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| Autor/in | Robitaille, David F. |
|---|---|
| Institution | British Columbia Univ., Vancouver. Faculty of Education. |
| Titel | A Comparison of Boys' and Girls' Feelings of Self-Confidence in Arithmetic Computation. Mathematics Education Diagnostic and Instructional Centre (MEDIC) Report No. 3-76. |
| Quelle | (1976), (22 Seiten) |
| Beigaben | Tabellen |
| Dokumenttyp | gedruckt; Monographie |
| Schlagwörter | Academic Achievement; Algorithms; Computation; Elementary Education; Elementary School Mathematics; Mathematics Education; Research; Sex Differences; Student Characteristics; Whole Numbers |
| Abstract | Boys' and girls' achievement in arithmetic computation was compared with their feelings of self-confidence in performing computations. A total of 2654 girls and 2786 boys from grades 5 through 8 in one school system participated. Each student was given a test to assess the degree of self-confidence in methods of performing the four basic operations with whole numbers, along with four computation subtests. Students were provided addition and multiplication tables to use during the test. When a MANOVA was used to compare the boys' self-confidence and achievement scores to those of the girls, results indicated significant differences at each grade level and for the overall group. Univariate F-values calculated to identify the specific sources of these differences showed that 15 of the 20 F-ratios computed on measures of achievement were significant and each favored the girls. With regard to self-confidence, 6 of the 20 F-ratios were significant, all differences favoring the boys. The investigator concluded that the data support the general finding that boys tend to overrate their ability while girls tend to underrate theirs. (DT) |
| Anmerkungen | Mathematics Education Diagnostic and Instructional Centre (MEDIC), Faculty of Education, University of British Columbia, 2075 Wesbrook Place, Vancouver, B.C., V6T 1W5, Canada |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2004/1/01 |
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