Spelling suggestions: "subject:"academic achievement mathematics"" "subject:"academic achievement amathematics""
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Closing the gender gap : examining the reasons for performance differences in mathematics between Std 7 girls and boys in the Qacha's Nek District - Lesotho.Molise-Sehlabi, 'Make Aloyisa 'Maselloane. January 2002 (has links)
There is a concern in Lesotho about inequalities in different sectors including inequalities that exist between females and males in schools. Closing the gender gap between males and females, girls and boys is the government's priority, hence the recent Gender and Development Policy, 2002. The project was conducted with the purpose of exploring the reasons that contribute to pupils' gendered performance in mathematics. In this regard, the focus was put on reasons behind girls' poor performance in mathematics. This report presents and discusses the results of a research which was conducted in Qacha's Nek - Lesotho. The project made some observations based on the questionnaire data gathered from four primary schools. The data provided some useful insights into girls' attitudes, behavior and perceptions towards mathematics, and it also provided insights into teachers' attitudes, expectations and perceptions about girls and their learning of mathematics. The research also provided evidence that there are different social factors that contribute to girls' poor performance in mathematics. Some of those factors concern parents, teachers, classroom process, peers and girls themselves. The analysis of the results and subsequent discussion suggests reasons that may be useful in terms of helping to explain pupils' gendered performance in mathematics and in the continued search for strategies that could improve girls' poor performance in this subject. Schools could be creative in the strategies that they can adopt to tackle gender differences. With this in mind, teachers and pupils were asked to suggest possible solutions that could be employed in trying to combat the problem of the gendered performance in mathematics hence noticeable improvement in girls' performance in this subject. / Thesis (M.Ed.)-University of Natal, Durban, 2002.
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An exploratory study of the factors associated with the mathematics achievement of six tenth grade African American studentsWastbrook, Sarah Kathryn January 2005 (has links) (PDF)
Thesis (Ph.D.)--Auburn University, 2005. / Abstract. Includes bibliographic references (ℓ. 153-162)
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Already left behind what can be done for low achieving high school mathematics students? /Foster, Halcyon J. Presmeg, Norma C. January 2004 (has links)
Thesis (Ph. D.)--Illinois State University, 2004. / Title from title page screen, viewed Jan. 11, 2005. Dissertation Committee: Norma Presmeg (chair), Cynthia Langrall, Tami S. Martin, Amelia Adkins. Includes bibliographical references (leaves 186-192) and abstract. Also available in print.
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The impact of peer tutoring on students' achievement in mathematics, reading and writing in higher educationSanders, George, January 2009 (has links)
Thesis (Ph.D.)--Mississippi State University. Department of Leadership and Foundations. / Title from title screen. Includes bibliographical references.
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A comparative analysis of student absenteeism and mathematics achievement between Hispanic and Caucasian students in a rural Oregon school district /Phillips, Stephen Walter. January 1900 (has links)
Thesis (Ph.D.)--University of Idaho, Spring 2006. / Major professor: Russell A. Joki. Abstract. Includes bibliographical references (leaves 95-107). Also available online in PDF format.
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