Factors Related to Differential Achievement Among Boys in Ninth-Grade Algebra |
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| Abstract: | AbstractThis study was an investigation to determine intellectual and non-intellectual variables associated with achievement, persistence, and change of curricular choice among secondary school pupils. The sample of 140 students was categorized into three groups: achievers (N = 86), those who encountered no academic difficulty in their four years of a curriculum; persisters (N = 23), those who encountered difficulty but remained in their initial choice; and changers (N = 31), those who changed their curriculum. The analysis of variance was applied to test significance of the intellectual variables; chi-square for the nonintellectual variables. The level of confidence used for significance was .05.All intellectual variables tested proved statistically significant. None of the non-intellectual variables tested for changers and persisters proved significant. The conclusion reached was that academic skills, especially reading, arithmetic, and language, related to achievement and persistence in curricular choice. |
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