Loading...
Addressing the gender gap in student achievement
Lambertz, Emilie
Lambertz, Emilie
Citations
Altmetric:
Files
Loading...
Article
Adobe PDF, 181.26 KB
Authors
Other Names
Location
Time Period
Advisors
Original Date
Digitization Date
Issue Date
2008-04-25
Type
Conference paper
Genre
Keywords
Subjects (LCSH)
Citation
Lambertz, Emilie , (2008) . Addressing the gender gap in student achievement . In Proceedings: 4th Annual Symposium: Graduate Research and Scholarly Projects. Wichita, KS: Wichita State University, p.135-136
Abstract
What affect do gender specific strategies have on student achievement in math? The question was researched in a
fourth grade classroom setting where four classes were taught in a departmentalized situation. Of the four mathematics
classes, two were selected to be the subjects for the research question. Of the two classes, one was the experimental group,
the other, the control group. A student survey was administered to determine how students viewed themselves as achievers
in mathematics and how effective they felt the gender specific strategies used during instruction were. Pre and post test over
chapters in the textbook were also administered. The teacher also kept a reflective log to review lessons and the
effectiveness of the gender specific strategies. The following techniques were implemented to foster results: using
manipulatives, games, humor, and cooperative learning. The findings of this research indicate that students achieve equally
well by instruction given with or without gender specific teaching strategies.
Table of Contents
Description
Paper presented to the 4th Annual Symposium on Graduate Research and Scholarly Projects (GRASP) held at the Hughes Metropolitan Complex, Wichita State University, April 25, 2008.
Research completed at the Department of Curriculum and Instruction, College of Education
Research completed at the Department of Curriculum and Instruction, College of Education
Publisher
Wichita State University. Graduate School.
Journal
Book Title
Series
GRASP
v.4
v.4