THE RELATIONSHIP OF COGNITIVE DEVELOPMENT AND DISEMBEDDING ABILITY TO STUDENT PERFORMANCE IN A COLLEGE-LEVEL ASTRONOMY COURSE

2.50
Hdl Handle:
http://hdl.handle.net/11290/608010
Title:
THE RELATIONSHIP OF COGNITIVE DEVELOPMENT AND DISEMBEDDING ABILITY TO STUDENT PERFORMANCE IN A COLLEGE-LEVEL ASTRONOMY COURSE
Authors:
Barbieri Jr., John P.
Abstract:
This study was a nonexperimental design that incorporated multiple correlation and regression: (a) to investigate the relationship of cognitive development and disembedding ability to student performance in a college-level astronomy course, and (b) to assess which variable is the best predictor of performance. Cross-validation was used to validate the findings. The sample consisted of 184 students (105 females, 79 males) enrolled in General Astronomy at a state university located in Southeastern Pennsylvania during the 1993 Spring semester. An Inventory of Piaget’s Developmental Tasks (IPDT) was used to access cognitive development. The Group Embedded Figures Test (GEFT) was used to assess disembedding ability. The mean score for the IPDT was 59.41, standard deviation = 7.45. The mean score for the GEFT for males was 12.65, standard deviation = 4.61; the mean score for females was 11.45, standard deviation = 4.43. The mean score for the final grade in astronomy was 2.98, standard deviation = .88. The correlation between IPDT scores and final grades in astronomy was .23 (p < .01) indicating a low (5.3% of the variance), but significant, correlation between cognitive development and student performance. The correlation between GEFT scores and final grades in astronomy was .17 (p < .05) indicating a low (2.9% of the variance), but significant, correlation between disembedding ability and student performance. The multiple regression analysis for the sample (N = 184) yielded a multiple R value of .23 (p < .01) between the final grade in astronomy and the two predictor variables. Cross-validation produced multiple R values of similar magnitude which suggested that the combination of cognitive development and disembedding ability provide a composite measure that accounts for a statistically significant amount of the variation in grade performance of students enrolled in a college-level astronomy course. Stepwise multiple regression analysis for the sample (N = 184) yielded a multiple R value of .23 (p < .01) and the following regression equation: Y = .03 X] + 1.38. Cross-validation produced multiple R values of similar magnitude and the following regression equation: Y = .03 x, + 1.28. In both equations, x, represented the IPDT scores. This result indicates that cognitive development best predicts student performance in a college-level astronomy course. Discussion, conclusions, and further recommendations for research are presented.
Affiliation:
Temple University
Issue Date:
1995
URI:
http://hdl.handle.net/11290/608010
Submitted date:
2015-09-24
Document Source:
Dissertation/Thesis
Language:
English Paper
Type Of Resource:
Empirical Research
Empirical Methodology:
Quantitative
Learning Environment:
Formal
Subjects:
College Students
Construct:
Cognitive Processes
Nation:
USA
Appears in Collections:
Astronomy Education Research

Full metadata record

DC FieldValue Language
dc.contributor.authorBarbieri Jr., John P.en
dc.date.accessioned2016-05-04T09:00:00Zen
dc.date.available2016-05-04T09:00:00Zen
dc.date.issued1995en
dc.date.submitted2015-09-24en
dc.identifier.urihttp://hdl.handle.net/11290/608010en
dc.description.abstractThis study was a nonexperimental design that incorporated multiple correlation and regression: (a) to investigate the relationship of cognitive development and disembedding ability to student performance in a college-level astronomy course, and (b) to assess which variable is the best predictor of performance. Cross-validation was used to validate the findings. The sample consisted of 184 students (105 females, 79 males) enrolled in General Astronomy at a state university located in Southeastern Pennsylvania during the 1993 Spring semester. An Inventory of Piaget’s Developmental Tasks (IPDT) was used to access cognitive development. The Group Embedded Figures Test (GEFT) was used to assess disembedding ability. The mean score for the IPDT was 59.41, standard deviation = 7.45. The mean score for the GEFT for males was 12.65, standard deviation = 4.61; the mean score for females was 11.45, standard deviation = 4.43. The mean score for the final grade in astronomy was 2.98, standard deviation = .88. The correlation between IPDT scores and final grades in astronomy was .23 (p < .01) indicating a low (5.3% of the variance), but significant, correlation between cognitive development and student performance. The correlation between GEFT scores and final grades in astronomy was .17 (p < .05) indicating a low (2.9% of the variance), but significant, correlation between disembedding ability and student performance. The multiple regression analysis for the sample (N = 184) yielded a multiple R value of .23 (p < .01) between the final grade in astronomy and the two predictor variables. Cross-validation produced multiple R values of similar magnitude which suggested that the combination of cognitive development and disembedding ability provide a composite measure that accounts for a statistically significant amount of the variation in grade performance of students enrolled in a college-level astronomy course. Stepwise multiple regression analysis for the sample (N = 184) yielded a multiple R value of .23 (p < .01) and the following regression equation: Y = .03 X] + 1.38. Cross-validation produced multiple R values of similar magnitude and the following regression equation: Y = .03 x, + 1.28. In both equations, x, represented the IPDT scores. This result indicates that cognitive development best predicts student performance in a college-level astronomy course. Discussion, conclusions, and further recommendations for research are presented.en
dc.description.provenanceMade available in DSpace on 2016-05-04T09:00:00Z (GMT). No. of bitstreams: 1 1aefedef-b370-4cbb-98df-8a82b2d7f421.pdf: 3298095 bytes, checksum: f0225f5e9b10fd38182bdec61bbd82a1 (MD5) Previous issue date: 1995en
dc.language.isoEnglish Paperen
dc.titleTHE RELATIONSHIP OF COGNITIVE DEVELOPMENT AND DISEMBEDDING ABILITY TO STUDENT PERFORMANCE IN A COLLEGE-LEVEL ASTRONOMY COURSEen
dc.typeDissertation/Thesisen
dc.contributor.departmentTemple Universityen
dc.type.resourceEmpirical Researchen
dc.istar.learningenvironmentFormalen
dc.istar.constructCognitive Processesen
dc.istar.nationUSAen
dc.istar.empiricalmethodologyQuantitativeen
dc.istar.subjectCollege Studentsen
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