Mathematical and verbal reasoning as predictors of science achievement

Abstract

Analyses of the relative contribution of age, gender, verbal reasoning ability, and mathematical reasoning ability as predictors of success in fast-paced science courses are reported in this study. SAT-V and SAT-M were used as indicators of verbal and mathematical reasoning ability respectively and success was indicated by a standardized posttest score. Verbal reasoning ability was found to be a stronger predictor than any of the other individual variables. The amount of required reading varies for biology, chemistry, and physics courses. That difference was reflected in the analyses. A composite of mathematical and verbal reasoning ability was found to be a more powerful predictor of success in fast-paced science courses than any of the variables considered separately.

Student and school predictors of high‐stakes assessment in science

“…The results from our study suggest reinterpretation of the relationship of science to reading and mathematics, respectively, since reading achievement did have a larger effect on science achievement than mathematics achievement. This was consistent with Gustin and Corazza's (1994) finding that verbal ability contributed more to overall science achievement than mathematics ability. To respond correctly on a science test, students must be able to comprehend what is being asked, and therefore reading ability is as important as and possibly even more important than mathematics ability.…”

“…Data from the TIMSS showed a moderate correlation between mathematics and science achievement scores of eighth graders (Wang, 2005). As described above, Gustin and Corazza (1994) showed that mathematics was a significant predictor of science test scores with high achieving junior high and high school students, although verbal ability and gender contributed more to the model. Importance of Reading and Mathematics Achievement.…”

“…Previous research found evidence that mathematics and science achievement are related (Gustin & Corazzo, 1994;Wang, 2005), and reading and science achievement are related (Gustin & Corazza, 1994;O'Reilly & McNamara, 2007) at the middle and high school level.…”

“…Results showed that both science knowledge and reading skills were significant predictors of the science achievement scores, whereas reading strategy knowledge was not a significant predictor. Gustin and Corazza (1994) explored the relationship of SAT mathematics and SAT verbal scores to science achievement of high achieving junior high and high school students. Findings revealed that verbal ability contributed more to overall science achievement than mathematics ability or gender, though all variables were significant predictors of overall science achievement.…”

“…Studies have found a link between mathematics and science achievement at the high school (Gustin & Corazza, 1994;Okpala & Onocha, 1988;Slykhuis, 2006) and college level (Champagne & Klopfer, 1982;Hudson & Rottmann, 1981), especially between mathematics and physics (Champagne & Klopfer, 1982;Hudson & Rottmann, 1981;Okpala & Onocha, 1988;Slykhuis, 2006). Data from the TIMSS showed a moderate correlation between mathematics and science achievement scores of eighth graders (Wang, 2005).…”