Title

The Differences in Reading and Mathematics Achievement by Gender and Attendance Groups Among Selected Second Grade Students

Date of Award

2005

Degree Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

Department

Educational Studies and Research

First Advisor

Clyde Ginn

Advisor Department

Educational Studies and Research

Abstract

This quantitative study looked at the variables of absence and gender on the standardized tests scores of 144 second grade students who lived in the same school district, but who attended two different elementary schools. In order to determine if there was a difference between the level of student absenteeism and reading and mathematics achievement as measured by The Mississippi Curriculum Test and to determine if there was a difference between male and female students on reading and mathematics achievement as measured by The Mississippi Curriculum Test, four One Way ANOVAs were conducted to determine if there was a statistical difference between groups. The central hypothesis was that there are no significant differences in between genders, and absence groups on reading and math achievement as measured by the Mississippi Curriculum Test. Results from the set of analyses of variances (ANOVA) indicated that there were no significant differences between males and females or between absence groups on the standardized test results of the Mississippi Curriculum Test for second grade mathematics and reading. This research offers several recommendations, such as: (1) follow-up studies be conducted with larger sample sizes and a broader diversity of the sample groups included in the population; (2) and further studies to incorporate other variables, such as impact of teacher support, instructional techniques, etc.; (3) and additional studies focus on the impact of professional development activities that attempt to improve the teacher's ability to implement programs; (4) and other recommendations suggest examining gender and demographics in order to examine closer.