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ERIC Number: ED507199
Record Type: Non-Journal
Publication Date: 2009-Nov
Pages: 26
Abstractor: As Provided
Reference Count: 17
The Relationship between Mathematics and Reading/Language Arts TCAP Scores Among Third Grade Males
Kariuki, Patrick; Shelton, Whitney
Online Submission, A Paper Presented at the Annual Conference of the Mid-South Educational Research Association (Baton Rouge, New Orleans, Nov. 4-6, 2009)
The purpose of this study was to determine the relationship between mathematics and reading/language arts Comprehensive Assessment Program (TCAP) scores at a selected elementary school. The sample consisted of 12 randomly selected males in a third grade classroom. Data were collected for this study using the overall reading/language arts subtest scores, overall mathematics scores, mathematic scores in the criterion referenced categories of number sense theory and computation, and, reading/language art scores in the criterion referenced categories of content and meaning. Data were analyzed using A Pearson's Product Moment Correlation and Multiple Regression procedures. The results indicated significant relationship between TCAP overall scores of mathematics and reading/language arts scores (r=. 904, p = .001). Also, significant relationship was found between reading/language arts meaning and mathematical number sense theory (r=.734, p=.016). Similarly, significant relationship was found between reading/language arts content and mathematics computation (r=.811, p=.004). Finally, significant influence was found in reading/language art scores in the criterion-referenced category of meaning and content on the overall TCAP mathematics score in males. Reading/language arts meaning had the most influence, followed by reading/language arts content. (Contains 4 tables.)
Publication Type: Information Analyses; Reports - Research; Speeches/Meeting Papers
Education Level: Elementary Education; Grade 3
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A