Gender Differences in Variance and Means on the Naglieri Non-Verbal Ability Test: Data from the Philippines

Autor/inn/en	Vista, Alvin; Care, Esther
Titel	Gender Differences in Variance and Means on the Naglieri Non-Verbal Ability Test: Data from the Philippines
Quelle	In: British Journal of Educational Psychology, 81 (2011) 2, S.292-308 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0007-0998
DOI	10.1348/000709910X514004
Schlagwörter	Evidence; Intelligence; Investigations; Females; Academic Achievement; Intelligence Tests; Foreign Countries; Statistical Analysis; Verbal Ability; Geometric Concepts; Gender Differences; Grade 6; Public Schools; Nonverbal Communication; Data Analysis; Educational Psychology; Asia + Suchen Sie Ihr Suchwort? Evidenz; Intelligenz; Klugheit; Untersuchung; Weibliches Geschlecht; Schulleistung; Intelligence test; Intelligenztest; Ausland; Statistische Analyse; Mündliche Leistung; Elementare Geometrie; Geschlechterkonflikt; School year 06; 6. Schuljahr; Schuljahr 06; Public school; Öffentliche Schule; Non-verbal communication; Nonverbale Kommunikation; Auswertung; Erziehungspsychologie; Pädagogische Psychologie; Asien
Abstract	Background: Research on gender differences in intelligence has focused mostly on samples from Western countries and empirical evidence on gender differences from Southeast Asia is relatively sparse. Aims: This article presents results on gender differences in variance and means on a non-verbal intelligence test using a national sample of public school students from the Philippines. Sample: More than 2,700 sixth graders from public schools across the country were tested with the Naglieri Non-verbal Ability Test (NNAT). Methods: Variance ratios (VRs) and log-transformed VRs were computed. Proportion ratios for each of the ability levels were also calculated and a chi-square goodness-of-fit test was performed. An analysis of variance was performed to determine the overall gender difference in mean scores as well as within each of three age subgroups. Results: Our data show non-existent or trivial gender difference in mean scores. However, the tails of the distributions show differences between the males and females, with greater variability among males in the upper half of the distribution and greater variability among females in the lower half of the distribution. Descriptions of the results and their implications are discussed. Conclusions: Results on mean score differences support the hypothesis that there are no significant gender differences in cognitive ability. The unusual results regarding differences in variance and the male-female proportion in the tails require more complex investigations. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10