Hispanic male high school student athletes. Their contribution to the main effects revealed that statistically significant differences exist between the non-sports participant and sports participant groups. After controlling for time spent completing mathematics homework and socioeconomic status, the findings revealed that time spent completing math homework was significantly related to academic achievement for African American and Hispanic male student athletes. Time spent watching television was not significantly related to academic achievement for African American and Hispanic male student athletes. For the variable time spent playing on the computer game, the analysis indicated that the detrimental effect of time spent playing video/computer games was the same for African American and Hispanic male student athletes. Finally, it is noteworthy that effective use of time (i.e., playing video games less) and sports participation positively influences academic achievement of African American and Hispanic males high school student athletes. Strategies were uncovered for possible future research among African American and Hispanic male student athletes to increase academic achievement levels.
Publisher:
ISBN: 9781109950090
Category :
Languages : en
Pages : 118
Book Description
The purpose of this investigation is to contribute to the body of knowledge in the area of effective time management skills among African American and Hispanic male student athletes and their academic achievement utilizing the Educational Longitudinal Study of 2002 (ELS: 2002) Base year thru the First follow-up database. The researcher has assessed indicators (socioeconomic status, time use patterns, sports participation, and race) within the construct of academic achievement among African American and Hispanic male high school student athletes. Their contribution to the main effects revealed that statistically significant differences exist between the non-sports participant and sports participant groups. After controlling for time spent completing mathematics homework and socioeconomic status, the findings revealed that time spent completing math homework was significantly related to academic achievement for African American and Hispanic male student athletes. Time spent watching television was not significantly related to academic achievement for African American and Hispanic male student athletes. For the variable time spent playing on the computer game, the analysis indicated that the detrimental effect of time spent playing video/computer games was the same for African American and Hispanic male student athletes. Finally, it is noteworthy that effective use of time (i.e., playing video games less) and sports participation positively influences academic achievement of African American and Hispanic males high school student athletes. Strategies were uncovered for possible future research among African American and Hispanic male student athletes to increase academic achievement levels.