Gender and Achievement Status Differences on Learning Factors Among Black High School Students

Abstract

Recent investigations have established strong causal relationships between higher achievement outcomes among students and their increased use of specific learning strategies and meta-cognitive processes. Moreover, it has become increasingly evident that even the lowest achieving students can be taught to improve their achievement outcomes through the use of specific learning strategies. Yet, among Black high school students in urban schools and especially among Black high school males, achievement outcomes continue to be disappointingly low. The authors felt that an examination of the use of learning strategies among a sample of these students might provide some useful information. The present study examined differences between high, average, and low achieving Black male and female high school students on measures of learning and study behavior, as well as on motivation and attitude. The results indicated significant differences between high and low achievers and between male and female students on those measures.

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