Q1

There is a significant difference in mathematics scores and this is notable in the difference in high and low means. The low mean math score is recorded at nine while the high mean score is recorded at twenty. This means there is a difference in performance that later leads to the large difference in low mean and high mean math scores. Looking at the group mean scores, there is equally a difference in student performance with regard to the mathematics discipline. The mean score between groups and within specific groups show a difference in mathematics scores. However, in as much as there is a difference in performance, the difference is minimal and would not be noted in individual student performance but would only be spotted when calculating the mean and standard deviation of the total student performance. The difference in score is evident but is only significant when calculating the mean and standard deviation. Otherwise, the difference would be insignificant when looking at specific student performance.

Q2

A difference in performance particularly in mathematics has always been understood from the concept of gender. It is very common to find one gender particularly the male gender performs better and far much better than the female gender. Looking at the table 2, the standard deviation reveals the huge difference in male and female performance even though means scores reveal a slight and insignificant difference in performance. Looking at the results presented in table 2, the male group records an exceptional performance compared to their female counterparts and the difference is evident in the calculation of standard deviation. Unlike table 1, the difference in gender performance with regard to mathematics is significant in calculating the existing difference in standards deviation. So, yes there is a significant difference in gender performance and scores as revealed in table 2.

Q3

Ethnicity is the very first variable that has a significant correlation with how students are able read and perform in languages. Ethnicity is explained from the origin where an individual comes from; the first language an individual is exposed to before joining school and the very first interactions a person has; looking at table three, ethnicity records the highest forms of correlation followed by teacher effectiveness.  Teacher effectiveness has significant correlation to how students respond to reading proficiencies and language art scores. When the teacher performs perfect language pronunciations, students including those from poor ethnicities will follow soot. Group proficiency also records high correlation levels because of the effect of friends on friends. Peers have the ability to influence the level of fluency of other individuals and thus records high performance as well.

Q5

In tables 4 and 5, it is evident that group proficiency is the dependent variable while education level is the independent variable. Taking for example a group that has lower educational level and compare it to a group with higher levels of education, it is expected that the group with high education level will have proper group proficiency compared to their counterparts. This means that education level stands on its own while group proficiency depends on the level of education of individuals within the group. In table five, the dependent variable is teacher coach efficiency while the independent variable is teacher ethnicity. Ethnicity determines how the teacher will pronounce certain words and his pronunciation determines how the rest of the class will read and pronounce. Once the teacher’s ethnicity enables him to have fair pronunciation, then teacher coach effectiveness in improved.