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ERIC Number: ED043085
Record Type: RIE
Publication Date: 1970-Jun
Pages: 73
Abstractor: N/A
Reference Count: 0
Effects of Sex of Experimenter and Sex of Subject in First and Fifth Grade Children's Paired Associate Learning. Technical Report Number 136. Project on Individually Guided Elementary Language Arts, Phase I. Prototypic System of Reading Skill Development.
Peterson, Joe
The predominant use of female teachers in the elementary school is one of the variables to which the inferior learning rates of males in elementary school has been attributed. The present study was designed to determine the effect of the sex of the teacher/experimenter on the learning of a reading-like paired associate task by children in two elementary school grades. A double blind design was used in the study. Sex of experimenter, sex of subject, and grade of subject were the independent variables in the study. The dependent variable was the total number of correct responses on the paired associate task specifically designed to resemble the act of learning to read. The data were analyzed by analysis of variance. A significant difference was found between learning rates of first and fifth grade subjects, but no significance was found in the different learning rates of: (1) boys and girls in the first grade; (2) boys and girls in the fifth grade; or (3) subjects of male and female experimenters. The sex of the teacher, per se, does not differentially affect the academic performance of boys and girls if both sexes are given equal opportunities to participate in instruction. (Author)
Publication Type: N/A
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: Office of Education (DHEW), Washington, DC.
Authoring Institution: Wisconsin Univ., Madison. Research and Development Center for Cognitive Learning.