Font Size: a A A

Predicting math achievement for students with specific learning disabilities: An opportunity-propensity analysis

Posted on:2008-05-23Degree:Ph.DType:Dissertation
University:Temple UniversityCandidate:Daley-Trymbiski, JenniferFull Text:PDF
GTID:1447390005479628Subject:Education
Abstract/Summary:
The primary aim of this study was to investigate the reason for differences in academic achievement for students diagnosed with learning disabilities (N = 28). Using a comprehensive theoretical framework for measuring student achievement, the Opportunity-Propensity (O-P) Model, students were assessed on their opportunity to learn (i.e., prior math courses and grades, attendance, and success on math problems assigned for homework), propensity (i.e., prior math knowledge, motivation, self-regulation, and intelligence) and math achievement. Student participants ranged in age from 14 to 19 years of age (M = 15.3), attended private school, and were diagnosed through a comprehensive evaluation conducted by a certified school psychologist. As predicted, there were several relationships between opportunity variables, propensity variables, and math achievement. Consistent with previous research, significant relationships were found between math achievement and prior math knowledge. Despite high motivation and self-regulation, students with significant prior math achievement did not make significant gains between pre-test and post-test measures. Results are discussed with regard to math achievement in a specific population defined as learning disabled and future research directions are provided.
Keywords/Search Tags:Achievement, Students
Related items