Cultural factors and the structure of numerical abilities

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dc.contributor.authorLai, Wenen_US
dc.date.accessioned2024-08-14T20:59:51Z
dc.date.available2024-08-14T20:59:51Z
dc.date.copyright1981en_US
dc.date.issued1981
dc.degree.departmentFaculty of Education
dc.degree.departmentDepartment of Curriculum and Instruction
dc.degree.levelMaster of Arts M.A.en
dc.description.abstractThe purpose of the present study was to find the similarities and differences in the pattern of numerical abilities for native Indian and non-Indian children. Differences of the test mean scores £or each group and factors contributing to them (e.g., degree of acculturation, language, schooling, socio-economic background) have also been investigated. The subjects included 113 non-Indian children and fifty Canadian Indian children. Non-Indian children were selected from George Jay and Victoria West elementary schools in Victoria, and Princess Royal School in Nanaimo. The Indian subjects were from Princess Royal School in Nanaimo and North Oyster School in Ladysmith. The age range of all the subjects was from nine to fourteen years. Five tests relating to numerical abilities were admin­istered to each subject in the classroom except for North Oyster. These tests are Raven's Standard Progressive Matrices, Modified Paper Formboard Test, Mill Hill Vocab­ulary Scale, Comprehensive Test of Basic Skills: Arithmetic, and Draw-a-Person technique. Statistical analysis employed was to find if there was any significant difference on the mean scores between Indian and non-Indian children. The results have shown that there were no significant differences on their mean scores with the exception of Mill Hill Vocabulary Scale. Correlation-coefficients and factor analysis were also employed to find the relationships between these tests. Only one general factor emerged for each group. Thus, the discussion of this study was concentrated on the comparisons of mean scores, and particularly the contributing factors. It was concluded that Indian children could perform as well as non-Indians, if the appropriate language remedial program was applied immediately on school entry. It is recommended that for better design of a cross-cultural study, matching the socio-economic backgrounds subjects should not be overlooked.en_US
dc.format.extent79 pages
dc.identifier.urihttps://hdl.handle.net/1828/18546
dc.rightsAvailable to the World Wide Weben_US
dc.titleCultural factors and the structure of numerical abilitiesen_US
dc.typeThesisen_US

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