Sex and Rural-Urban Differences in Standardized Achievement Scores and Mathematics Subskills
Mots-clés :
mathematics achievement, gender differences, rural-urban differences, standardized achievement tests, student ability, educational achievementRésumé
Un test d'aptitude intellectuelle et une batterie de tests d'exécution ont été administrés à un vaste échantillon (N = 4918) d'élèves des 4e, 7e, et 10e années d'une province du mid-west canadien. Les différences de rendement, particulièrement en mathématiques, entre les élèves des écoles rurales et urbaines, et entre garçons et filles, ont été examinées. Une fois les différences d'habileté contrôlées statistiquement, il fut trouvé que, en général, le rendement des écoles rurales était supérieur dans la majorité des sous-tests, indépendamment du sexe et du milieu. En outre, les résultats confirmèrent la croyance générale que les filles obtiennent de meilleures notes que les garçons dans les tests verbaux, alors que les garçons sont supérieurs dans les tests quantitatifs. Les groupes d'items portant sur les mathématiques furent analysés dans le détail grâce à un examen portant sur les habiletés de base en mathématiques. Les résultats sont étudiés en fonction des constatations antérieures et en relation avec divers postulats théoriques sur les rapports entre le sexe des élèves et leur réussite en mathématiques.
Statistiques
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© Bikkar S. Randhawa , Dennis Hunt 1987
Cette œuvre est sous licence Creative Commons Attribution - Pas d'Utilisation Commerciale - Pas de Modification 4.0 International.
La Revue canadienne de l’éducation utilise la licence CC BY-NC-ND de Creative Commons.
