Journal
AMERICAN EDUCATIONAL RESEARCH JOURNAL
Volume 44, Issue 1, Pages 161-196Publisher
SAGE PUBLICATIONS INC
DOI: 10.3102/0002831206298171
Keywords
science achievement; prediction; cognitive ability; gender; compensation
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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' comprebension 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 bad a larger effect on achievement scores for higher knowledge than lower knowledge students. implications for pedagogy and science assessment are discussed.
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