Browsing by Subject "Ethnicity/race"
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Item Biblical literacy in a secular world: Secondary students’ perceptions of the influence of Biblical practices on academic achievement.(2017-09-22) Evans, Ashlei Nicole; Haas, LoryPurpose The purpose of this journal-ready dissertation was to examine middle and high school students’ perceptions of the relationship between their Biblical literacy practices and academic performance (i.e. grades, test scores, reading ability) and academic success (i.e. attendance, behavior, motivation, goals, decision-making) according to gender, ethnicity, and participation in religiously affiliated activities. More specifically, the first purpose was to examine student perceptions of the relationship between Biblical literacy practices and academic performance (i.e. grades, test scores, reading ability), as well as overall academic success (i.e. attendance, behavior, motivation, goals, decision-making) among boys and girls in Grades 7-12. A second purpose was to investigate student perceptions of the relationship between Biblical literacy practices and academic performance (i.e. grades, test scores, reading ability), as well as overall academic success (i.e. attendance, behavior, motivation, goals, decision-making) among five ethnic/racial groups (i.e., Asian, Black, Hispanic, White, and more than one ethnicity) of students in Grades 7-12. The third purpose was to explore students’ perceptions of the impact the Bible has on their lives. Finally, a fourth purpose was to analyze student perceptions of the relationship between participation in religious affiliated out-of-school activities and academic success, as well as decision-making among students in Grades 7-12. Method A correlational research design was used to conduct this quantitative study. Cross sectional survey research was conducted to collect data regarding the participants’ demographics (e.g. gender and ethnicity), perceptions, Biblical literacy practices, and participation in religiously affiliated out-of-school activities. Chi-square tests were run using SPSS to determine Biblical literacy practices, academic performance, and academic success as a function of gender, ethnicity, and participation in religiously affiliated activities. Findings Regarding gender, the findings reveal a greater number of girls engage in reading the Bible and participate in religiously affiliated activities in-and-outside of school than boys. More girls indicated they perceive reading the Bible is beneficial to academic performance and academic success more than boys. As it pertains to ethnicity, a statistically significant higher percentage of Black students noted the importance of reading the Bible and its impact on their behavior than other ethnic groups. Asian students had statistically significantly lower percentages when referring to whether the Bible increases their reading ability, its impact on their motivation to succeed, and how they make decisions. In relation to participation in religiously affiliated out- of-school activities and the impact on their personal lives and relationships, there were no statistically significant differences between the grade levels and gender; however, a statistically significant difference was indicated among Black, White, and Hispanic students. Findings with regard to gender are similar to previous research wherein girls are more engaged in reading and perform higher in reading achievement than boys. However, the findings regarding ethnicity varied. A consistent finding among boys and girls, as well as all ethnic groups was their perception that reading the Bible improves their reading ability. Research conducted reveals that students believe their Biblical literacy practices significantly influences their reading ability, behavior, motivation, decision-making, and personal life.Item Differences in Mathematics Skills of Texas High School Boys as a Function of Ethnicity/Race and Economic Status: A Multiyear Statewide Study(2016-10-12) Alford-Stephens, Tamika; Slate, John R.; Moore, George; Lunenburg, Frederick C.The purpose of this journal-ready dissertation was to determine the extent to which ethnicity/race and economic status were related to the mathematics achievement of Texas high school boys. For the first journal article, the degree to which differences were present in overall mathematics achievement for high school boys by ethnicity/race (i.e., Asian, White, Hispanic, and Black) were examined. In the second investigation, differences in specific mathematics skills by ethnicity/race (i.e., Asian, White, Hispanic, and Black) for high school boys were determined. Finally, in the third study, the degree to which differences were present in specific mathematics skills between Black boys who were Extremely Poor, Moderately Poor, and Not Poor were examined. Eight years of archival data from the Texas Education Agency Public Education Information Management System were analyzed for each of these three investigations. Analyzing 8 years of Texas statewide data permitted a determination regarding the presence of trends in mathematics performance. Method For this multi-year quantitative study, a causal-comparative research design was used. Archival TAKS Exit Level Mathematics data previously obtained from the Texas Education Agency Public Education Information Management System for the 2004-2005 through the 2011-2012 school years were analyzed. The degree to which differences in mathematics achievement and skill development existed by ethnicity/race (i.e., Asian, White, Hispanic, and Black) and economic status was examined. Findings During the 2004-2005 through the 2011-2012 school years, large differences were identified in the mathematical competence of Texas high school boys by ethnicity/race (i.e., Asian, White, Hispanic, and Black) and level of poverty. For each year of this study, Asian boys outperformed White, Hispanic, and Black boys in overall mathematics achievement on the TAKS Exit Level Mathematics assessment. Asian boys also had statistically significant higher scores than White, Hispanic, and Black boys on each of the 10 TAKS Exit Level Mathematics Objectives for each year of this multi-year investigation. Black boys consistently had the lowest mathematics achievement and skill development, particularly Black boys who were Extremely Poor. Results of these empirical investigations were commensurate with the existing literature regarding ethnicity/race and economic status and their relationship to mathematics proficiency.Item DIFFERENCES IN READING PERFORMANCE OF TEXAS ELEMENTARY SCHOOL STUDENTS AS A FUNCTION OF ECONOMIC STATUS, GENDER, AND ETHNICITY/RACE: A MULTIYEAR STATEWIDE STUDY(2016-11-07) Mc Gown, Jenny; Slate, John R.; Moore, George; Lunenburg, FredPurpose The purpose of this journal-ready dissertation was to examine the extent to which degree of economic status, gender, and ethnicity/race are related to the reading achievement of Texas elementary school students. The first purpose was to analyze the degree to which differences exist in reading performance by degree of economic disadvantage for elementary school students. A second purpose was to examine the extent to which differences are present in reading performance between boys and girls in elementary schools. Finally, a third purpose was to determine the extent to which differences are present in reading performance for four different ethnic/racial groups (i.e., Asian, White, Hispanic, and Black) of elementary school students. Archival data from the Texas Education Agency Public Education Information Management System was analyzed to make these determinations. A multiyear statewide analysis of academic performance of the state-mandated reading assessments in Grade 3 was used to determine the degree to which trends were present in reading performance by economic status, between boys and girls, and among different ethnic/racial groups. Method A causal-comparative research design was used in this quantitative study. Grade 3 STAAR archival data were obtained for the 2012-2013 through the 2014-2015 school years. Each of the three Reporting Categories was analyzed to determine if differences existed by degree of economic status, gender, and ethnic/racial groupings. Additionally, the percentage of students meeting the Level II Final Satisfactory Performance Standard was analyzed to determine progress in closing historic achievement gaps. Findings Students who were extremely poor had statistically significant lower average scores than students who were moderately poor on the Grade 3 STAAR Reading assessment. Both groups of students in poverty had lower reading scores than students who were not poor. Boys had statistically significantly lower average scores than girls in all reporting categories. Trends present across ethnic/racial groups were that Hispanic and Black students had statistically significantly lower average scores than Asian and White students and Black students had the statistically significant lowest average scores. Results were congruent with the existing literature regarding economic status, gender, and ethnicity/race as factors influencing literacy.