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ERIC Number: ED265249
Record Type: Non-Journal
Publication Date: 1983
Pages: 23
Abstractor: N/A
Reference Count: N/A
Applying Empirical Methods in Comparative Education: An Example.
Gauci, Emmanuel
This paper presents an empirical positivist approach to an educational research problem: what factors influence the educational achievement of Maltese-Australian children in Melbourne Schools? The research tested the hypothesis that Maltese-Australian students were more field dependent than Anglo-Celtic Australians and what the role of cognitive style, as a predictor variable, had on educational achievement. The study group consisted of 97 10th year students (51 Maltese-Australians and 46 Anglo-Celtic Australians. The group was given two questionnaires to complete and six tests were administered to them over two half days. The test scores were analyzed using tests, ANOVA, and regression analysis. No significant difference was found between the two ethnic groups in their cognitive style; however, Maltese-Australian females were found to be significantly more field dependent than their male counterparts whose scores were similar to their Anglo-Celtic peers. Cognitive style did not appear as a major predictor variable in accounting for the variance of test scores in any of the groups, while reading and intellectual ability seemed more influential. The research identified differences in the nature of influences explaining the scholastic performance of the students and highlighted the need to be aware of the interaction between sex and cultural background when considering minority group response to mainstream culture. (CG)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: Researchers
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Australia