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FACTORS AFFECTING PERFORMANCE IN FIRST-LEVEL COLLEGE ECONOMICS COURSE
Abstract
Statement of Problem. The study was to determine the effect of the following student intellectual abilities: (1) verbal, (2) mathematical, (3) field dependence-field independence, (4) concrete-formal operations, on performance in a first-level college course in economics. Procedures. Participants were students enrolled in the first level course in economics at Peru State College. Intellectual abilities were measured as follows: (1) verbal ability by scores on the English, social studies and composite scores on the ACT; (2) mathematical ability by scores on the mathematical portion of the ACT; (3) field dependence-field independence by the Gray's Embedded Figures Test; and (4) concrete-formal operations by scores on the Formal Operations test; achievement by the difference between the pretest and the posttest on the Test for Understanding College Economics. All participants were given similar instruction. The n of the study was 51. The data was analyzed using multiple regression. Findings. An analysis of the data resulted in four findings. (1) There was a positive interaction between verbal ability and student performance not attributable to chance when verbal ability was measured by English ACT scores at 95 percent, composite ACT scores 97 percent, and social studies ACT scores 99 percent. (2) There was a positive interaction between mathematical ability and student achievement not attributable to chance at 95 percent. (3) There was a positive interaction between a student's level of field independence development and student achievement not attributable to chance at 99 percent. (4) There was a positive interaction between a student's level of formal operational development and student achievement not attributable to chance at 99 percent. Conclusions. (1) Verbal and mathematical ability proved to be important in understanding first-level college economics and economics. (2) Field dependent students might benefit from a change in the economic curriculums, goals and content to better accommodate their limitations. (3) Economics requires the use of abstract thought and current courses may be beyond the developmental level of some students.
Subject Area
Curricula|Teaching|Social studies education
Recommended Citation
SNYDER, WILLIAM GEORGE, "FACTORS AFFECTING PERFORMANCE IN FIRST-LEVEL COLLEGE ECONOMICS COURSE" (1983). ETD collection for University of Nebraska-Lincoln. AAI8328197.
https://digitalcommons.unl.edu/dissertations/AAI8328197