Ability and science learning: A quantitative synthesis

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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.

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