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Document Type:Latin Dissertation
Language of Document:English
Record Number:53044
Doc. No:TL22998
Call number:‭MR17051‬
Main Entry:Mahdi Mohamed
Title & Author:A comparison of the mathematical performance of grade 3 students in provincial public and Islamic private schools in OntarioMahdi Mohamed
College:University of Windsor (Canada)
Date:2006
Degree:M.Ed.
student score:2006
Page No:86
Abstract:This causal comparative study was designed to compare the mathematical performance of Grade 3 students in Provincial public and Islamic private schools in Ontario. Three hundred and fifty-eight third grade students' EQAO (Education Quality and Accountability Office) mathematics assessment results of the years 2001-2002 to 2003-2004 were analyzed. At the provincial standard (Level 3) in 2003-2004, An-noor Islamic school superseded the entire public school board by 2%. More than a half of the students of both An-noor Islamic school and Queen Victoria public school achieved at or above the provincial standard. In 2003-2004, more than a half (54%) of all students of Abraar Islamic School obtained Level 3 or the provincial standard whereas only, 21% of Pinecrest public school students obtained Level 3. The results indicated that Abraar school students outperformed their counterparts at Pinecrest public school students in mathematics. When the 2002-2003 EQAO assessments of An-noor Islamic School and Queen Victoria public school of Windsor, Ontario were compared, the results showed a significant difference in mathematics achievement between the two school types. The p-value reported was less than the selected significance level (i.e., p < .05). The exact p-value was found to be .015. When each private Islamic school's EQAO mathematics results were compared to the EQAO results of the entire province, only An-noor Islamic school versus Province of Ontario of 2002-2003 EQAO assessment results indicated significant difference. However, in most cases, the findings indicated that the school type (public or private) that a student attends had no significant effect on mathematical achievement.
Subject:Education; School administration; Mathematics education; Elementary education; Bilingual education; Multicultural education; 0282:Multicultural education; 0280:Mathematics education; 0514:School administration; 0524:Elementary education; 0282:Bilingual education
Added Entry:University of Windsor (Canada)