ACADEMIC ACHIEVEMENT AS A FUNCTION OF PSYCHOMETRIC FEEDBACK, ANXIETY AND SEX DIFFERENCES

The study investigated whether a high school pupil's knowledge Of measures of his intelligence and study habits and attitudes, together with an interpretation of these measures, affect his academic achievement. Interactions of such feedback with anxiety and/or sex of the pupils were also examined. A sample of 84 grade 10 subjects, consisting of 42 boys and 42 girls, was divided into two groups. The feed-back treatment group received psychometric information, while the placebo treatment group didn't. Measures of achievement were obtained from objective type achievement tests in English, social studies, science and algebra at the end of the year. A three-way (Sex x Anxiety x Treatment) multivariate analysis of covariance of these achievement scores with intelligence and study habits and attitudes as the covariates showed a strong sex effect (p< .001) in favour of girls in the subject area of English. A Sex x Treatment interaction appeared in social studies (p< .02) and English (p< .10). Psychometric feedback appeared to be beneficial to boys but detrimental to girls. Two other analyses were 'carried out incorporating intelligence and study habits and attitudes as the factors in place of anxiety. The main effect of intelligence was significant, but no other main effects or interactions were.

Name thesis:degree_name

Bachelor of Education (B.Ed.)

Level thesis:degree_level

Masters

Discipline thesis:degree_discipline

Education

Grantor

University of Saskatchewan

Year dc:date.issued

1972

Author dc:creator

• Singh, Nirwair

Handle dc:identifier.uri

https://hdl.handle.net/10388/15064

OAI identifier oai:identifier

oai:harvest.usask.ca:10388/15064