The Effect of Gender, Graduating Class, and Grade Level on ERB Reading Comprehension Scores over Time
School Name
Heathwood Hall Episcopal School
Grade Level
9th Grade
Presentation Topic
Psychology and Sociology
Presentation Type
Non-Mentored
Oral Presentation Award
2nd Place
Written Paper Award
4th Place
Abstract
The purpose of this study was to determine the relationship between gender, graduating class, grade level, and reading comprehension scores over time on the ERB tests. It was hypothesized that the reading comprehension scores on ERB tests would vary depending on gender, males’ scores would increase from 6th to 8th grade, and that the ERB Vocabulary and Verbal Reasoning sections would reflect a similar gender gap to the reading comprehension gender gap. The independent variables were gender, grade, and graduating class, and the dependent variables were scores on the Reading Comprehension, Vocabulary, and Verbal Reasoning tests. ERB data for HHESgraduating classes 2018-2021 from years 2013-2017, grades 4-8 for the Reading Comprehension, Vocabulary, and Verbal Reasoning portions of the test were obtained. The data was analyzed four ways using descriptive and inferential statistics and graphical analysis. Statistical analysis showed that there was no significant difference (p > 0.05) between males’ and females’ scores in the Reading Comprehension, Vocabulary, and Verbal Reasoning portions of the test, and that there was no significant difference between males’ percentile scores from 6-8th grade. However, there was a significant difference between some graduating classes’ percentile scores on average. This rejected the hypothesis, accepting the null hypothesis, but did not confirm other researchers’ findings for lack of national or international reading comprehension test score data.
Recommended Citation
Hughes, Charlotte, "The Effect of Gender, Graduating Class, and Grade Level on ERB Reading Comprehension Scores over Time" (2018). South Carolina Junior Academy of Science. 134.
https://scholarexchange.furman.edu/scjas/2018/all/134
Location
Neville 321
Start Date
4-14-2018 11:15 AM
Presentation Format
Oral and Written
The Effect of Gender, Graduating Class, and Grade Level on ERB Reading Comprehension Scores over Time
Neville 321
The purpose of this study was to determine the relationship between gender, graduating class, grade level, and reading comprehension scores over time on the ERB tests. It was hypothesized that the reading comprehension scores on ERB tests would vary depending on gender, males’ scores would increase from 6th to 8th grade, and that the ERB Vocabulary and Verbal Reasoning sections would reflect a similar gender gap to the reading comprehension gender gap. The independent variables were gender, grade, and graduating class, and the dependent variables were scores on the Reading Comprehension, Vocabulary, and Verbal Reasoning tests. ERB data for HHESgraduating classes 2018-2021 from years 2013-2017, grades 4-8 for the Reading Comprehension, Vocabulary, and Verbal Reasoning portions of the test were obtained. The data was analyzed four ways using descriptive and inferential statistics and graphical analysis. Statistical analysis showed that there was no significant difference (p > 0.05) between males’ and females’ scores in the Reading Comprehension, Vocabulary, and Verbal Reasoning portions of the test, and that there was no significant difference between males’ percentile scores from 6-8th grade. However, there was a significant difference between some graduating classes’ percentile scores on average. This rejected the hypothesis, accepting the null hypothesis, but did not confirm other researchers’ findings for lack of national or international reading comprehension test score data.
