Literaturnachweis - Detailanzeige
| Autor/in | Bridgham, Robert G. |
|---|---|
| Institution | Stanford Univ., CA. School Mathematics Study Group. |
| Titel | NLSMA Reports, No. 32, The Effects of Different Mathematics Curricula on Science Achievement in the Secondary School. |
| Quelle | (1972), (13 Seiten) |
| Dokumenttyp | gedruckt; Monographie |
| Schlagwörter | Achievement; Curriculum; Educational Research; Evaluation; Longitudinal Studies; Mathematics Education; Science Education; Secondary School Mathematics; Statistical Analysis; National Longitudinal Study of Mathematical Abilities? |
| Abstract | This is one of a series of reports on the National Longitudinal Study of Mathematical Abilities (NLSMA). Its focus is the effect of new mathematics curricula on achievement in science. Those students from the Y-Population (grades 7-11, see NLSMA Reports Nos. 5 and 9) who had taken the College Board science tests in biology, chemistry, or physics were the subjects of the analysis. Partial correlations were used to determine whether the type of mathematics curriculum was related to science achievement after the effects of student aptitude, achievement, sex, economic index, and number of years of mathematics were partialled out. Correlation matrices for biology, chemistry, and physics are presented separately. There is no clear interpretation of the data, but if an effect does exist, it seems to favor the newer curricula. For related documents, see ED 044 277 through ED 044 283, ED 044 310, ED 045 447, and SE 016 669 through SE 016 691. (LS) |
| Anmerkungen | A. C. Vroman, Inc., 2085 East Foothill Blvd., Pasadena, California 91109 ($0.50) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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