The effects of conceptual style preference, related cognitive variables and sex on achievement in mathematics
| dc.Institution | ||
| dc.contributor.author | Roach, Donald Ashworth | |
| dc.contributor.editor | ||
| dc.coverage.spatial | ||
| dc.date.accessioned | 2022-01-18T18:04:30Z | |
| dc.date.available | 2022-01-18T18:04:30Z | |
| dc.date.issued | 1979 | |
| dc.description | DOI: 10.1111/j.2044-8279.1979.tb02399.x | |
| dc.description.abstract | The Conceptual Style Test, a mathematics achievement test and an intelligence test were administered to Grade 6 children (206 boys and 212 girls) in five urban primary schools. The results showed that: 1) mathematics achievement had significant positive correlations to analytic conceptual style and intelligence; 2) girls had higher mathematics achievement than boys; and 3) analytic conceptual style had a significant positive correlation with intelligence, but had no relation to gender. When intelligence was partialled out, the relation between conceptual style preference and mathematics achievement became non-significant | |
| dc.description.sponsorship | ||
| dc.description.sponsorship | ||
| dc.extent | pp. 79-82 | |
| dc.identifier.other | 866 | |
| dc.identifier.uri | https://hdl.handle.net/2139/52966 | |
| dc.publisher | ||
| dc.relation.ispartofseries | British Journal of Educational Psychology | |
| dc.relation.ispartofseries | vol. 49 | |
| dc.relation.ispartofseries | pt. 1 | |
| dc.source | ||
| dc.source.uri | School of Education Library, UWISA - SERIALS | |
| dc.subject.other | Gender analysis | |
| dc.title | The effects of conceptual style preference, related cognitive variables and sex on achievement in mathematics | |
| dc.type |