Factors relating to academic achievement in sociology and the development of an orientation towards modernity in three groups of post O'Level students

Abstract

A group of 66 post-O'Level students, enrolled at the Excelsior Community College during the 1978/79 academic year, were studied to determine whether the differences among them could influence their achievement scores in sociology and orientation towards modernity. The independent variables were: age, gender, entry qualification, previous school type and teaching method. Data were collected by means of a teacher-designed cognitive test and an adapted OM scale. School background was found to be the major determinant on both dependent variables