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A Study of the Association of Autonomy and Achievement on Performance

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Title: A Study of the Association of Autonomy and Achievement on Performance
Language: English
Authors: Tai, Robert H., Sadler, Philip M., Maltese, Adam V.
Source: Science Educator. Spring 2007 16(1):22-28.
Availability: National Science Education Leadership Association. P.O. Box 99381, Raleigh, NC 27624-9381. Tel: 919-848-8171; Fax: 919-848-0496; Web site: http://www.nsela.org/publications/publications4.html
Peer Reviewed: Y
Physical Description: PDF
Page Count: 7
Publication Date: 2007
Sponsoring Agency: National Science Foundation, Washington, DC.
Document Type: Journal Articles
Reports - Research
Education Level: High Schools
Descriptors: College Science, Grades (Scholastic), High Schools, Standardized Tests, Scores, Enrollment, Advanced Courses, Personal Autonomy, Science Laboratories, Student Projects, Biology, Chemistry, Physics, Independent Study, Learning Activities, Mathematics Achievement
ISSN: 1094-3277
Abstract: This study investigated the interaction between students' academic background (high school grades, standardized exams, and enrollment in advanced high school courses) and how much autonomy they reported having in high school science through labs and projects. The objective was to see if students who reported experiencing more or less self-directed projects and labs performed differently in college science when prior academic background was taken into account. To provide a more solid foundation for the conclusions, the same analysis was performed on three different data sets in biology, chemistry, and physics. The authors found that autonomous learning activities in high school science interact with high school mathematics grades to produce a significant association with college science grades. (Contains 3 tables and 1 figure.)
Abstractor: ERIC
Number of References: 30
Entry Date: 2007
Access URL: https://www.nsela.org/images/stories/scienceeducator/16article5.pdf
Accession Number: EJ773367
Database: ERIC
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  Data: National Science Education Leadership Association. P.O. Box 99381, Raleigh, NC 27624-9381. Tel: 919-848-8171; Fax: 919-848-0496; Web site: http://www.nsela.org/publications/publications4.html
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  Data: This study investigated the interaction between students' academic background (high school grades, standardized exams, and enrollment in advanced high school courses) and how much autonomy they reported having in high school science through labs and projects. The objective was to see if students who reported experiencing more or less self-directed projects and labs performed differently in college science when prior academic background was taken into account. To provide a more solid foundation for the conclusions, the same analysis was performed on three different data sets in biology, chemistry, and physics. The authors found that autonomous learning activities in high school science interact with high school mathematics grades to produce a significant association with college science grades. (Contains 3 tables and 1 figure.)
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    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 7
        StartPage: 22
    Subjects:
      – SubjectFull: College Science
        Type: general
      – SubjectFull: Grades (Scholastic)
        Type: general
      – SubjectFull: High Schools
        Type: general
      – SubjectFull: Standardized Tests
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      – SubjectFull: Scores
        Type: general
      – SubjectFull: Enrollment
        Type: general
      – SubjectFull: Advanced Courses
        Type: general
      – SubjectFull: Personal Autonomy
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      – SubjectFull: Science Laboratories
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      – SubjectFull: Student Projects
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      – SubjectFull: Mathematics Achievement
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      – TitleFull: A Study of the Association of Autonomy and Achievement on Performance
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