Document Type
Dissertation
Date of Award
12-2023
School/College
College of Education (COE)
Degree Name
Ed.D., Curriculum and Instruction
Committee Chairperson
Ingrid Haynes
Committee Member 1
Ronnie Davis
Committee Member 2
Delilah Gonzales
Committee Member 3
Emmanuel Nwagwu
Keywords
Mathematics Performance, Middle School, STAAR Examination
Abstract
The purpose of this study was to investigate the impact of the demographic characteristics of middle school students on their mathematics performance on the STAAR examination. More specifically, this study examined the effect of the variables gender, ethnicity, and at-risk status, separate and collectively, on the four mathematics components (numerical representation and relationships, computations and algebraic, geometry and measurement and data analysis and personal financial literacy) of the STAAR’s examination among middle school students. Additionally, a 2x2x3 factorial design was used in the students. Two hundred forty (240) eighth-grade students enrolled in middle schools in the southern region of the United States. The data analysis for this study was accomplished through the application of the Three-Way Analysis of Variance and the Scheffé Multiple Comparison Statistical techniques. All four hypotheses were tested at the .05 level. From the results, this study concludes that eighth-grade students who did not receive a free lunch possessed significantly higher mathematics scores in all sections of the STAAR’s examination than those eighth-grade students who received a free lunch. Female middle school students performed academically better than their male peers on the geometry, measurement and computations, and algebraic sections of the STAAR’s examination. Male, and female middle school students scored similarly on the numerical representation and relationship section as well as the data analysis and performed financial literacy section on the STAAR’s examination. High-income students tend to do significantly better in mathematics on the state’s standardized examination than low-income students.
Copyright
Copyright © for this work is retained by the author. Any documents and information presented are protected by copyright under US Copyright laws and are the property of the author. All Rights Reserved. For permission to use this content please contact the author or the Graduate School at Texas Southern University (graduate.school@tsu.edu).
Recommended Citation
Alanazi, Muteb, "The Effect Of Demographic Characteristics On The Mathematics Performance Of Middle School Students On A Standardized Examination" (2023). Dissertations (2016-Present). 77.
https://digitalscholarship.tsu.edu/dissertations/77