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首页> 外文学位 >A Correlational Study of Elementary Mathematics Achievement, Socioeconomic Status, and Gender in a Technology Enriched Environment.
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A Correlational Study of Elementary Mathematics Achievement, Socioeconomic Status, and Gender in a Technology Enriched Environment.

机译：在技​​术丰富的环境中，基础数学成绩，社会经济地位和性别之间的相关性研究。

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摘要

The purpose of this quantitative correlational study was to determine whether relationships existed between socioeconomic status, gender, and mathematics achievement in a K5 technology-enriched environment. De-identified archival records of fourth grade standardized mathematics test scores were analyzed and findings indicated gender was a significant negative predictor of fourth grade Georgia Criterion-Referenced Competency Test (GACRCT) mathematics achievement scores (p=.012), and one significant regression model was found (p<.05) whereby collectively, gender and SES explained 7.1% of the variance of GACRCT mathematics achievement scores of fourth grade students in one rural K5 setting. The implications of the findings were (a) fourth grade mathematics achievement scores in similar populations should be considered as gender was a significant negative determiner of mathematics achievement, (b) female mathematics scores examined were of the norm, and (c) findings supported past research that noted the continued U.S. K12 mathematics. The implications of the predictor equation were: (a) variables other than those investigated may be responsible for 92.9% of the variance in the mathematics assessment score, (b) SES was noted to affect mathematics achievement based on parental expectations of low-SES students of their children academically, and (c) students from low-SES households did not have access to the same technology and resources as the students from middle-to-high SES to practice and build mathematical skills. Recommendations for future practice included: (a) teacher developed student-centered mathematics groups focused on low-SES and female students, (b) direct integration of technology into mathematics instruction focused on closing the mathematics achievement gap, and (c) parent workshops to increase parental mathematics knowledge, as parental knowledge was found to be a factor in mathematical gender gaps. Recommendations for future research included: (a) a replication of the current quantitative correlational study in multiple similar demographic populations, (b) a quantitative experimental study to assess differences in mathematics achievement based on teaching method, teacher/student exposure time, parent involvement and student non-school access to technology and (c) a quantitative quasi-experimental study to examine mathematics achievement of low-performing gender and SES groups. Study results may aid educators to determine improvements in mathematics achievement scores based on student demographic characteristics.
机译：这项定量相关研究的目的是确定在K5技术丰富的环境中，社会经济地位，性别和数学成绩之间是否存在关系。分析了四年级标准化数学考试成绩的未识别档案记录，研究结果表明性别是四年级乔治亚标准参考能力测验（GACRCT）数学成绩的重要否定预测因子（p = .012），并且存在一个显着的回归模型发现（p <.05），在一个农村K5环境中，性别和SES共同解释了四年级学生GACRCT数学成绩得分方差的7.1％。研究结果的含义是：（a）相似人群中的四年级数学成就分数应被视为，因为性别是数学成就的重要否定因素；（b）所考核的女性数学分数属于常态，并且（c）支持过去的发现指出持续的美国K12数学的研究。预测变量方程的含义是：（a）除调查变量外的其他变量可能占数学评估得分方差的92.9％，（b）基于低SES学生的父母期望，SES被认为会影响数学成绩（c）来自低SES家庭的学生没有获得与来自中高SES家庭的学生相同的技术和资源来练习和建立数学技能。对未来实践的建议包括：（a）老师建立以学生为中心的以低SES和女学生为中心的数学小组；（b）将技术直接整合到数学教学中，以缩小数学成绩的差距；以及（c）家长研讨会增加父母的数学知识，因为发现父母的知识是造成性别差异的一个因素。对未来研究的建议包括：（a）在多个相似的人口统计学人群中复制当前的定量相关性研究；（b）根据教学方法，老师/学生的接触时间，父母的参与程度和评估数学成绩差异的定量实验研究非学校学生获得技术的机会；以及（c）定量的半实验研究，以研究成绩欠佳的性别和SES群体的数学成绩。研究结果可以帮助教育工作者根据学生的人口统计学特征确定数学成绩得分的提高。

著录项

  • 作者

    Morgan, Shannon.;

  • 作者单位

    Northcentral University.;

  • 授予单位 Northcentral University.;
  • 学科 Educational tests measurements.;Mathematics education.
  • 学位 Ph.D.
  • 年度 2015
  • 页码 121 p.
  • 总页数 121
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

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