INFLUENCE OF ITEM CHARACTERISTICS ON MALE AND FEMALE PERFORMANCE ON SAT-MATH (SEX, TESTING).
Item
-
Title
-
INFLUENCE OF ITEM CHARACTERISTICS ON MALE AND FEMALE PERFORMANCE ON SAT-MATH (SEX, TESTING).
-
Identifier
-
AAI8501114
-
identifier
-
8501114
-
Creator
-
ALTENHOF, JODY C.
-
Contributor
-
Florence Denmark
-
Date
-
1984
-
Language
-
English
-
Publisher
-
City University of New York.
-
Subject
-
Psychology, General
-
Abstract
-
This study investigates the relative performance of males and females on certain item types on the SAT-Math. Samples of 1500 males and 1500 females divided evenly between three score groups (200-399; 400-599; 600-800) were selected from the January, 1978 and January 1979 administration of the SAT-Math.;The partial phi coefficient, which correlates item performance and sex, while controlling for total test score, was used to compare performance of males and females on algebra, geometry, arithmetic, miscellaneous math, regular math, quantitative comparison, male content and female content items. Males performed better on geometry, regular math and male content items than they performed on the rest of the test and the difference between each type of item and the remaining items were greater than the differences for females. Females performed better on algebra and miscellaneous math than they performed on the rest of the test and the difference between each type of item and the remaining items is greater than that of males.;The study also investigates the relationship between years of math and sex differences in math performance. A covariance analysis of sex differences in math performance controlling for years of math to math performance. Males consistently scored significantly better than females on total SAT-Math and all scales in the 600 - 800 range. While males generally scored better than females in the lower and middle ranges, the differences are usually not significant except in the lower range in 1978. Adjusted means for males and females indicate that equating for years of math may be a major factor in eliminating sex differences in math performance in the lower and middle ranges. Different male and female experiences with mathematics are discussed.
-
Type
-
dissertation
-
Source
-
PQT Legacy CUNY.xlsx
-
degree
-
Ph.D.
-
Program
-
Psychology
