Substantial gender equity gaps in postsecondary degree completion persist within many science, technology, engineering, and mathematics (STEM) disciplines, and these disparities have not narrowed during the 21st century. Various explanations of this phenomenon have been offered; one possibility that has received limited attention is that the…

This quantitative, exploratory study examined whether a Project-Based Guided Inquiry (PBGI) chemistry laboratory course supported more incremental ability beliefs among students, examined achievement outcomes for students grouped based on changes in student-reported chemistry ability beliefs from pre- to post-course, and provided explanations for…

This paper examines students' achievement and interest and the extent to which they are predicted by teacher knowledge and motivation. Student achievement and interest are both considered desirable outcomes of school instruction. Teacher pedagogical content knowledge has been identified a major predictor of student achievement in previous…

Reviews 27 studies relating age (or grade) and developmental level to science learning among students in grades 6-12. Includes results that measures of student ability are better predictors of cognitive achievement than developmental measures, and that age and grade level are weakly related to developmental level and cognitive achievement. (CS)

Presents results of a study suggesting that prior mathematical ability is a primary influence on performance in an introductory, preprofessional physics course and that it has a secondary influence on the tendency of college students to drop out of the course. (CS)

This investigation explored the relationship between scholastic grades in science in junior and senior high school students and ability of students to perform formal operational tasks. The findings indicated that at certain grade levels and in certain subject areas, public school science students who demonstrate formal operational logic tend to…

Ability of five cognitive characteristics to predict students' (N=96) achievement of evolution and natural selection concepts was measured. Results, among others, indicate that disembedding ability, prior knowledge, and evolutionary belief were significantly related to achievement while developmental level and mental capacity were not. (JN)

This study was undertaken to determine whether a biology preparatory course given at an urban community college was helping students to develop the proper skills and background necessary to successfully complete follow-up courses in biology. Data indicated a mathematics score was the main discriminator between pass/fail groups of the preparatory…

To explain college students' (N=110) achievement in mechanics, a causal model consisting of three constructs (Newtonian physics, mathematics ability, and science experience) was proposed. Implications for physics instruction are discussed based on results indicating plausibility of the model. (Author/SK)

Examined the influence of selected factors on secondary student's performance in practical chemistry for a sample of students and teachers from 39 Nigerian schools. Student participation in laboratory activities and students attitudes to chemistry were identified as being the most important factors affecting performance in chemistry. (ML)

Studies the effect of intellectual development, degree of field independence, mental capacity, amount of prior genetics knowledge and amount of fluid intelligence on reading comprehension and/or genetics achievement of students enrolled in a nonmajor biology course. Concludes that developmental level was the most consistent predictor of…

The "No Child Left Behind" (NCLB) Act has made schools accountable for assuring adequate yearly progress of students. Therefore, it has become critical to identify school-level variables that can be controlled to affect student achievement, especially given that, thus far, most school reform efforts have failed to significantly affect…

Examined the relationship of attitude toward science, spatial ability, mathematical ability, and scientific personality (measured by the Myers-Briggs Type Indicator) on the achievement of eighth-grade students (N=98). One finding noted is that males and females with science grades of C or D had the most characteristics not associated with science.…

Investigated whether dropouts and other students having difficulty with physics could be identified by including mathematics reasoning items along with mathematics skill items on a 13-item mathematics pretest and by using records of past performance in conjunction with the pretest. Sample included 483 students in an introductory, noncalculus,…

Investigated were the effects of interactive computer-generated homework on unit tests, a final examination, and a comprehensive test given near the end of a Physical Science I course. The results indicated that the use of the homework reduced the effectiveness of the American College Test scores as a predictor of course achievement. (YP)