Effect of Demographic and Personal Variables on Achievement in Eighth-Grade Algebra 6
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Language: Unknown language code Summary language: Unknown language code Original language: Unknown language code Series: ; copyright January / February 2005.46Edition: Description: Content type: text Media type: unmediated Carrier type: volumeISBN: ISSN: 0022-0671.2Other title: 6 []Uniform titles: | | Subject(s): -- 2 -- 0 -- -- | -- 2 -- 0 -- 6 -- | 2 0 -- | -- -- 20 -- | | -- -- Demographics Achievement -- Algebra -- Attitudes -- | -- -- -- 20 -- --Genre/Form: -- 2 -- Additional physical formats: DDC classification: | LOC classification: | | 2Other classification:| Item type | Current location | Home library | Collection | Call number | Status | Date due | Barcode | Item holds |
|---|---|---|---|---|---|---|---|---|
| Book | PLM | PLM Periodicals Section | Periodicals | L 11 J85 (Browse shelf) | Available | PER 954 ED |
ABSTRACT : The author examined the effect of demographic variables and attitudes on achievement of 8th-grade algebra students. Participants (N = 107) in 4 classes completed a questionnaire that determined demographic characteristics. They also completed attitude scales at the beginning and end of the school year. Dependent measures were the North Carolina State End-of-Grade Mathematics Test and North Carolina State End-of-Course Algebra I Test, which were required of all students. Analysis of variance results showed that ethnicity, socioeconomic status, and attitudes significantly affected mathematics scores. On the attitude measure, postscores were significantly less positive than were prescores. There was a significant difference in schools that was explained partially by qualitative observations of variation in teacher quality. 56
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