The Effect of Sex and Reading Ability on Achievement in an Eighth Grade Mathematics Class in the Baldwinsville School District PDF Download
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Author: Denise A. Boutwell
Publisher:
ISBN:
Category : Mathematical ability
Languages : en
Pages : 64
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Book Description
Author: Denise A. Boutwell
Publisher:
ISBN:
Category : Mathematical ability
Languages : en
Pages : 64
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Book Description
Author: David Hammel
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 91
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Book Description
n the research study, this investigator utilized a non-experimental, causal-comparative design (ex post facto) with archival data to determine the real impact single gender instruction had on eighth grade students' mathematics achievement. The purpose of this study was to quantitatively analyze the benefits of single gender mathematics instruction for eighth grade male and female students, when compared against traditional coeducational instruction. Specifically, the researcher compared students instructed in single gender eighth grade mathematics classes with students taught in traditional coeducational classes by analyzing fall vs. spring Measures of Academic Progress (MAP) computerized mathematics test score means. Additionally, honors vs. non-honors level groupings were analyzed. The number of students being studied (over 2,000 total from across South Carolina) and the instrumentation being utilized (Northwest Evaluation Association's (NWEA) MAP national assessment) distinguished this research project from previous studies and gave it additional validity and reliability. The mean difference in students' fall vs. spring MAP scores were analyzed utilizing a two way analysis of variance (ANOVA) to determine the impact of each main effect as well as an examination of the interaction of both effects. The research showed that the type of instruction (single gender vs. coeducational) and the interaction between the type and level of instruction did not have a significant impact on the students' overall achievement. The level of instruction (non-honors vs. honors) did have a significant effect on the students' learning with non-honors students outperforming honors students on the MAP assessment that was administered.
Author: T. A. Lamke
Publisher:
ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 290
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Author: Stella Brown Wear
Publisher:
ISBN:
Category : Mathematics
Languages : en
Pages : 246
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Author: Kathleen Brady Rudolf
Publisher:
ISBN:
Category : Reading (Elementary)
Languages : en
Pages : 102
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Book Description
Author: Jeongmi Kim
Publisher:
ISBN:
Category :
Languages : en
Pages : 326
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Book Description
Author: Robert Emmet Cronin
Publisher:
ISBN:
Category : Educational tests and measurements
Languages : en
Pages : 310
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Book Description
Author: Barbara J. Murray
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 50
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Author: Wendell Arthur Meeks
Publisher:
ISBN:
Category :
Languages : en
Pages : 166
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Author: David V. Powell
Publisher:
ISBN:
Category :
Languages : en
Pages : 33
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Book Description
The purpose of this study was to determine the effects of environmental conditions of adult literacy and demographics prevalent during infancy and early childhood on mathematics and language arts literacy scores on eighth grade achievement tests. This study collected published scores for eighth grade math and language literacy from public schools in Arkansas using the 2003 administration of the Arkansas Comprehensive Testing, Assessment, and Accountability Program (ACTAAP) and the adult literacy estimates for Arkansas counties as determined by the National Institute for Literacy (NIFL) using indicators of population size, employment, education level, and race from the 1990 US Census. Data collected from NIFL reports, school enrollments, and grand means of scaled literacy and math scores were entered by county in SPSS (v. 12.0) software for analysis. Bivariate correlations were used to determine relationships between ACTAAP scores, adult literacy and demographic variables. Multiple regression analysis was performed to determine relative influence of adult literacy, unemployment, dropout rates, and ethnicity on ACTAAP scores. Unemployment and underemployment among adults in 1990 were linked to low levels of education; dropout rates and unemployment were linked to racial minority status, reinforcing findings of the National Adult Literacy Study. Eighth grade test scores showed strong correlations to adult literacy especially at the lowest levels and moderate correlations to unemployment and dropout rates. The correlation between 2003 eighth grade scores and adult ethnicity in 1990 was stronger than for any other demographic or literacy variables, accounting for 57% of the influence on math scores and 42% of the influence on literacy scores. Early childhood experiences, as evidenced by the impact of conditions in 1990 have a significant impact on today's student achievement and programs should be developed to address literacy from a family or community perspective. The following are appended: (1) (Eighth Grade Enrollment and ACTAAP Test Scores by County in 2003; and (2) Adult Literacy and Demographic Census Data by County in 1990. (Contains 2 figures and 5 tables.).
