Science Achievement Of High School Students In Complete Programs Of Agriscience Education

2006 ◽  
Author(s):  
John C. Ricketts ◽  
Dennis W. Duncan ◽  
Jason B. Peake
Keyword(s):  
High School ◽  
High School Students ◽  
Science Achievement ◽  
School Students

Typology as a Moderating Variable in Success in Science

1970 ◽  
Vol 26 (3) ◽  
pp. 711-716 ◽  
Author(s):  
Richard J. Reynolds ◽  
Amy G. Hope
Keyword(s):  
High School ◽  
High School Students ◽  
Science Achievement ◽  
Myers Briggs Type Indicator ◽  
School Students ◽  
Homogeneous Groups ◽  
Heterogeneous Groups ◽  
Type Indicator ◽  
Myers Briggs

Myers-Briggs Type Indicator (MBTI) was examined for its utility as a predictor of intellective behaviors. For beginning, intermediate and advanced high school students measures of GPA, IQ, science achievement, and science aptitude were obtained. MBTI subscales were dichotomized and criteria were analyzed relative to the resultant eight groups. MBTI subscales provided evidence that typology may well be a moderating factor in intellective performance. The intuition (S-N) scale provided consistent indication of typological differences moderating performance. MBTI appeared to be more appropriate for heterogeneous groups and lost its discriminatory utility with homogeneous groups.

scholarly journals The Impact of Science Knowledge, Reading Skill, and Reading Strategy Knowledge on More Traditional “High-Stakes” Measures of High School Students’ Science Achievement

2007 ◽  
Vol 44 (1) ◽  
pp. 161-196 ◽  
Author(s):  
Tenaha O’Reilly ◽  
Danielle S. McNamara
Keyword(s):  
High School ◽  
High School Students ◽  
Cognitive Abilities ◽  
Science Achievement ◽  
Reading Skill ◽  
Reading Strategy ◽  
Science Knowledge ◽  
School Students ◽  
High Stakes ◽  
The Impact

This study examined how well cognitive abilities predict high school students’ science achievement as measured by traditional content-based tests. Students (n = 1,651) from four high schools in three states were assessed on their science knowledge, reading skill, and reading strategy knowledge. The dependent variable, content-based science achievement, was measured in terms of students’ comprehension of a science passage, science course grade, and state science test scores. The cognitive variables reliably predicted all three measures of science achievement, and there were also significant gender differences. Reading skill helped the learner compensate for deficits in science knowledge for most measures of achievement and had a larger effect on achievement scores for higher knowledge than lower knowledge students. Implications for pedagogy and science assessment are discussed.

scholarly journals Science Interest, Utility, Self-Efficacy, Identity, and Science Achievement Among High School Students: An Application of SEM Tree

2021 ◽  
Vol 12 ◽  
Author(s):  
Amal Alhadabi
Keyword(s):  
High School ◽  
High School Students ◽  
Self Efficacy ◽  
Structural Equation ◽  
Science Achievement ◽  
Large Scale ◽  
Science Identity ◽  
Model Parameters ◽  
School Students ◽  
Science Interest

The current study explored the associations between non–cognitive science-related variables, i.e., science interest, utility, self-efficacy, science identity, and science achievement in a serial mediation model. The study also further explored the potential heterogeneity in the model parameters using one of the data-mining techniques, which is the structural equation model (SEM) Tree. Data on 14,815 high school students were obtained from a large-scale database High School Longitudinal Study of 2009 (HSLS:09). The results highlighted science interest and science utility positively influencing science achievement through a sequential pathway of mediators, including science self-efficacy and science identity. The strength of direct effects considerably varied across students, resulting in classifying them into four subgroups. For instance, among females with a low SES subgroup, developing substantial science interest would result in better science self-efficacy and science identity that flourish science achievement. These valuable findings provide fruitful tailored recommendations, elevating the science achievement in the subgroups (146 words).

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