Loading...
Thumbnail Image
Publication

Exploring the relationship between high school coursework in mathematics and pre-college student development

Tippin, Mark T.
Abstract
Scope and Method of Study: This was a correlational study that was designed to determine if a relationship exists between the terminal level of mathematics course a student completes in high school and his/her level of pre-college student development. Because of the hypothesized moderate to high intercorrelations between the variables that were chosen to measure psychosocial and moral/ethical student development, a factorial multivariate analysis of variance (MANOVA) was performed that used level of math (LVLMATH) and gender (GENDER) as the independent or grouping variables. From form 1.99 of the Student Developmental Task and Lifestyle Assessment (SDTLA), the Establishing and Clarifying Purpose Task/(PUR) score and the Developing Autonomy Task/(AUT) score were used to measure psychosocial student development. The Lifestyle Planning Subtask/(LP) score and the Salubrious Lifestyle Scale/(SL) score from the SDTLA were used to measure moral/ethical student development. A proxy measure, the ACT Assessment composite score (ACTCOMP), was selected to assess a student's cognitive skill level.
Findings and Conclusions: The multivariate F-tests from the factorial MANOVA design indicated that the three groups of students differed on the average on the set of dependent variables tested. The univariate F-tests for each of the five dependent variables tested were all statistically significant. These results indicate that the terminal math course a student completes in high school has a meaningful relationship with his/her cognitive skill level and, in addition, also relates to his/her level of psychosocial and moral/ethical student development. Multivariate tests of significance indicated that males and females (GENDER) did not differ on the average on the set of dependent variables tested. This analysis included looking individually at the relationship of GENDER with the scores that were used to measure psychosocial and moral/ethical student development and the joint (combined) relationships of GENDER and LVLMATH with the scores that were used to measure psychosocial and moral/ethical student development.
Date
2006-05