Affiliation:
1. Virginia Polytechnic Institute and State University
Abstract
This study was an investigation of whether a paper and pencil measure of cognitive development level is a better predictor of success in an eighth grade algebra course than more traditional measures such as algebra prognosis and general achievement test scores, teacher recommendations, and previous mathematics grades. Multiple regression analyses using a sample of 131 students indicated that two standardized measures, one of general achievement and one of cognitive development, were the best overall predictors of success as measured by a standardized algebra achievement test. Using the final algebra grade as the criterion measure resulted in teacher recommendations and previous mathematics grades as the best predictors. The addition of gender to both equations showed a slight edge for males on achievement scores, but did not differentiate between the sexes with respect to grades received.
Subject
Life-span and Life-course Studies,Sociology and Political Science,Social Sciences (miscellaneous),Developmental and Educational Psychology
Cited by
1 articles.
订阅此论文施引文献
订阅此论文施引文献,注册后可以免费订阅5篇论文的施引文献,订阅后可以查看论文全部施引文献