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ERIC Number: ED551981
Record Type: Non-Journal
Publication Date: 2012
Pages: 88
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-2678-6315-7
ISSN: N/A
An Analysis of High School Mathematics Achievement and English Language Arts Achievement as Predictors of Science Achievement
Edwards, Anthony C.
ProQuest LLC, D.Ed. Dissertation, Tarleton State University
Science assessments require students to read and comprehend questions and to solve mathematical problems. The purpose of this study is to determine whether the following variables can be used to predict science achievement: English language arts achievement, mathematics achievement, socioeconomic status (SES), limited English proficiency (LEP) status, and per pupil expenditures. Data were obtained from the Texas Education Agency (TEA). The unit of analysis was the campus level. Bivariate correlations were used to determine the relationship between mathematics achievement and science achievement as well as English language arts achievement and science achievement. Partial correlations were used to determine the relationship between mathematics achievement and science achievement as well as English language arts achievement and science achievement after controlling for SES, LEP status, and per pupil expenditures. Hierarchical multiple linear regression was used to examine the relationship of English language arts achievement and mathematics achievement with science achievement after controlling for socioeconomic status, per pupil expenditures, and LEP status. Bivariate and partial correlation coefficients for English language arts and mathematics achievement and mathematics achievement were significant. However, the bivariate and partial correlation coefficients for mathematics achievement were larger than the bivariate and partial correlation coefficients for English language arts achievement. Regression coefficients for selected predictors of science achievement were significant (p < 0.05). Specifically, mathematics achievement explained 39.9% of the variance in science achievement while English language arts achievement explained 0.9% of science achievement. The results of this study have implications for educational leaders--who want to predict science assessment and then provide interventions, particularly for students who struggle in mathematics and English language arts--as well as educational researchers who examine predictors of student achievement in general or science achievement in particular. Educational leaders should support teachers in reinforcing mathematics and reading strategies in science courses. Also, improving English language arts achievement and mathematics achievement should help improve science achievement. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: High Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Texas