Wait Time: A Contributing Factor in Sex-Related Differences in Mathematics Instruction
Four intact first year algebra classes and two teachers in a rural county of Georgia served as subjects for this study on wait time. The students were identified as high, medium, and low academic achievers on the basis of their performance on the math portion of the Iowa Tests of Basic Skills. Wait time was measured from the video camera-recorded teaching sessions. Based upon the results of t-tests, no significant difference was found between the mean wait times given to boys and girls. An analysis of variance indicated significant differences among achievement levels. Low and high achievers were given more wait time than medium achievers.
Algebra, Georgia, Iowa Tests of Basic Skills, Boys, Girls, Mathematics, Educational Assessment, Evaluation, and Research, Science and Mathematics Education
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