ERIC Number: ED040850
Record Type: RIE
Publication Date: 1968
Reference Count: 0
Patterns of Academic Achievement in Grade 12 Chemistry and Their Relationship to Personal, Attitudinal and Environmental Factors.
Reported is a study designed to (1) describe the variations which occur in the attainment of cognitive objectives in high school chemistry, (2) identify patterns of achievement in terms of these cognitive objectives, and (3) investigate the relationship of achievement of these objectives and their patterns to certain personal, attitudinal, and environmental factors. The sample consisted of 2339 grade twelve chemistry students enrolled in the college-preparatory course in Ontario high schools. The criterion instrument was the Ontario Test of Achievement in Chemistry (OTAC), developed by the investigator to measure the cognitive objectives of knowledge, comprehension, application, and analysis. Other data gathered included (1) student's scores on the Scholastic Aptitude Test, Ontario edition (SATO), 1963-64, (2) students' background, and (3) final grades in chemistry. The principal findings were (1) that large variations in the attainment of the cognitive objectives of high school chemistry appear in the sample, (2) substantial correlations occur between OTAC scores and SATO Total Verbal and SATO Mathematics scores, as well between OTAC total scores and final grades in chemistry, and (3) the variables which make the most important contributions to the explainable variance of OTAC total scores are mathematics aptitude and verbal aptitude. (LC)
Publication Type: N/A
Education Level: N/A
Authoring Institution: Toronto Univ. (Ontario).