This Article Full Text (PDF) References Alert me when this article is cited Alert me if a correction is posted Citation Map Services Email this article to a friend Similar articles in this journal Alert me to new issues of the journal Add to Saved Citations Download to citation manager Request Permissions Request Reprints Add to My Marked Citations Citing Articles Citing Articles via HighWire Citing Articles via Google Scholar Citing Articles via Scopus Google Scholar Articles by Bloland, R. M. Articles by Michael, W. B. Search for Related Content Social Bookmarking                         What's this?

A Comparison of the Relative Validity of a Measure of Piagetian Cognitive Development and a Set of Conventional Prognostic Measures in the Prediction of the Future Success of Ninth- and Tenth-Grade Students in Algebra

Palos Verdes Unified School District

William B. Michael

University of Southern California

For a total sample of 290 ninth- and tenth-grade students enrolled in the first-year algebra course at a suburban Los Angeles high school situated in a relatively affluent community, the major focus of this study was to compare the predictive validity of chronological age, a standardized algebra prognosis test, standardized scales of verbal and quantitative abilities derived from an achievement test battery, and an objective measure of formal or concrete stages of Piagetian cognitive development. Criterion variables included both final examination scores and course grades. It was concluded that chronological age, an algebra prognosis test, and mathematics subtests from a standardized achievement test battery appear to be the most promising predictors of success in algebra (with the relationship between age and the criterion measures being substantially negative). In addition, the conclusion was reached that when used in combination with readily available scores on several standardized tests of mathematics achievement and quantitative abilities, the developmental Piagetian measure can be expected to contribute very little to the strength of prediction of algebra success or to the accuracy of differentiation between successful and nonsuccessful students. On the other hand, if the developmental scale is employed as a single predictor or in combination with another predictor such as a standardized mathematics achievement test, then the Piagetian measure can be anticipated to afford a significant contribution to a valid forecast of performance in beginning algebra.

Educational and Psychological Measurement, Vol. 44, No. 4, 925-943 (1984)
DOI: 10.1177/0013164484444014


CiteULike    Complore    Connotea    Del.icio.us    Digg    Reddit    Technorati    Twitter    What's this?

This article has been cited by other articles:

				W. J. Hagborg and E. M. Wachman The Arlin Test of Formal Reasoning and the Identification of Accelerated Mathematics Students Educational and Psychological Measurement, June 1, 1992; 52(2): 437 - 442. [Abstract]

				D. B. Strahan and R. G. O'Sullivan Achievement Test Scores in the Middle Grades: The Influence of Cognitive Reasoning The Journal of Early Adolescence, March 1, 1988; 8(1): 53 - 61. [Abstract]

				G. Belli and T. Gatewood Readiness for Formal Learning in the Middle Grades: A Study of Predictors for Success in Eighth Grade Algebra The Journal of Early Adolescence, December 1, 1987; 7(4): 441 - 451. [Abstract]