253
than students who do not. Research question: Are there measurable
behavioral differences which can be observed in the school environment
that distinguish students who score higher on standardized written
and oral tests from students who score lower on the same measures?
The data collected during this research reveal that this
hypothesis should be accepted. There are measurable behavioral dif
ferences that distinguish students who score higher on standardized
written and oral tests from students who score lower on the same
measures.
Data provided by the physical education teachers who ranked
the students on class participation was significantly different for
males and females. Male participation in physical education in class
was significantly correlated with rank on Spanish scores. Female
participation was significantly correlated with rank on English.
Participant observation during physical education found that females
who scored lower on oral English measures exhibited behavior which
enabled them to avoid contact with English-speaking students and
teachers. Observations of classroom interaction revealed the avoidance
behavior was ubiquitous for low English achieving females. Students
who scored significantly higher on oral and written measures did not
avoid English. High-achieving English students initiated conversations
with English speakers and used English to accomplish their own pur
poses. Occasionally they would seek out English speakers who would
supply needed words and phrases. Low English achievers who avoided
English stated that they did not have the skill necessary to express
themselves. High English achievers stated that they could speak
English.