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Abstract Title: Relations between Cognitive and Affective Factors in Predicting Performance in Introductory Science
Abstract: Understanding factors related to student performance in introductory science courses is necessary for helping a growing number of students who have difficulties with STEM courses to learn and succeed. After conducting a pilot study focusing on Lawson's Classroom Test of Scientific Reasoning (CTSR), the authors designed a study to ascertain affective and cognitive factors (as well as social and classroom factors) that may provide predictive power for success in science as measured by course grade.  Data from this study indicate that although both SAT/ACT and CTSR scores correlate with course grade, the CTSR provides no additional predictive power of grade than the SAT/ACT score does. Data also indicates that Science Self-efficacy is correlated with course grade, and provides additional predictive information about student success.
Abstract Type: Contributed Poster

Author/Organizer Information

Primary Contact: Kimberly A. Shaw
Columbus State University
4225 University Ave
253 University Hall, Math and Science Learning Center, CSU
Columbus, GA 31907
Phone: 706-507-8460
Co-Author(s)
and Co-Presenter(s)
Zodiac Webster, Dept of Earth and Space Sciences, CSU, Columbus GA
Pinar Gurkas, Dept of Psychology and Sociology, CSU, Columbus GA