ERIC Number: ED201530
Record Type: RIE
Publication Date: 1981-Mar
Reference Count: 0
The Effects of Instructional Grouping on the Mathematics Achievement of Female and Male Elementary Students.
Saltzen, Jo An Alderman
This research focused on an institutional structural process and its relationship to sex differences in mathematics achievement. Instructional grouping by class and school interacted with curriculum and achievement. The sample consisted of 906 students in grades kindergarten through sixth in two elementary schools. Results showed that primary grade girls scored higher (p < .01) in a program with continuous student progress, individualized or modified group settings, pacing set by criterion tests, and a sequential, coordinated math curriculum. Lowest female achievement occurred in the traditional program with whole class instruction, adherence to grade level material, and little coordination between grades. Boys achieved equally well in both schools. (Author)
Descriptors: Cognitive Processes, Educational Research, Elementary Education, Elementary School Mathematics, Grouping (Instructional Purposes), Individualized Instruction, Learning Theories, Mathematics Achievement, Mathematics Education, Mathematics Instruction, Sex Differences, Student Teacher Relationship, Teaching Methods
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Identifiers: Mathematics Education Research
Note: Paper presented at the Annual Meeting of the American Educational Research Association (Los Angeles, CA, April 13-17, 1981).