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https://doi.org/10.38003/sv.70.1.17
The Relationship of Reading and Mathematics in Third-Grade Elementary School Students in Canton Sarajevo
Inga Biščević
; High school for vocational training in Sarajevo, Sarajevo, Bosnia and Hercegovina
Daniel Maleč
; Faculty of Educational Sciences, University of Sarajevo, Sarajevo, Bosnia and Hercegovina
Haris Memišević
orcid.org/0000-0001-7340-3618
; Faculty of Educational Sciences, University of Sarajevo, Sarajevo, Bosnia and Hercegovina
Abstract
The attainment of reading and basic mathematical skills is one of the most important academic goals in early grades of elementary school. A plethora of studies has shown the importance of these skills to future academic achievements and professional career. The goal of this study was to determine the correlation of reading and mathematics in third-grade elementary school students in Canton Sarajevo. An additional goal was to determine if there are differences in the proportion of academic underachievement in relation to the student's gender. The sample for this study consisted of 70 third-grade students (33 girls, 37 boys, mean age- 103,1 months, SD- 5,6 months) attending two elementary schools in Canton Sarajevo. Results of this study indicated that reading and mathematics share 25% of the variance in the scores. The correlation between reading and mathematics was r = 0,50, p<0,01. There were more boys in the category of academic underachievement in both, reading and mathematics. However, statistically significant differences in the distribution of students were present only for reading and not for mathematics. Identification of cognitive factors that contribute to reading attainment and mathematical skills will help teachers create better intervention programs. The article ends with some recommendations for teachers on how to improve these academic skills in their students.
Keywords
academic achievement, correlational analysis, gender effects
Hrčak ID:
263042
URI
Publication date:
28.9.2021.
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