ERIC Number: ED046703
Record Type: RIE
Publication Date: 1969
Reference Count: N/A
The Relationship of the Mathematical Course Work of Teachers and the SAT-M Scores of Their Students.
Watson, Larry Wayne
Reported are the results of a study concerned with the mathematical course work of teachers and the achievement of their students as measured by the "Scholastic Aptitude Test-Mathematics" (SAT-M). Information about the teachers was obtained by questionnaire. Student scores were obtained from school records. Data were obtained from 26 schools and involved 900 students and 138 teachers who had taught these students mathematics in grades nine through twelve. Student intelligence quotients were used as control factors and determined ability groupings. In comparing the high SAT-M scores with the lower SAT-M scorers within each intelligence group, the following variables were studied: (1) the percentage of mathematics teachers having taken a specific course, (2) the total number of semester hours in mathematics taken by the teachers, and (3) how recently the course work was taken. It was concluded that (1) there exists no evidence to support the importance of a single mathematics course or grouping of courses as significant predictors of student achievement, and (2) the number of semester hours of mathematics taken by the teacher and the size of the teacher's school as measured by the enrollment in grade 12 are significant predictors of student achievement. (Author/RS)
Descriptors: Academic Achievement, Achievement, Aptitude Tests, Doctoral Dissertations, Mathematics Education, Prediction, Secondary School Mathematics, Teacher Characteristics, Teacher Qualifications
University Microfilms, 300 North Zeeb Rd., Ann Arbor, Michigan 48106 (Order No. 70-204, Microfilm $3.00, Xerography $7.60)
Publication Type: N/A
Education Level: N/A
Authoring Institution: Duke Univ., Durham, NC.