Broad categorizing and achievement in biology

Abstract

This study employed a correlational design to investigate the relationship between category width and biology achievement for some forth form biology students, and a quasi-experimental design to investigate the modifiability of this cognitive style for the same students. The treatment was a researcher-designed unit of instruction in broad categorizing, and the sample comprised two intact forth form biology classes at St. George’s College, Trinidad. The findings failed to support the notion of a correlation between category width and biology achievement for the males. However, when the effect of IQ was partialled out, a significant correlation between the two variable was observed for females in the sample. The treatment was effective in increasing the category width post-test scores for the experimental group. When the group was divided by gender, the treatment effect for girls was significant. No significant treatment effect was detected for boys.