The Role of Gender, Motivation, Student Classification, Upon 性别角色，动机，学生分类，在.docVIP

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2018-03-25 发布于江西
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The Role of Gender, Motivation, Student Classification, Upon 性别角色，动机，学生分类，在.doc

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The Role of Gender, Motivation, Student Classification, Upon 性别角色，动机，学生分类，在.doc

Gender, Motivation and Student Classification, Upon Document Based Question Scores of Sixth Grade Students A paper submitted by: Jeffrey J. Dupree Dowling College April 2008 Gender, Motivation, Student Classification, Upon Document Based Question Scores of Sixth Grade Students Abstract: This study examined the differences in the means of scores upon social studies Document Based Questions (DBQ) among sixth grade students in one school in Suffolk County, New York. DBQ’s are used as part of the New York State Social Studies Assessment. Sixty-four sixth grade students, heterogeneously grouped, from three social studies sections, each taught by the same teacher, were given a DBQ as part of their final examination. Student scores were evaluated with a series of one way ANOVA’s to determine if differences in DBQ scores existed among the factors of gender, student classification type, gifted, typical and students requiring Additional Instructional Services (AIS), and student motivation level. The ANOVA’s showed that no difference existed in the means of students by gender, but that significant differences existed in students DBQ scores by student classification type and by the level of motivation of the students. Objectives or purposes The purpose of the current research was to determine if differences existed between the mean scores of students based upon gender, student classification, and motivation. Perspectives or theoretical framework In New York State students are required to take tests in grades 5, 8 and 11 to monitor their skills in social studies. The 11th grade test is a gatekeeper test, in that students need to pass this test in order to obtain a New York State Regents Diploma. A major portion of each student’s performance score is the student’s extended response section, commonly called the DBQ, for Document Based Question. In this section students are typically given four to eight documents to analyze and frame short answer responses to questions