Abstract
The purpose of this
study was to investigate relationships between gender and Alberta
diploma examination and school-awarded scores. Weak relationships
between gender and scores were found both on Alberta diploma examination
scores and on school-awarded scores. These relationships tended
to be relatively greater in magnitude for school-awarded scores
than for diploma examination scores, with girls generally attaining
higher school-awarded scores than boys. Effect sizes of all correlations
between scores and gender were in the small range. R2 values showed
that the overall statistical effect of gender on students' school-awarded
scores was greater than the effect on students' diploma examination
scores. The greatest statistical effect for gender was on the
difference between school-awarded scores and diploma examination
scores, with girls having larger differences than boys.
Copyright © AJER, the Faculty of Education, and the University
of Alberta, 2003.
Last revised: February 12, 2003.
Designed by G.H. Buck