Gender differences in quality of schoolwork task performance among typically developing students and students at risk of or with mild disabilities

Abstract

Aim: As no studies have examined for gender differences in quality of schoolwork task performance, the purpose of this study was to examine whether there is a gender difference in quality of schoolwork task performance among students at risk of or with mild disabilities, and to compare any identified differences to those that might exist among their typically developing peers. Methods: The participants were 2510 students (typically developing = 412 girls, 422 boys; at risk = 147 girls, 379 boys; mild = 242 girls, 901 boys), 4–10 years of age. Schoolwork task performance was measured using the School Version of the Assessment of Motor and Process Skills (School AMPS). Results: Regression analyses revealed no significant gender or age-by-gender interaction effects for any of the three groups (typically developing, at risk, mild). Interpretation: The results, focused on occupational performance, complement prior research that has focused on examining for gender differences in behaviour, academic achievement, and coordination among students with mild disabilities. These results also suggest that current School AMPS normative values, based on combined gender means, are valid.

Key words::

• occupational therapy
• Rasch measurement
• School Version of the Assessment of Motor and Process Skills
• test bias/fairness

Declaration of interest: The authors report no conflicts of interest. The authors alone are responsible for the content and writing of the paper.