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ERIC Number: ED515378
Record Type: Non-Journal
Publication Date: 2009
Pages: 142
Abstractor: As Provided
Reference Count: N/A
ISBN: ISBN-978-1-1096-9618-9
Effects of Gender-Based Instruction on Fifth Graders' Attitudes toward Mathematics
Oswald, Deborah R.
ProQuest LLC, Ed.D. Dissertation, Walden University
Differences in male and female brains may impact the way girls and boys process mathematics and underscores the need for research that examines modification of mathematics instruction according to gender differences. Based in constructivist theory, this mixed-methods study investigated the effect of mathematics instruction modified according to gender differences on the math attitudes of fifth grade boys and girls compared to students who did not receive modified instruction. A concurrent triangulation mixed methods strategy was used. Quantitative data, in the form of pre- and post intervention math attitude survey responses, were collected from a convenience sample of 86 students enrolled in a suburban elementary school in New York. Qualitative data, in the form of 6 weekly math journal responses to questions about math attitudes, were collected from students in the modified instruction classes. An analysis of covariance was used to determine between-group differences on the post-survey scores for the two types of instruction. The covariate was the pre-survey scores. "Post hoc" analyses indicated no significant differences on the math attitude survey scores between students who received modified instruction and those who did not. Qualitative analyses, in the form of identified category clusters and axial codes, were performed on the math journal responses, and indicated a positive trend in attitude toward mathematics among students in the modified instruction group. Thus, the results of the study were mixed in that survey scores did not indicate significant changes in attitudes but student math journal responses reflected moderate improvements in attitudes and in factors affecting math attitudes, such as math self-efficacy and family influences. These results can drive discussion among educators on how best to address gender differences, and lead to social change in the way mathematics instruction addresses the learning needs of both genders. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:]
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Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Elementary Education; Grade 5
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: New York