SAT Math Scores Research Articles

The Psychological and Background Characteristics Influencing Students' Success in Computer Programming

AbstractA survey questionnaire was completed by 322 students at the beginning of the initial Pascal course at Worcester Polytechnic Institute. Final grades in the course were subsequently obtained for each student. A regression equation predicting the final course grades was established. Twenty-five percent of the variance in the grades is accounted for by the predictor variables. Background characteristics are the major predictors, including Knowledge of BASIC and Math SAT scores. However, attitudinal variables including expectation of difficulty in the course also are significant predictors. Furthermore, students who emphasize physical science in high school do less well in the Pascal course than students who exhibit no such emphasis.

Relationship of nursing program predictors and success on the NCLEX-RN examination for licensure in a selected associate degree program.

This ex post facto correlational study sought to determine the relationship of selected admission criteria and performance in the integrated nursing major didactic courses of an associate science in nursing degree program as predictors for performance on the licensing examination for registered nurses. A significant positive relationship at .01 with NCLEX was individually demonstrated with all of the seven ASN nursing courses and with SAT verbal scores. Not significant were age at graduation from the program, high school class rank percentile, and SAT math scores. Multivariate regression weights derived from an equation using course grades of 104 graduates were used to predict NCLEX scores. The predicted scores correlated strongly (n = .78551, p less than .001) with the actual scores. Ten predicted and actual scores were provided for demonstration.

The influence of physics laboratories on student performance in a lecture course

We have studied the lecture course performance of approximately 2500 students enrolled in general physics over a five-year period to determine the influence of laboratory enrollment on lecture course performance. A statistical analysis showed the major determinants of lecture performance to be the SAT math score, overall grade average, and lab enrollment, with a significant interaction between overall grade average and lab enrollment. The results show that grades of good and poor students were influenced very little, while those of intermediate students were helped significantly by concurrent lab enrollment.

Sex-role self-concept and persistence in a traditional vs nontraditional college major for women

This article reports a 3-year follow-up study of a sample of women engineering and home economics majors who were previously studied as freshmen. It was hypothesized that persistence in the two curricula would be related to sex roles, with feminine-typed women more likely to leave engineering and masculine-typed women more likely to leave home economics. The findings did not generally support this hypothesis, however. Women in the two majors who persisted were not found to differ significantly from women who changed majors or dropped out on either sex roles or on ratings given as freshmen of their satisfaction with and certainty of college major. Persisters in engineering had higher college entrance SAT math scores than changers or dropouts. Those who changed majors from home economics tended to go into less traditional fields than home economics. Nearly all of the women who changed from engineering chose another nontraditional or male-dominated field as their second major.

First-year chemistry grades and SAT math scores

Study to determine the correlation between first-year chemistry grades and SAT math scores.

Predictors of general chemistry grades

Five independent variable were studied as potential predictors of general chemistry grades, including completion of high school chemistry, high school chemistry grade, chemistry and math pretest scores, and math SAT scores.

The relationship between student orientations to college, sat scores, and Rotter I-E scores

Over 2000 undergraduates for whom SAT scores were available completed the Student Orientations Survey (SOS) and the Rotter I-E Control Scale. F tests showed that high SAT-Verbal scores were associated with an Exploratory orientation to college, and low SAT-Verbal scores with a Preparatory outlook. Low SAT-Math scores were associated with three of the Preparatory scales, but also with three of the Exploratory scales of the SOS. In terms of SOS results, individuals with high-Verbal/low-Math scores tended to have an Exploratory orientation and individuals with low-Verbal/high-Math scores were more Preparatory in their outlook toward college. SAT pattern was not associated with Rotter I-E scores. The relationship between I-E scores and SOS scale scores indicated that “inner control,” as measured by the Rotter scale, does not appear to be synonymous with autonomy and a liking for self-direction. Suggestions for further research into the congruence of students' educational attitudes with institutional philosophies, departmental objectives, and the orientations of instructors were discussed.

Observed body movement in the college test-taking situation and scores on the Scholastic Aptitude Test.

Greater observed body movement in the test-taking situation was significantly related to lower verbal SAT scores. Observed movement did not, however, relate significantly to either math SAT scores or test anxiety as measured by the State-Trait Anxiety Inventory. Furthermore, the negative observed movement-verbal SAT relationship was not mediated by test anxiety.