ERIC Number: ED379702
Record Type: RIE
Publication Date: 1995-Apr
What Do Grades Mean?: A Pilot Study Using Sex, GPA and Cognitive/Semantic Consistency.
Hensley, Wayne E.
American college students (N=46) were asked to assign grades to a series of words and phrases used in describing college work. The variables of sex, GPA and cognitive/semantic consistency were correlated with 30 descriptor words. The results revealed that the first canonical root was significant. Using regression to explore individual patterns, it was found that all three independent variables of sex, self-reported grade point average, and cognitive/semantic consistency affected the grades thought to be associated with the descriptors. Males perceived the wood "poor" to be significantly more positive than did females. Higher grade point averages led to a more positive evaluation of the words "graduate quality." Finally, "poor,""outstanding," and "passing" were all more favorably rated by those who exhibited greater cognitive/semantic consistency. What is abundantly clear from these data is that the words used to describe achievement in a college classroom are subject to systematic confusion depending on gender, GPA and cognitive/semantic consistency of the receiver/students. Given the sample size for this study (42 respondents), the trends in these data portend differences which could only be called gigantic. This line of research should be further pursued. (A table is included. Contains six references.) (Author/TB)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the Eastern States Speech Communication Association (Pittsburgh, PA, April 27-30, 1995).