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Ability and science learning: A quantitative synthesis
Author(s) -
Boulanger F. David
Publication year - 1981
Publication title -
journal of research in science teaching
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 3.067
H-Index - 131
eISSN - 1098-2736
pISSN - 0022-4308
DOI - 10.1002/tea.3660180203
Subject(s) - psychology , variance (accounting) , cognition , science education , sample (material) , outcome (game theory) , reliability (semiconductor) , mathematics education , statistics , mathematics , chemistry , power (physics) , physics , accounting , mathematical economics , chromatography , quantum mechanics , neuroscience , business
Abstract The quantitative relationship of measured ability to measured science learning was synthesized from the reported correlations in 34 studies on grade 6‐12 students over a 16‐year period. The findings indicate a stable central tendency and deviation of correlations across ability and cognitive learning outcome categories and across several study variables such as sample size. Reliability of measures had the greatest and only statistically significant influence on ability‐cognitive outcome correlations. Ability was found to account for an average of 23% of the variance in science learning.