One hundred thirty-five ninth-grade students served as subjects for this study on the relationship between home environment and mathematics achievement. Each student was given a score on a home-environment questionnaire which was recorded with the student's score on the mathematics section of the Iowa Tests of Basic Skills. To determine the relationship between home environment and mathematics achievement the Pearson product moment correlation coefficient were computed, There was a positive correlation between home environment and mathematics achievement, significant at the ,01 level for all students, for male students, for female students, and for black students. The correlation coefficient was significant at the .05 level for white students. With the aid of the z-statistic, It was determined that there are no significant differences In the correlation coefficient for the relationship between home environment and mathematics achievement for male and female students and for black and white students,
","abstract_html":"<p>One hundred thirty-five ninth-grade students served as subjects for this study on the relationship between home environment and mathematics achievement. Each student was given a score on a home-environment questionnaire which was recorded with the student's score on the mathematics section of the Iowa Tests of Basic Skills. To determine the relationship between home environment and mathematics achievement the Pearson product moment correlation coefficient were computed, There was a positive correlation between home environment and mathematics achievement, significant at the ,01 level for all students, for male students, for female students, and for black students. The correlation coefficient was significant at the .05 level for white students. With the aid of the z-statistic, It was determined that there are no significant differences In the correlation coefficient for the relationship between home environment and mathematics achievement for male and female students and for black and white students,</p>","abstract_has_math":false,"creators":["Campbell, Brenda B."],"institution":null,"degree_name":"Specialist in Education","degree_level":"Thesis","degree_discipline":"Teacher Education","degree_department":null,"school":null,"contributors":["Dr. Mary M. Lindquist","Dr. Carolyn M. Cartledge","Dr. James M. Brewbaker"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":1989,"date_issued":"1989-01-01T08:00:00Z","date_published":"1989-01-01T08:00:00Z","updated_at":"2026-07-24T01:45:25Z","subjects":["Ninth-Grade Student","Home Environment","Mathematics Achievement","Iowa Tests of Basic Skills","Educational Assessment, Evaluation, and Research","Science and Mathematics Education","Secondary Education"],"languages":["English"],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://csuepress.columbusstate.edu/theses_dissertations/587","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Dr. Mary M. Lindquist","Dr. Carolyn M. Cartledge","Dr. James M. Brewbaker"]},{"key":"dc:creator","label":"Author","values":["Campbell, Brenda B."]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"thesis:degree_discipline","label":"Discipline","values":["Teacher Education"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Thesis"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Specialist in Education"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Ninth-Grade Student","Home Environment","Mathematics Achievement","Iowa Tests of Basic Skills","Educational Assessment, Evaluation, and Research","Science and Mathematics Education","Secondary Education"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["English"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://csuepress.columbusstate.edu/theses_dissertations/587"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["One hundred thirty-five ninth-grade students served as subjects for this study on the relationship between home environment and mathematics achievement. Each student was given a score on a home-environment questionnaire which was recorded with the student's score on the mathematics section of the Iowa Tests of Basic Skills. To determine the relationship between home environment and mathematics achievement the Pearson product moment correlation coefficient were computed, There was a positive correlation between home environment and mathematics achievement, significant at the ,01 level for all students, for male students, for female students, and for black students. The correlation coefficient was significant at the .05 level for white students. With the aid of the z-statistic, It was determined that there are no significant differences In the correlation coefficient for the relationship between home environment and mathematics achievement for male and female students and for black and white students,
"]},{"key":"dc:title","label":"Title","values":["The Relationship Between Home Environment and Ninth-Grade Students' Mathematics Achievement"]}]}],"canonical_facts":{"dc:contributor":["Dr. Mary M. Lindquist","Dr. Carolyn M. Cartledge","Dr. James M. Brewbaker"],"dc:creator":["Campbell, Brenda B."],"dc:description.abstract":["One hundred thirty-five ninth-grade students served as subjects for this study on the relationship between home environment and mathematics achievement. Each student was given a score on a home-environment questionnaire which was recorded with the student's score on the mathematics section of the Iowa Tests of Basic Skills. To determine the relationship between home environment and mathematics achievement the Pearson product moment correlation coefficient were computed, There was a positive correlation between home environment and mathematics achievement, significant at the ,01 level for all students, for male students, for female students, and for black students. The correlation coefficient was significant at the .05 level for white students. With the aid of the z-statistic, It was determined that there are no significant differences In the correlation coefficient for the relationship between home environment and mathematics achievement for male and female students and for black and white students,
"],"dc:identifier":["https://csuepress.columbusstate.edu/theses_dissertations/587"],"dc:language":["English"],"dc:subject":["Ninth-Grade Student","Home Environment","Mathematics Achievement","Iowa Tests of Basic Skills","Educational Assessment, Evaluation, and Research","Science and Mathematics Education","Secondary Education"],"dc:title":["The Relationship Between Home Environment and Ninth-Grade Students' Mathematics Achievement"],"thesis:degree_discipline":["Teacher Education"],"thesis:degree_level":["Thesis"],"thesis:degree_name":["Specialist in Education"]},"updated_at":"2026-07-24T01:45:25Z"}