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<title>UTas ePrints - The impact of age and gender on Prep children's academic achievements</title>
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Background to the study" name="eprints.keywords" />
<meta content="Within the current climate of heightened interest in the education of young
children, it is essential that consideration be given to different factors which
may impact, either positively or negatively, on the achievement of young
learners when their academic progress in literacy and numeracy is
considered. The research study reported in this paper aimed to investigate
whether age and gender impacted on the academic results of five - and six year -
old students in Tasmanian state schools. The dual-method study
considered the children's development in the area of early literacy and
numeracy, at the commencement of their year in Prep (following their
previous year in kindergarten). Results for 884 students from the PIPS
(Performance Indicators of Primary Schools) testing procedure (mandated by
the Tasmanian Department of Education for all children at the start of their
year in Prep) were used to inform this study. Quantitative results revealed
that children's age had a significant impact on the results they receive in
PIPS at the commencement of Prep. Younger children (aged 5.00 - 5.03 years
at the time of the test) within the Prep class cohort were found to be
performing at significantly lower levels of academic achievement than their
peers who were six to 11 months older in the areas of maths, reading and
phonics. Likewise, girls achieved statistically higher results in reading and in
the PIPS total scores, when compared to the scores of boys. This study
provides key evidence that there are children who, because of their age or
gender, are achieving lower test scores on PIPS. These children and their
needs in literacy and numeracy must be more fully understood and acted
upon." name="eprints.abstract" />
<meta content="2006" name="eprints.date" />
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<meta content="Australian Journal of Early Childhood" name="eprints.publication" />
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<meta content="Within the current climate of heightened interest in the education of young
children, it is essential that consideration be given to different factors which
may impact, either positively or negatively, on the achievement of young
learners when their academic progress in literacy and numeracy is
considered. The research study reported in this paper aimed to investigate
whether age and gender impacted on the academic results of five - and six year -
old students in Tasmanian state schools. The dual-method study
considered the children's development in the area of early literacy and
numeracy, at the commencement of their year in Prep (following their
previous year in kindergarten). Results for 884 students from the PIPS
(Performance Indicators of Primary Schools) testing procedure (mandated by
the Tasmanian Department of Education for all children at the start of their
year in Prep) were used to inform this study. Quantitative results revealed
that children's age had a significant impact on the results they receive in
PIPS at the commencement of Prep. Younger children (aged 5.00 - 5.03 years
at the time of the test) within the Prep class cohort were found to be
performing at significantly lower levels of academic achievement than their
peers who were six to 11 months older in the areas of maths, reading and
phonics. Likewise, girls achieved statistically higher results in reading and in
the PIPS total scores, when compared to the scores of boys. This study
provides key evidence that there are children who, because of their age or
gender, are achieving lower test scores on PIPS. These children and their
needs in literacy and numeracy must be more fully understood and acted
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<h1 class="ep_tm_pagetitle">The impact of age and gender on Prep children's academic achievements</h1>
<p style="margin-bottom: 1em" class="not_ep_block"><span class="person_name">Boardman, Margot</span> (2006) <xhtml:em>The impact of age and gender on Prep children's academic achievements.</xhtml:em> Australian Journal of Early Childhood, 31 (4). ISSN 0312-5033</p><p style="margin-bottom: 1em" class="not_ep_block"></p><table style="margin-bottom: 1em" class="not_ep_block"><tr><td valign="top" style="text-align:center"><a onmouseover="EPJS_ShowPreview( event, 'doc_preview_2297' );" href="http://eprints.utas.edu.au/1822/1/Boardman_AJEC%2C_31%2C_4%2C_2006%5B1%5D.pdf" onmouseout="EPJS_HidePreview( event, 'doc_preview_2297' );"><img alt="[img]" src="http://eprints.utas.edu.au/style/images/fileicons/application_pdf.png" class="ep_doc_icon" border="0" /></a><div class="ep_preview" id="doc_preview_2297"><table><tr><td><img alt="" src="http://eprints.utas.edu.au/1822/thumbnails/1/preview.png" class="ep_preview_image" border="0" /><div class="ep_preview_title">Preview</div></td></tr></table></div></td><td valign="top"><a href="http://eprints.utas.edu.au/1822/1/Boardman_AJEC%2C_31%2C_4%2C_2006%5B1%5D.pdf"><span class="ep_document_citation">PDF (Author Version)</span></a> - Requires a PDF viewer<br />86Kb</td></tr></table><div class="not_ep_block"><h2>Abstract</h2><p style="padding-bottom: 16px; text-align: left; margin: 1em auto 0em auto">Within the current climate of heightened interest in the education of young
children, it is essential that consideration be given to different factors which
may impact, either positively or negatively, on the achievement of young
learners when their academic progress in literacy and numeracy is
considered. The research study reported in this paper aimed to investigate
whether age and gender impacted on the academic results of five - and six year -
old students in Tasmanian state schools. The dual-method study
considered the children's development in the area of early literacy and
numeracy, at the commencement of their year in Prep (following their
previous year in kindergarten). Results for 884 students from the PIPS
(Performance Indicators of Primary Schools) testing procedure (mandated by
the Tasmanian Department of Education for all children at the start of their
year in Prep) were used to inform this study. Quantitative results revealed
that children's age had a significant impact on the results they receive in
PIPS at the commencement of Prep. Younger children (aged 5.00 - 5.03 years
at the time of the test) within the Prep class cohort were found to be
performing at significantly lower levels of academic achievement than their
peers who were six to 11 months older in the areas of maths, reading and
phonics. Likewise, girls achieved statistically higher results in reading and in
the PIPS total scores, when compared to the scores of boys. This study
provides key evidence that there are children who, because of their age or
gender, are achieving lower test scores on PIPS. These children and their
needs in literacy and numeracy must be more fully understood and acted
upon.</p></div><table style="margin-bottom: 1em" cellpadding="3" class="not_ep_block" border="0"><tr><th valign="top" class="ep_row">Item Type:</th><td valign="top" class="ep_row">Article</td></tr><tr><th valign="top" class="ep_row">Keywords:</th><td valign="top" class="ep_row">early literacy; early numeracy; impact of age and gender on
student attainment
Background to the study</td></tr><tr><th valign="top" class="ep_row">Subjects:</th><td valign="top" class="ep_row"><a href="http://eprints.utas.edu.au/view/subjects/330109.html">330000 Education > 330100 Education Studies > 330109 Assessment and Evaluation</a><br /><a href="http://eprints.utas.edu.au/view/subjects/330106.html">330000 Education > 330100 Education Studies > 330106 Comparative Education</a><br /><a href="http://eprints.utas.edu.au/view/subjects/330100.html">330000 Education > 330100 Education Studies</a></td></tr><tr><th valign="top" class="ep_row">ID Code:</th><td valign="top" class="ep_row">1822</td></tr><tr><th valign="top" class="ep_row">Deposited By:</th><td valign="top" class="ep_row"><span class="ep_name_citation"><span class="person_name">Scholarly Publications Librarian</span></span></td></tr><tr><th valign="top" class="ep_row">Deposited On:</th><td valign="top" class="ep_row">10 Sep 2007</td></tr><tr><th valign="top" class="ep_row">Last Modified:</th><td valign="top" class="ep_row">09 Jan 2008 02:30</td></tr><tr><th valign="top" class="ep_row">ePrint Statistics:</th><td valign="top" class="ep_row"><a target="ePrintStats" href="/es/index.php?action=show_detail_eprint;id=1822;">View statistics for this ePrint</a></td></tr></table><p align="right">Repository Staff Only: <a href="http://eprints.utas.edu.au/cgi/users/home?screen=EPrint::View&eprintid=1822">item control page</a></p>
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