The relationship between achievement, attitude, school marks and intelligence in high school

Recent studies seem to indicate that other elements than intelligence scores enter into the prognosis of school achievement. As a result of these studies there is a growing desire to determine what other elements may have a direct bearing on the prognosis of achievement, than 'general intelligence'. The purpose of the present study is an attempt to determine some relationships between intelligence and certain other available criteria and their relationships to achievement. Mental ability has been deemed, by investigators, the most important single factor relating to success and the maximum accomplishment of the student. But this is only one factor now to be considered, other factors play a part, and in many cases a determinative part in success or failure. The present study deal with school records and test scores of seventeen hundred and ninety-nine secondary school pupils in Salt Lake City, Utah. Classes in English, Mathematics and Science were selected at random from the three upper and three lower division high schools. The classes in English included a large sampling in each of the four years of the subject. The Mathematics groups included both algebra and geometry, while in the Science group classes in general science, biology and zoology, physics, chemistry and physiology were investigated.

THE Eg- 3?XQS3BIPS 1ST EEN ACHIEVEMENT, ATTITUE SCEGOL ...IS.o ___ INTELLIGENCE II, HIGH SCHOOL LOUISE ELIZABETH MULH IN A t h e s i s su bmi t t e d to t h e F a c u l ty of th e U n i v e r s i ty of Utah in p a r t i a l f u l f i l lm e n t o f th e requ i r e n a i t s f o r t h e d e g r e e of Master o f ^ r t s . May, 1936 approved by . . . Table of Content s Chapte r I I n t r o d u c t i o n .......................................................... Page 1 Chapte r I I P l a n of t h e I n v e s t i g a t i o n ........................ Page 13 Chapter I I I P r e s e n t a t i o n and a n a l y s i s o f Data . . Page 27 Chapter IY Summary ana I n t e r i o r e t a t i o n .........................Page 45 Co nc lus io ns ..........................................................Page 55 Bib l io g r a p h y Appendix ............................................................... 1 ±43923 Chapter I INTRODUCTION Recent s t u d i e s seem to i n d i c a t e t h a t o t h e r elements th a n i n t e l l i g e n c e s c o r e s e n te r i n to t h e p ro g n o s i s of sch o o l a chievement , ^ s a r e s u l t of t h e s e s t u d i e s th e r e i s a growing d e s i r e to d e t e r mine viiat o t h e r elements may have a d i r e c t b e a r in g on t h e p ro g n o s i s of a c h i e v e ­ment, th a n 'g e n e r a l i n t e l l i g e n c e ' * The purpose of t h e p r e s e n t s tudy i s an a t tempt to d e te rmin e some r e l a t i o n ­s h i p s between i n t e l l i g e n c e and c e r t a i n o th e r a v a i l a b l e c r i t e r i a and t h e i r r e l a t i o n s h i p s to a ch iev emen t . Mental a b i l i t y has been deemed, by i n v e s t i g a t o r s , th e most imp o r t a n t s i n g l e f a c t o r r e l a t i n g to su c c e s s end th e maximum accomplishment o f t h e s t u d e n t . But t h i s i s only one f a c t o r now to be c o n s id e r e d , o t h e r f t - c to r s p l a y a p a r t , and i n many c a s e s a d e t e rm i n a t i v e p a r t in s u c c e s s o r f a i l u r e . The p r e s e n t study d e a l s wi th s c h o o l r e c o r d s and t e s t s c o r e s o f s e v e n t e e n hundred and n i n e t y - n i n e s e co n d a ry s cho ol p u p i l s in S a l t Lake C i ty , Utah. Cl a s s e s i n E n g l i s h , Mathemat ics and S c i e n c e were s e l e c t e d a t random from t h e t h r e e uppe r and th r e e lowe r d i v i s i o n h ig h s c h o o l s . The c l a s s e s in E n g l i s h in c lu d e d a l a r g e sampl ing in each o f t h e f o u r y e a r s of t h e s u b j e c t . The Mathemat ics groups i n c lu d e d b o th a l g e b r a and geometry, wh i l e i n t h e S c i e n c e group c l a s s e s in g e n e r a l s c i e n c e , b io lo g y and z o o lo g y , p h y s i c s , c h emi s t ry and p h y s io lo g y were i n v e s t i g a t e d . The g e n e r a l p ro c ed u re of t h e s tudy i n c lu d e s t h e a dm i n i s t r a t i o n of an a t t i t u d e - s u b j e c t t e s t and t h e Iowa S t a t e Content Examinat ion; and th e o b t a in in g of t h e s eme s te r g r ad e in th e s u b j e c t and t h e sigma in d ex s c o r e which has been c a l c u l a t e d f rom t h e Kuhlmann-Anderson menta l t e s t and k e p t on r e c o r d a t t h e s c h o o l . The means of a l l th e c l a s s e s were de te rmined and th e d a t a t a b u l a t e d f o r th e c a l c u l a t i o n o f c o r r e l a t i o n c o e f f i c i e n t s . I t was n e c e s s a ry to employ th e c o n t in g e n c y method o f c o r r e l a t i o n in d e a l in g wi th t h e m a t e r i a l in v o lv i n g semes ter g r a d e s , wh i le o t h e r c o e f f i c i e n t s were d e te rmin ed by t h e Pe a r so n p ro d u c t-moment method o f c o r r e l a t i o n . A m u l t i p l e c o r r e l a t i o n c o e f f i c i e n t was a l s o c a l c u l a t e d t o f i n d the d e g re e of r e l a t i o n s h i p between two measures p l u s t h e i n d i r e c t e f f e c t of a n o th e r f a c t o r to which b o th a r e r e l a t e d , and p ro b a b l e e r r o r s were c a l c u l a t e d f o r a l l c o e f f i c i e n t s . Many i n v e s t i g a t i o n s have been made r e c e n t l y on t h e problem of t h i s t r e a t i s e , b u t none a v a i l a b l e a r e c o r r e l a t ­ed i n th e same manner as th e f a c t o r s a r e h e re t r e a t e d . Be fo r e a t t a c k i n g the m a t e r i a l a t hand i t i s d e s i r a b l e 3 to make an overview of t h e f i n d i n g s of o t h e r s in t h e f i e l d . In r e g a r d to th e e x i s t i n g r e l a t i o n s h i p s between. I n t e l l i g e n c e , Mo t iv a t io n and a ch iev emen t , ^ u s t i n H. Turney (39) r e p o r t s t h a t a number of i n v e s t i g a t o r s have su bmi t te d d a t a i n d i c a t i n g t h a t th e d i s c r e p a n c y between i n t e l l i g e n c e t e s t r e s u l t s and a chievement u s u a l l y found i n th e s c h o o l - r oom s i t u a t i o n i s not n e c e s s a r i l y th e r e s u l t of f a u l t y me a su re s , e i t h e r of i n t e l l i g e n c e or o f a ch iev emen t . On t h e c o n t r a r y , L,,t h i s d i s c r e p a n c y is t h e n a t u r a l r e s u l t of o t h e r f a c t o r s , c h i e f among viiicli a re c e r t a i n t r a i t s or ty p e s of b e h a v io r which f o r want of b e t t e r terms we may c a l l ' i n d u s t r y ' , 'p e r s i s t e n c e ' , 'am b i t io n ' , 'd e p e n d a b i l i t y ' , and ' sch o o l a t t i t u d e ' . " ... s tu d y which d e a l s wi th such e x i s t i n g c o n d i t i o n s was c a r r i e d out by Turney i n t h e U n i v e r s i t y of Minnesota High School and th e most s i g n i f i c a n t r e s u l t s showed a r e l a t i o n s h i p between the i n t e l l i g e n c e q u o t i e n t of th e s tu d e n t and h i s mar ls of .61 f o r members of th e Ju n io r c l a s s and .69 f o r th o s e in t h e s e n i o r c l a s s . ^■Turney, ^ .u s t in H* I n t e l l i g e n c e - Mo t iv a t io n and Achievement J r . of ,jd. Psych. 1931 22 pp 434 Anothe r very s im i l a r r e p o r t ha s been made by G. il. McKurty (25) in which s t u d e n t s of th e J u n i o r Co l le g e r a n k 'were s t u d i e d and a g a in the r e l a t i o n s h i p between i n t e l l i g e n c e and a ch iev eme n t , as measured by th e t e a c h e r ' s e s t im a t e , namely marks , was s e t f o r t h . These d a t a were c o l l e c t e d and t a b u l a t e d a t the No r th e rn S t a t e Tea che r s C o l l e g e . The f i n d i n g s on t h i s i n v e s t i g a t i o n ten d to show t h a t between th e I n t e l l i g e n c e Qu o t ien t and Marks t h e r e i s a r e l a t i o n s h i p of .51 £ .0 76 . Other c o e f f i c i e n t s a lso c a l c u l a t e d i n d i c a t e d t h a t the I n t e l l i g e n c e Qu o t ien t of th e s tu d e n t c o r r e l a t e s wi th th e f a c u l t y e s t ima t e of h i s i n t e l l i g e n c e by .58 i .0 68 . Lik ewi s e , t h e r e i s a s im i l a r r e l a t i o n s h i p be tween th e I n t e l l i g e n c e Quotient and t h e s t u d e n t ' s e s t im a t e of th e I n t e l l i g e n c e Q u o t i e n t , showing r to be .59 ±. .068. However, i n th e c a s e o f t h e f a c u l t y e s t im a t e of the I n t e l l i g e n c e Qu o t ien t end t h e marks , a c o e f f i c i e n t of c o r r e l a t i o n of .71 i .074 R e s u l t s , th us i n d i c a t i n g t h a t th e members of t h e f a c u l t y q u i t e ob vious ly grade to a l a r g e e x t e n t upon t h e mental a b i l i t y of t h e s t u d e n t . Helen C. Goodman (16) a l s o made a v e ry e x t e n s iv e s tu dy on t h i r t e e n hundred and s e v e n t y - t h r e e s u b j e c t s in an a t t emp t t o de te rmin e t h e r e l a t i o n of th e I n t e l l i g e n c e Quo t ien t to p r o g r e s s through s c h o o l . The r e c o r d s of th e s e t h i r t e e n hundred and s e v e n t y - t h r e e s t u d e n t s who had f e l l e d one or more t imes in v a r io u s s u b j e c t s were i n v e s t i g a t e d t o d e te rmin e what d e g re e of i n f l u e n c e i n t e l l i g e n c e h ad , e i t h e r f a v o r a b ly or a d v e r s e ­l y , upon th e q u a l i t y of s c h o o l work done. The r e s u l t s of t h i s s tu d y showed t h a t in e n g l i s h c l a s s e s t h e r e was u s u a l l y a r e l a t i o n s h i p of from .42 to .67 between i n t e l l i gence and a chievement , w h i l e a s t j 11 wider ran g e was found in ma th ema t i c s , which v a r i e d f rom .53 to .8 . In g e n e r a l , i t was found t h a t marks i n e n g l i s h seem to have more r e l a t i o n to the i n t e l l i g e n c e of th e s tu d e n t than ao marks i n s c i e n c e , whi le no g e n e r a l i z a t i o n s viere made for t h e mathema t ics group. The Co o p e r a t iv e Te s t S e rv i c e of th e American Council o f Ed u c a t io n has c o n s t r u c t e d t e s t s i n v a r io u s s u b j e c t s which are d e s ig n e d to be used as r e l i a b l e measures of a chievement . J . 7ayne 7/ r ight s to n e (42) c a r r i e d out an i n v e s t i g a t i o n in which he a dmin i s t e r e d th e s e t e s t s and th e Ot i s s e l f - a d m i n i s t e r i n g t e s t of men ta l a b i l i t y . jin a n a l y s i s of th e s tudy r e v e a l e d t h a t th e c o r r e l a t i o n c o e f f i c i e n t s c a l c u l a t e d to d e te rmin e the r e l a t i o n s h i p between i n t e l l i g e n c e and achievement as measured by th e t e s t s would c l u s t e r around an a ve rage of .4 5 , wi th s l i g h t v a r i a b i l i t y . The r e s u l t s showed t h a t between a chievement I n a lg e b r a and i n t e l l i g e n c e . • • . ■= C t h e r e i s a .52 r e l a t i o n s h i p ; between c h emi s t ry and i n t e l l i g e n c e a .36 c o r r e l a t i o n ; g e n e r a l s c i e n c e and i n t e l l i g e n c e .48; p h y s i c s , and i n t e l l i g e n c e .56 and geometry and i n t e l l i g e n c e .3 4 . r i g h t s t o n e s t a t e s t h a t " i f p u p i l s p o s s e s s th e normal a b s t r a c t i n t e l l i g e n c e r e q u i r e d fo r th e s tu d y of a high s c h o o l s u b j e c t , f a c t o r s o t h e r than i n t e l l i g e n c e seem to d e t e rmin e t h e i r r e l a t i v e s c h o l a s t i c a chievement ................. Pe rh ap s such f a c t o r s a re i n t e r e s t , i n d u s t r y , ................. e t c . " L ik ewi s e , in t h i s r e s p e c t , a c c o rd in g to P i n t n e r , " t h e r e seems t o be no marked tend en cy f o r th e c o r r e l a ­t i o n between I n t e l l i g e n c e Qu ot ien t and marks t o be h ig h e r i n any one of the u s u a l academic s u b j e c t s , than, i n any oth e r . n S t i l l a n o th e r s tudy made on th r e e hundred ard t h i r t y - e i g h t p u p i l s in a lg e b r a and geometry may be c i t e d . This i n v e s t i g a t i o n was made by J . Murray Lee and W. Ha rd in Hughes ( 2 2 ) . A number o f t e s t s were a dm in i s t e r e d to th e s e p u p i l s , but h e r e only t h e r e s u l t s of t h e Kuhlmann-^Jiaerson I n t e l l i g e n c e Te s t w i l l be . / r ig h t s t o n e , J . Wayne C o r r e l a t i o n s Among T e s t s of High School S u b j e c t s School Review 1935 43 p p . 201 P i n t n e r , R. I n t e l l i g e n c e T e s t in g Methods and R e s u l t s 1931 p . 285 7 d i s c u s s e d . The t e s t s c o r e s made on t h i s t e s t were c o r r e l a t e d with tiie marks r e c e iv e d by th e p u p i l s i n c l a s s e s of a lg e b r a and geometry, and tiie r e s u l t i n g f i g u r e s were o b t a in e d : f a r a lg e b r a a r e l a t i o n s h i p . of .48 and f o r geometry one of .3 1 . C o r r e l a t i o n c o e f f i c i e n t s were a l s o c a l c u l a t e d between the i n t e l l i g e n c e r a t i n g s and a chievement a s measured by a s t a n d a rd t e s t ; a lg e b r a v:as found to have a h i g h e r c o r r e l a t i o n , b e in g .5 6 . Lik ewi s e , geometry ha s a h i g h e r r e l a t i o n s h i p , • t h i s c o r r e l a t i o n be ing .5 4 . The i n v e s t i g a t o r a l s o c a l c u l a t e d c o e f f i c i e n t s between the marks and t h e a c h i e v e - rnent t e s t s c o r e s and found t h a t a lg e b r a had a .54 r e l a t i o n ­sh ip wh i le geometry f e l l below wi th a .36 c o r r e l a t i o n . These c o e f f i c i e n t s a r e r a t h e r low in r e g a rd t o t h e a c c e p t ­ed id e a t h a t f o r p r e d i c t i v e p u rp o s e s t h a t r e l a t i o n s h i p shown s h o u ld no t be lower t h a n p o s i t i v e .7 o r .8 . However, Lee and Hughes contend t / ,a t c o e f f i c i e n t s of th e s i z e d e a l t wi th in t h i s s tud y a r e of v a lu e when extreme s c o r e s a r e c o n s id e r e d . This i s v e r i f i e d by o b s e rv in g th e u s e of extreme s c o r e s as b e in g s i g n i f i c a n t f o r t h e purpose o f g u id a n c e . These low s c o r e s on the p r e d i c t i v e in s t r ume n t s p a r a l l e l e d s im i l a r l y th e low s c o r e s in ma th ema t ic a l achievement end can th u s be c o n s id e r e d p o s s i b l e p r e d i c t i v e me a su r e s . I t has been s t a t e d in F r y e r ' s book ( 1 3 ) , The 8 Measurement of I n t e r e s t s , t h a t a " c o r r e l a t i o n of ab o u t »30 would a pp e a r to r e p r e s e n t th e a v e r a g e r e l a t i o n between e d u c a t io n a l i n t e r e s t s and e d u c a t i o n a l a b i l i t i e s a c co rd ­in g to sch o o l g r a d e . '1 In h i s s tud y of a b cu t two hundred and f i f t y s t u d e n t s he found t h a t the r e l a t i o n between e s t ima t e d e d u c a t io n a l i n t e r e s t s and e d u c a t io n a l a b i l i t i e s , as r e p r e s e n t e d by s c h o o l g r ad e s , is lower than between e d u e a t i&n a l i n t e r e s t s arid a b i l i t i e s as judged by ei th e r the i n d i v i d u a l or the t e a c h e r . The aver a e c o r r e l a t i o n found by Thorndike i n reworking the da ta o f Br id g e s and B o l l i n g e r was .4 6 . In T r y e r ' s i n v e s t i g a t i o n s t h e c o r r e l a ­t i o n s r a n f rom .10 to .3 9 . Bor the f iv e c o e f f i c i e n t s of c o r r e l a t i o n a v a i l a b l e f o r t h i s measure, r a n g in g from .10 to .46, t h e ave rage or mean i s .3 1 . F l y e r l a t e r s t a t e s t h a t sch oo l g r ad e s have wide a c c e p t a n c e as th e b e s t c r i t e r i o n of e d u c a t i o n a l a b i l i t i e s . They a r e p a r t i a l l y o b j e c t i v e , and o b j e c t i v e mea sure s a r e more a c c u r a t e as a r u l e . Opinion would f a v o r th e r e l a t i o n e x i s t i n g between i n t e r e s t s and s ch o o l g r a d e s as the b e s t r e p r e s e n t a t i o n of the t r u e s i t u a t i o n . In the s tu d y of th e r e l a t i o n o f i n t e r e s t to a b i l i t y in s c h o o l s u b j e c t s , D. Commin and T. D. Shank (5) I s e t for th, the h y p o t h e s i s th a t ^ ' i n t e r e s t in a s u b j e c t i s i n t im a t e l y hound up with t h e s o c i a l s i t u a t i o n . I n t e r e s t i n a s u b j e c t w i l l be found only when such f a c t o r s as s o c i a l r e c o g n i t i o n o f a b i l i t y , s p e c i a l s t im u l a t i o n on t h e p a r t of the te. c h e r , and e f f e c t i v e p r e s e n t a t i o n are fo u n d in th e s o c i a l environment.'* In t h i s th e r e is a s l i g h t sug­g e s t i o n t h a t a b i l i t y owes more to i n t e r e s t than i n t e r e s t owes to a b i l i t y . Ar th u r L. Gates (14) l i k ew i s e has made an e x t e n s i v e s tu d y t o d e te rmin e the c o r r e l a t i o n s of achievement in sch o o l s u b j e c t s wi th i n t e l l i g e n c e t e s t s and o t h e r v a r i a b l e s . The r e s u l t s o f h i s i n v e s t i g a t i o n show t h a t a c o r r e l a t i o n be ­tween achievement end t h e me n t a l a g e a s measured by t h e S t a n f o r d -B in e t Te s t was 0 .5 4 , between a chievement and s c h o o l a t t i t u d e s 0 .3 2 , tnd between achievement and Mean Group t e s t s 0 .5 2 . (.'hen the S t a n f o rd Mental Age was c o r r e l a t e d wi th the s c o r e made on the Mean Group t e s t s th e r e was a r e s u l t i n g c o e f f i c i e n t of 0 .5 5 . The S t a n f o rd -Bin e t Mental ^ge a l s o had a c o r r e l a t i o n o f 0.40 with s c h o o l a t t i t u d e , and the Mean Grcup t e s t s and s c h o o l a t t i t u d e s showed a r e l a t i o n s h i p of 0 .3 0 . In c a l c u l a t i n g m u l t i p l e c o r r e l a t i o n c o e f f i c i e n t s Gates fou nd th a t achievement Coimin, w. D., and Shank, T. D. The r e l a t i o n of i n t e r e s t to a b i l i t y in s c h o o l s u b j e c t s e lementary School J o u r n a l 1926-2? 27 p p . 771 could be p r e d i c t e d by the combined i n f l u e n c e of t h e S t a n f o r d - i n e t Mental Age and Mean Group t e s t s to th e e x t e n t of 0 .6 0 5 , whi le the i n c l u s i o n of s c h o o l a t i t u d e s as an a d d i t i o n a l p r e d i c t i v e f a c t o r r e s u l t e d in a 0 .611 c o e f f i c i e n t of c o r r e l a t i o n . I t should be o b s e rv ed t h a t the c omp a r a t iv e ly low c o r r e l a t i o n s between a c h i e v e n n t and me n ta l age, and a l so a chievement and group t e s t s , would g r e a t l y minimize the imp o r tan c e of s c h o o l a t t i t u d e s . The s i g n i f i c a n t f a c t i n ' t h i s i n v e s t i ­g a t i o n i s t h a t i n so f a r as the s c h o o l a t t i t u d e s a f f e c t achievement i n s c h o o l work, th ey a r e almos t c omp l e t e ly measured by the i n t e l l i g e n c e t e s t s . The a u th o r concluded t h a t t h e s e f a c t s may be taken by some t o s u p p o r t th e d o c t r i n e t h a t i n t e r e s t , a p p l i c a t i o n and the l i k e , are in g e n e r a l a symptom of i n t e l l i g e n c e - a r e s u l t of s u c c e s s f u l f u n c t i o n i n g , r a t h e r th a n a c ause of i t . A d e t a i l e d a n a l y s i s of achievement in th e h ig h s c h o o l was made by Oe c i le Flemming (10) in which seme of th e f a c t o r s in c lu d e d aire l i k e w i s e being, c o n s id e r e d in th e t r e a t i s e a t hand. Dr. Flemming made t h i s s tudy a t th e Hora ce Mann High School f o r Boys and G i r l s , wi th a p p ro x ima te ly f iv e hundred s u b j e c t s . A b r i e f summary of t h e r e s u l t s shows t h a t a r e l a t i o n s h i p of .62 was found to e x i s t between t h e i n t e l l i g e n c e s c o r e s of th e s t u d e n t s •Li. and. t h e i r achievement in ma th ema t i c s . _J_so a c o r r e l a t i o n of .8 f o r j u n i o r s and .71 f o r s e n i o r s was de te rmined between i n t e l l i g e n c e s c o r e s and g e n e r a l s c h o l a s t i c r a t i n g s p r e s e n t e d i n terras of mar las, wh i l e a c o r r e l a t i o n c o e f f i ­c i e n t of .46 i n d i c a t e d th e r e l a t i o n s h i p between s cho ol a t t i t u d e and a chievement in e n g l i s h . ^ .46 c o r r e l a t i o n between I n t e l l i g e n c e Q u o t i e n t s and a t t i t u d e s c o r e s seemed to i n d i c a t e t h a t th e a t t i t u d e t e s t was in ps.rt an i n t e l l i g e n c e t e s t , but e l so measured th e a t t i t u d e of t h e s t u d e n t toward the s c h o o l . A l l the f i n d i n g s of p r e v io u s s t u d i e s may be summariz­ed in s t a t i n g t h a t th e r e a re few h ig h c o r r e l a t i o n s e x i s t i n g between th e f a c t o r s c o n s id e r e d , namely, a c h i e v e ­ment, i n t e l l i g e n c e , marks and a t t i t u d e s . In a l l c a s e s whore a t t i t u d e s end i n t e r e s t s were c o n s id e r e d , the r e l a t i o n ­s h i p i s e x c e p t i o n a l l y low. In r e s p e c t to t h i s F ry e r (15) / m a in t a in s i a The measurement o f I n t e r e s t s t h a t " the r e s e a r c h problem of e s t a b l i s h i n g norms of development of i n t e r e s t i n e d u c a t io n a l c o u r s e s i s im p o r t a n t . Que s t ions to be answered by measurement f o r t h e p r a c t i c a l purpo se s of human a d ju s tmen t a r e : • a . What d egre e of i n t e r e s t development i s d e s i r a b l e ^ 'i f rye r , DougLas Measurement of I n t e r e s t s Henry Eo l t & Go. New Yoik 1931 p p . 771 f o r a chievement in th e i n t e r e s t f i e ld ? b . .<hat degre e o f i n t e r e s t development is n e c e s s a ry fo r a happy a djus tmen t in the i n t e r e s t f i e l d ? c . ./hat d eg re e of i n t e r e s t development in a s p e c i a l i z e d f i e l d i s d e s i r a b l e from the p o in t of vievj of an a l l - r o u n d , g e n e r a l development o f i n t e r e s t s ? This problem i s the g r e a t e s t of a l l problems in t h i s f i e l d v.i th r e s p e c t to p r a c t i c a l impor tanc e to human a d ju s tm e n t , " In r e s p e c t t o the problem be ing c o n s id e r e d in t h i s t r e a ­t i s e of th e s u b j e c t , only the f i r s t q u e s t io n s e t up by Frye r 7d.l l be d e a l t w i t h , hocvever,. f o r t h e m a t e r i a l a t hand does not p r e s e n t p o s s i b i l i t i e s fo r such an e x t e n s iv e i n v e s t i g a t i o n or d e t a i l e d a n a l y s i s . 13 . Chapte r I I PLiJT OF TEE INVESTIGATION This s tu d y ha s developed f rom an a c c umu la t i on o f ma te r ia l made th ro u g h an in te n s iv e i n v e s t i g a t i o n into t h e r e c o r d s o f seven te en hundred and n i n e t y - n i n e s e conda ry sch o o l s t u d e n t s in S a l t Lake City., Utah . In u s in g th e d a t a o b t a in e d from a chievement and a t t i t u d e t e s t s and s c h o o l r e c o r d s , the q u e s t io n s which have a r i s e n have been d e a l t \7ith f o r an e v a l u a t i o n o f t h e t e s t s measured on the b a s i s of t h e i r r e l a t io n s to one a n o t h e r . For the i n v e s t i g a t i o n in v o lv in g t h e s e v e r a l t y p e s of measures o b t a in e d , t h e r e c o r d s of s ev en te en hundred and n i n e t y - n i n e boys and g i r l s of h ig h s c h o o l r an k were u t i l i z e d . The s t u d e n t s were d u ly r e g i s t e r e d and r e g u l a r l y a t t e n d i n g c l a s s e s in t h e f a l l of 1935 in one of t h e s i z s c h o o l s c o n s id e r e d . Three o f t h e high s c h o o l s , th e Bry a n t , I r v i n g and Horace Lana, a r e of th e lower d i v i s i o n , c o n s t i t u t i n g the f i r s t two y e a r s of a f o u r - y e a r c o a r s e , wh i le the E?:st, l e s t and South h i g i s c h o o l s , a r e o f th e uppe r d i v i s i o n and in c lu d e th e l a s t two y e a r s of h ig h s c h o o l t r a i n i n g . Acliievement and a t t i t u d e s were i nve s t ig a t e d in i n d i v i d u a l s u b j e c t s i n the s t a n d a r d high s c h o o l c u r r i c u lum , namely, f o u r y e a r s of E n g l i s h , termed E n g l i s h 1, 3, 5, and 7, r e s p e c t i v e l y ; two y e a r s o f Ma th ema t ic s , a l g e b r a end geometry; and i n the Sc ienc e group were in c lu d e d g e n e r a l s c i e n c e , b io lo g y and zoology, p h y s io lo g y , p h y s i c s and c h emi s t ry . These s u b j e c t s may a l s o be d iv id e d i n t o two groups , e l e c t i v e and r e q u i r e d . ThosiQ s t u d e n t s who were t e s t e d in the En g l i sh group and a lg e b r a were r e q u i r e d t o t a k e the s u b j e c t , \ t i i l e th o s e s tu d y in g s u b j e c t s in c lu d e d in t h e s c i e n c e group and c h emi s t ry chose to do so . Throughout th e s tu d y t h e j ' s u b j e c t s have been c o n s id e r e d by c l a s s e s and in l a r g e cumu la t ive g ro u p s . Two weeks a f t e r th e opening of s c h o o l in September , a t e s t was a dm in i s t e r e d to a l l th e s t u d e n t s in c lu d e d in this, i n v e s t i g a t i o n , f o r the purpose of measur ing t h e i r a t t i t u d e s toward th e s u b j e c t i n which thqy were r e g i s t e r ­e d . The a t t i t u d e - s u b j e c t t e s t used was c o n s t r u c t e d and s t a n d a r d i z e d by Dr . W. E a r l Arms t rong, and r e s emb le s the a t t i t u d e s c a l e s c o n s t r u c t e d by L. L. Thu r s to ne ( 3 6 ) . In the c o n s t r u c t i o n of t h e a t t i t u d e t e s t one hundred and tw e n ty - f i v e s t a t em e n t s , wh ich were g iv en by the s t u d e n t s of th e Sequoia High School i n Redwood City , C a l i f o r n i a , c o n c e rn in g t h e i r c l a s s e s , were c l a s s i f i e d by one hundred ju d g e s . The g r a d in g in c lu d e d e le v e n * c l a s s i f i c a t i o n s , e lev en being a symbol showing t h e h i g h - e s t d e g re e of i n t e r e s t in t iie c l a s s , and one b e in g th e s t a t em e n t viaich. showed t h e most d i s-i n t e r e s t in th e c l a s s . The judgments on e a ch s ta teme n t were th en t a b u ­l a t e d end the median o f the r e s u l t i n g c l a s s i f i c a t i o n d e te rmin e d . Any s t a t em e n t s i n wh ich th e r e was a v a r i a ­t i o n in the c l a s s i f i c a t i o n by th e judges o f more than t h r e e yyere thrown o u t . The f i n i s h e d t e s t in c lu d e d e l e v e n s e t s of four s t a t em e n t s each, f o r t y - f o u r in a l l . These s e t s a r e made up h e t e r o g e n e o u s ly of th e s t a t eme n t s me a su r in g a l l d e g re e s of i n t e r e s t , and th e s t u d e n t was asked to mark each s t a t em e n t 'y e s ' , 'n o ' , or ' ? ' i f un de c id ed i n e x p r e s s in g th e f e e l i n g toward the c o u r s e . The s c o r in g of t h i s t e s t was done by g iv in g a we ig ht to each s t a t eme n t t r a t was answered 'y e s * . The we ig h t s a s s ig n e d were th e medians o f the c l a s s i f i c a t i o n s as th e s e p a r a t e s t a t em e n t s we re rateo. by the ju d g e s . The sum of th e s e we ig h t s a s s i g n e d , d iv id e d by t h e number of 'y e s ' answers gave th e a v e r a g e s c a l e v a lu e fo r e a c h s t a teme n t i n the t e s t . In t h i s manner of c a l c u l a t i n g t h e s c o r e t h e r e was a p o s s i b i l i t y of a r a n g e o f s c o r e f rom 0 to 110. The mean or a v e r a g e of a l l s c o r e s made by the s e v e n t e e n hundred and n i n e t y - n i n e s t u d e n t s o f the .p r e s en t s tu d y was 67.76 . This t e s t is not p u r e l y a t e s t of t h e a t t i t u d e ♦ toward th e s u b j e c t m a t t e r , but r a t h e r a measure of th e a t t i t u d e of the s tu d e n t toward the c l a s s . Such a s t a t e ­ment as "This i s one o f my f a v o r i t e su b je c t s '* shows the a t t i t u d e towa rd the s u b j e c t m a t t e r p r e s e n t e d in th e c l a s s . However, a s t a t eme n t such a s , " I always r e g r e t to have assembly o r some o th e r a c t i v i t y ta k e a p a r t of t h e c l a s s p e r i o d f rom t h i s c o u r s e , " p ro b a b ly measures t h e f e e l i n g of th e s t u d e n t toward the c l a s s as i t f u n c t i o n s as an i n t e g r a t e d whole - the s u b j e c t m a t t e r , th e a s s o c i a t i o n wi th c l a s sm a t e s , t h e p e r s o n a l i t y o f th e t e a c h e r , and t h e g e n e r a l c la s s ro om s i t u a t i o n . S u b j e c t a t t i t u d e Te s t W. E a r l Armstrong A.G. ______ 1 . 3 . ______ 3 . 1 . __________ Name_____________________ S u b j e c t______________ Teacher_________ 1 . How lo n g have you been talcing t h i s s u b j e c t wi th t i s te ach er ?______________ 2» Were you r e q u i r e d to take t h i s cour se ?_______________ 3 . Have yoa e v e r f a i l e d a s u b j e c t ? _______________ "/hat s u b j e c t ? __________________ 4, I f the l e a s t i n t e r e s t you could have i n a s u b j e c t could be r e p r e s e n t e d by th e number _1 and th e g r e a t e s t i n t e r e s t by th e number 10, what number f rom 1 to 10, i n c l u s i v e , would b e s t r e p r e s e n t the amount of i n t e r e s t ' % you have i n t h i s subject?_________________ NOTE: This i s not a t e s t of your knowledge of 'this s u b j e c t . The pu rpo se i s to l e a r n how you f e e l about the c c u r s e s you a r e t a k i n g and e s p e c i a l l y t h i s c o u r s e . Your answers w i l l in no way a f f e c t your work in t h i s c l a s s or your '-s t a n d in g in s c h o o l . You may be a s s u r e d , t o o , t h a t t h e way you mark t h i s s c a l e w i l l n o t a f f e c t th e r e p u t a t i o n of your t e a c h e r in any way. By marking t h i s s c a l e h o n e s t ly you w i l l be making i t p o s s i b l e f o r us to give you and th o s e who come a f t e r you b e t t e r e d u c a t i o n a l o p p o r t u n i t i e s . I t should t a l e you about tw e n t y - f i v e % min ute s t o check the s c a l e s Read c a r e f u l l y th e d i r e c t i o n a t th e top o f th e p a g e . Below a r e 44 s t a t em e n t s which a r e used t o d e s c r i b e th e way you f e e l about t h i s c o u r s e ( s u b j e c t ) . Not a i l o f them w i l l e x p r e s s e x a c t ly the way you f e e l about th e c o u r s e . Some r e p r e s e n t more i n t e r e s t than o t h e r s . I f a s t a teme n t e x p r e s s e s y o u r f e e l i n g toward t h i s c o u r s e , e n c i r c l e the word " y e s " ; i f i t c oes n o t , e n c i r c l e th e word "no" ; end i f you a r e somewhat in d o u b t ' as t o whe ther i t e x p r e s s e s your f e e l i n g or n o t , e n c i r c l e the q u e s t io n mark In t h e example below, the s t a t em e n t does n o t e x p r e s s th e f e e l i n g o f th e s t u d e n t : Yes No ? I b e l i e v e everyone should be r e q u i r e d to t a k e t h i s c o u r s e . Be su r e to eticir c le e i t h e r th e " y e s " , " n o " , or "?" f o r each s t a t em e n t . 1 . Yes No ? I l i k e the cour se b e t t e r th a n I did the f i r s t two weeks. 2. Yes No ? I tthhiinnk we t r y t o cover t o o much t e r r i t o r y in t h i s c o u r s e . 3. Yes No ? I f e e l dumb when I ask q u e s t io n s i n t h i s c o u r s e . 4 . Yes No ? I hsve so.joyed ab ou t h a l f the u n i t s o f f e r e d in t h i s c o u r s e . 5. Yes No ? This c o u r s e i s a good p a s t im e . 6. Yes No ? I always r e g r e t to h a v e assembly or some o th e r a c t i v i t y take a p e r t of th e c l a s s p e r io d from t h i s cour se„ 7. Yes No ? I wish I had n e v e r e n r o l l e d i n the c o u r s e . 8. Yes No ? 1 do not wish t o t a k e any more c c u r s e s in t h i s s u b j e c t . 9. Yes No ? Nobody l i k e s t h i s c o u r s e . 10. Yes No ? I f I would s tu d y any co ur s e ve ry h a rd I t h i n k i t would be to.is one. 11. Yes No ? 1 g e n e r a l l y l e a v e t h i s c la s s ro om "pepped u p " . 12. Yes No ? fjords cannot ex pre s s my d i s l i k e f o r t h i s c our s e . 13. Yes No 2 I c o u ld do ve ry w e l l wi thout t h i s c o u r s e . 14. Yes No ? I am g e t t i n g more out o f t h i s c o u r s e than the a v e r ag e high s c h o o l co u r s e I have t a k e n . 1 5 . Yes No ? I am ''c r a z y " about t h i s c o u r s e . 1 6 . Yes No ? This c o u r s e is the most u s e f u l in everyday l i f e of a l l the c o u r s e s I know. 17. Yes No 2 I c o n s id e r t h i s c o u r s e a was te of t i me. 18. Yes No ? I wish th i s cour s e met o n ly twic e per week. 19. Yes No •? I d re ad c e r t a i n p a r t s of t h i s c cur s e. 20 . Yes No ? I t h i n k evelyone under s t a n d s what we a re t r y i n g to do in t h i s c o u r s e . 21. Yes No ? I enjoy the way th e r u l e s and p r i n c i p l e s we l e a r n in t h i s cours e are a p p l i e d t o p r a c t i c a l t h i n g s . -> 20 ^ 2. Yes No ? This course s e r v e s th e need o f a l a r g e number o f g i r l s and boy s . 23. Yes No ? I would r a t h e r s tudy t h i s co u r s e th an e a t . 24. Yes No ? I d i s l i k e the ha rd o u t s i d e a s s ig nmen t s which we have t o pr ep a r e in t h i s c o u r s e . 25. Yes No ? I look forwa rd to t h i s c o u r s e wi th d r e a d . 26. Yes No ? As I s e e i t , t h i s c o u r s e has a number of . d e f e c t s . 27 . Yes No ? I l i k e t o be busy as we a re i n t h i s c o u r s e . 28. Yes No ? No m a t t e r what happens, t h i s c o u r s e always comes f i r s t wi th me. 29. Yes No ? I b e l i e v e th e a v e r ag e s t u d e n t g e t s n o th in g wor th h aving out of t h i s c o u r s e . 30. Yes No ? • I t h i n k much o f th e work which i s r e q u i r e d in t h i s c o u r s e u n n e c e s s a ry to g e t the in fo rma t io n n e ed ed . \ 31. Yes No ? I n ev e r have s to p p e d to t h i n k whether I l i k e t h i s-c o u r s e or n o t . 32. Yes No ? I b e l i e v e t h i s c o u r s e has caused me t o have more r e s p e c t f o r t h i s s u b j e c t . 33. Yes Ho ? This is th e meet i n t e r e s t i n g cou r s e I have ever t a k e n . 34. Yes No ? I t r y to d i sm i s s t h i s course from my mind as soon as I le a v e th e room. 35. Yes No ? This course doe s n o t give me what I thou gh t I was g e t t i n g when I e n r o l l e d . 36. Yes No ? A p a r t of the c o u r s e has been very i n t e r e s t i n g to me . 37. Yes No ? Al l of the to p i c s c o n s id e r e d in t h i s c o u r s e ■ have been very i n t e r e s t i n g . 33. Yes No ? I t seems to me t h a t a l l the i n t e r e s t i n g p o i n t s a re l e f t out and e v e r y th in g t h a t i s dry and w o r th l e s s i s p u t i n t o t h i s c o u r s e . 39. Yes No ? Sometimes I f e e l th a t t h i s is a good c o u r s e and sometimes I do n o t . 40. Yes No ? What I l e a r n in t h i s c o u r s e w i l l come in handy in the advanced c o u r s e s l a t e r . 41. Yes No ■? This i s one of my f a v o r i t e sub j e c t s * 42. Yes No 9 • This co u r s e ha s n o t h e lp e d me to t h i n k . 43. Yes No Thi s c o u r s e is a l l r i g h t , but I would not take any more of i t . 44. Yes No ? I,y l i k e s and d i s l i k e s for t h i s co ur s e b a la n c e one - noth e p . The a chievement of th e s t u d e n t s in c lu d e d in t h i s s tu d y was ineasured by the Iowa High School Content kxami : t i o n , Form B, which was a dmin i s t e r e d a few weeks a f t e r the a t t i t u d e t e s t was t a k e n . This t e s t was d e v i s e d by 4 G. M. Such w i th the c o o p e r a t io n of G. D. S to d d a r d , Lonzo Jone s and N e l l Maupin. The t e s t is p r im a r i l y d e s i g i e d for u s e wi th h i g h sch o o l s e n i o r s and c o l l e g e f reshmen - however , in t h i s s tu dy i t was a dm in i s t e r e d t o a l l s t u d e n t s in c lu d e d in the fo u r-y e a r high s c h o o l . From y e a r t o y e a r t h i s t e s t i s mo d i f ied a n d r e - s t a n d a r d i z e d so t h a t s c o r e s made upon i t a re r e l i a b l e . The t e s t i n c l u d e s four s e c t i o n s of m a t e r i a l , E n g l i s h , ma th ema t ic s , s c i e n c e and s o c i a l s c i e n c e , but only th e r e s u l t s made on the t e s t s o f the f i r s t t h r e e s u b j e c t s l i s t e d w i l l be c o n s id e r e d . The e x amin a t io n was d iv id e d i n t o s e c t i o n s so th a t a s tu d e n t in a mathema t ics c l a s s took the s e c t i o n d e a l in g w i t h mathemat­i c s o n ly , l ik ew i s e with s tu d e n t s e n r o l l e d in s c i e n c e and En g l i sh c l a s s e s . The t e s t i s s c o r ed by a key end i s grad ed on th e b a s i s of the number of c o r r e c t answers made on th e t e s t . In the EngLish t e s t t h e r e i s a p o s s i b l e 110, while i n ma th ema t ic s and s c i e n c e th e r e is a p o s s i b l e 7 5 c o r r e c t answe r s . This e xamina t ion is c o n s id e r e d one o f the b e t t e r g e n e r a l achievement t e s t s and is used f o r a c c r e d i t i n g h ig h s c h o o l s , and by c o l l e g e s to mea sure th e r e l a t i v e s t r e n g t h o f s c h o o l s . The s c o r e s made on t h i s t e s t may be c o n s id e r e d vs ry r e l i a b l e and an a c c u r a t e measure o f the s u b j e c t m a t t e r comprehended and r e t a i n e d by the s t u d e n t . IOWA HIGH SCHOOL CONTENT EXAMINATION For High School Seniors and College Freshmen FORM B Devised by \ • » iwtauipj'- G. M. R u c h I:.**:***'* ^ with the cooperation of /*■••*• i G. D. S t o d d a r d , L o n z o J o n e s , a n d N e l l Ma u p in Name................ ............................................................ .......................................... Age ................. Sex.. (Last name) (First name) (Initial) School...................................................................... ............................................City........................................... Date: Month and d a y ...............................................................................................................................Year. SUMMARY OF SCORES Raw Score Pcrccntile Score Section 1: English, Literature, etc. Section 2: Mathematics Section 3: Science Section 4: History and Social Sciences TOTAL DIRECTIONS FOR TAKING THE EXAMINATION Time allowed: 20 minutes per section. Total, 80 minutes. Do not waste time on a difficult item; omit it and go on to the next. Read each question and select the best answer to that .question. Record the number of the best answer on the line at the right as shown in the following samples: Samples: 1. The capital of the United States is (1) Boston (2) Chicago (3) New York (4) Washington (5) Baltimore ..... ...... ................................... .......... ........................ .......... 4 2. An example of an insect is the (1) mosquito (2) clam (3) starfish (4) earth­worm (5) snake ....... ........ ........... ................................................................................................. 1 3. Longfellow was a (1) musician (2) poet (3) statesman (4) movie actor (5) scientist 2 DO NOT TURN TO PAGE 2 UNTIL THE SIGNAL IS GIVEN Copyright, 1924, by G. M. RUCH Published by Bureau of Educational Research and Service, Extension Division, University of Iowa, Iowa City Section 1 ENGLISH, LITERATURE, AND GRAMMAR > 1 The phrase, " Give me liberty or give me death," was uttered by (1) Jefferson (2) Patrick Henry (3) Calhoun (4) Webster (5) Lincoln .................................... ............................... ........... 2 A colon is (1) ; (2) : (3) ? (4) ! (5) - ................... ........... 3 Tom Sawyer was (1) a small boy (2) a negro slave (3) a young soldier (4) a student at Sugby (5) a novelist.......................... .............-...... ........................................................................ . ........... 4 An example of an adverb is (1) house (2) quick (3) quicker (4) quickly (5) whose --------- 5 Treasure Island was written by (1) Dickens (2) Thackeray (3) Kipling (4) Stevenson (5) E lio t............................................... .......................................................................... ............ 6 America's greatest orator was (1) Chauncey Depew (2) Daniel Webster (3) George Washington (4) John C. Calhoun (5) Aaron Burr................................................................... ............ 7 Homer was (1) A Roman statesman (2) a Norse adventurer (3) a Greek poet (4) an English essayist (5) a French novelist......... .......................................... ............................... ............ 8 Tense is a property of (1) verbs (2) nouns (3) adjectives (4) pronouns (5) adverbs --------- 9 George Eliot wrote (1) The Mill on the Floss (2) Les Miserables (3) Oliver Twist (4) The Lady of the Lake (5 ) Black Beauty....................................................... ............................... ............ 10 The Courtship of Miles Standish was written by' (1) Mark Twain (2) Field (3) Whittier (4) Longfellow (5) Kipling ........................................................................ ....... ............ 11 Emerson Hough wrote (1) Flowing Gold (2) The Calling of Dan Matthews (3) The Covered Wagon (4) The Plainsmen (5) The Harvester.............. ... :........................................ ............ 12 The correct expression for the blank in "He is taller th an................. " is (1) me (2) I (3) her (4) us (5) myself........................................................................................ ....................... .......... . 13 Pilgrim's Progress was written by (1) Shakespeare (2) Addison (3) Bunyan (4) Defoe (5) Milton........................................ ....................................................................................... .......... . 14 Poe's poetry is best described as (1) inspiring (2) religious (3) humorous (4) unimaginative (5) fantastic ........................................................................................................... ............ 15 The leading character in The Man Without a Country was (1) a young American soldier (2) Jesus (3) Napoleon (4) Ulysses (5) Woodrow Wilson - ..................................... ......... .. 16 A writer of early frontier life in America was (1) Emerson (2) Cooper (3) Thoreau (4) Harriet Beecher Stowe (5) P o e ........... ................................................ ......................................... .......... *- 17 Shylock is the leading character in (1) Hamlet (2) The Jew of Malta (3) The Merchant of Venice (4) Macbeth (5) The Tempest.............................................................. . ............ 18 Boswell is remembered as the biographer of (1) Goldsmith (2) Burke (3) Garrick (4) Bums (5) Johnson....... ..................................... ............. ..... .........................- ................. ........ ............ 19 Kipling wrote' (1) Tintem Abbey (2) Tom O'Shanter (3) Michael (4) If (5) The Last Bide Together........................................................................................................................... ............ 20 Evamgeline, was written by (1) Whittier (2) Tennyson (3) Henry van Dyke (4) Lowell (5) Longfellow ......................................................................................... ...................- --------- 21 Emerson was noted for his (1) short stories (2) lyric poetry (3) political speeches (4) essays (5) novels........................................................................ ....................... - ......................... . ............ 22 The Tatler and Spectator are associated with (1) Burns and Gray (2) Lamb and De Quincey (3) Tennyson and Browning (4) Addison and Steele (5) Boswell and Johnson............ . ............ 23 Jonathan Edwards is famed as a (1) preacher (2) poet (3) novelist (4) humorist (5) politician .......................................................................................... ...............-.....................................-~ --------- 24 A prominent modern novelist of England is (1) Ibanez (2) H. G. Wells (3) Sinclair Lewis (4) Lloyd George (5) Robert Browning..... ................................................................- --------- 25 Eugene Field is known as (1) a socialist (2) a great modern novelist (3) a writer . of plays (4) a Victor artist (5) the children's poet - ...................................... ............... ....... ............ 26 E.g. means (1) for example (2) see below (3) that is (4) see above (5) and so forth -------- - 27 "What is so rare as a day in June?" is a quotation from (1) The Barefoot Boy (2) The Courtin' (3) The Ole Swimmin' Hole (4) The Vision of Sir Launfal (5) The Man with a Hoe --------- 28 The correct expression for the blank in " The b o y ............ ....... went to school" is (1) whom (2) which (3) what (4) that (5) who.... ...............-........ .............................................. ............ 29 The Ancient Mariner (1) lost his gold (2) played beautiful music (3) related a story (4) was marooned on an island (5) was drowned at sea ................................................................ ............ Go on to Page 3 - 2- 30 The Boys was written (1) to depict the depot loafers of a small town, (2) to honor old soldiers (3) to commemorate the anniversary of a graduating <:Iass (4) concerning the freedom of youth (5) in memory of childhood ........ ............................................... ....................................... 31 Little Boy Blue was written by (1) Ella Wheeler Wilcox (2) Etenvy van,Dyke (3) James Whitcomb Riley (4) Joyce Kilmer (5) Eugene F ie ld .......... ............................... ............ 32 The Star Spangled Banner was written by (1) Francis Scott Key (2) Betsy Ross (3) Harriet Beecher Stowe (4) Samuel Francis Smith (5) John Howard Payne...... ........ ............ 33 An example of an epic is (1) Home Sweet Home (2) The Odyssey (3) Gammer Gurton's Needle (4) Crossing the Bar (5) The Ole Swimmin' Ho le................................... .................... ............ 34 An example of an ode is (1) To a Waterfowl {2) The Boys (3) The Old Oaken Bucket (4) Snowbound (5) The Chambered Nautilus...... ............................................................................. ............ 35 A verse of five feet is (1) tetrameter (2) trochee (3) hexameter (4) pentameter (5) dactyl ---------• 36 The prefix " hydro" refers to (1) water (2) heat (3) air (4) gravity (5) electricity --------- 37 Beneficent means (1) ecclesiastical (2) destitute (3) generous (4) noxious (5) efficient --------- 38 The poem, Crossing the Bar, refers to (1) prohibition (2) a country tale (3) approaching death (4) a saloon scene (5) a horse race...................................... ............................................. ............ 39 Embellish means to (1) destroy (2) demolish (3) desecrate (4) embalm (5) decorate --------- 40 The best known work of Gray is (1) The Rime of the Ancient Mariner (2) Marmion (3) Elegy Written in a Country Church Yard (4) Thanatopsis (5) Intimations on Immortality....... ............, 41 A glossary is a kind of (1) preface (2) dictionary (3) poem (4) outline (5) summary --------- 42 Snow Bound depicts the experiences of (1) an Arctic expedition (2) the faithfulness of the St. Bernard dogs (3) life on the Western prairie (4) a storm in the mountains (5) an incident in early New England life ............. ...................................................................... ........... ............ 43 " Build thee more stately mansions, 0 my soul" is a quotation from (1) The Chambered Nautilus (2) The Ship of State (3) 0 Captain, My Captain (4) The Vision of Sir Launfal (5) The Psalms of D a v id .................................................................................................................. ......... . -------- 44 Carlyle's works are most similar to those of (1) Shakespeare (2) Emerson (3) Tennyson (4) Longfellow (5) Browning............................................................ .......... ................................. ...... ............ 45 The poem which begins " Once Upon a Midnight Dreary" is (1) The Skeleton in Armor (2) The Rime of the Ancient Mariner (3) Childe Harold (4) The Raven (5) The Haunted Palace --------- 46 Thackeray wrote (1) Les Miserdbles (2) The Four Horsemen of the Apocalypse (3) Sesame and Lilies (4) Dombey and Son (5) Vanity Fair ._............................................. ........... , 47 The Last of the Mohicans was written by (1) Hawthorne (2) Cooper (3) Dickens - (4) Fielding (5) P o e ..... ... ...................................................................................................................... ........... . 48 The Cotter's Saturday Night was written by (1) Tolstoy (2) Poe (3) Scott (4) Burns (5) Edgar Guest..... .......................................................................................... ........... ....... ------- 49 The Prisoner of Chilian is one of the best known poems of (1) Byron (2) Shelley (3) Keats (4) Pope (5) Cowper ................ ..... .................................. ...................................... .........- 50 The correct expression for the blank in " She ................oi^a chair" is (1) sits (2) is setting (3) has set (4) sets (5) was setting .................... ....................................................................... ............ 51 In Memoriam was written to commemorate the death of (1) Queen Victoria (2) Lord Tennyson (3) John Keats (4) Elizabeth Barrett Browning (5) Arthur Henry Hallam__ ______ ------- 52 Walden was written by (1) Thoreau (2) Hawthorne (3) Margaret Fuller ■ = (4) Horace Greeley (5) Emerson ..... .................................................................................................. ........... . 53 An elegy is a lyric (1) commemorating heroism (2) expressive of hope (3) humorous • in nature (4) of fourteen lines (5) expressive of g r ie f....... .... ............................................... ............ 54 A correct expression for the blank in " The book___ ____ on the desk." is (1) is laying (2) lays (3) lies (4) laid (5) has la id ..................... .......................................................... ............ 55 Sohrab and Rustum was written by (1) Ibanez (2) Addison (3) Arnold > (4) Tennyson (5) Kipling ......... .......... ............................................... ...................... ...................... ............ 56 " Sunset and evening star and one clear call for me" is a quotation from (1) Tennyson's Crossing the Bar (2) Wordsworth's The Solitary Reaper (3) Shakespeare's As You Like It (4) Shelley's Ode to the West Wind (5) Browning's Prospice........... ............ .............................. ............ 57 The Gettysburg address was delivered in (1) 1776 (2) 1812 (3) 1790 (4) 1863 (5) 1916 --------- - Go on to Page 4 58 The Lady of the Lake is a st'<?ry of (1) Swiss peasant life (2) Irish love (3) Scotch feuds ' (4) English War df'fhe Roses (5) Lake Champlain ..... ...... ................ ..................... ............ 59 Thj Boll's /Jous«, was writtea by ' (1) Tolstoy (2) Ibsen (3) Shaw (4) Strindberg ' (5)‘ Pinero -. . . . ....1............................................................................................................................. ............ 60 The author of Penrod was (1) John Wilkes Booth (2) Gene Stratton Porter (3) Ernest Thompson Seton (4) George Eliot (5) Booth Tarkington ............................ ...................... ................ 61 A Greek god of music was (1) Pan (2) Jupiter (3) Apollo (4) Mercury (5) Thor --------- 62 Dr. Jekyll and Mr. Hyde was written by (1) Sherlock Holmes (2) Kipling (3) Poe (4) Stevenson (5) Mathew Arnold...............................................................................-_______ __ _____ _ 63 Horatius at the Bridge was written by (1) Dante (2) Macaulay (3) Carlyle (4) Homer (5) Byron ............ ............................................................................................................. ........... . 64 Poor Richard's Almanac was written by (1) Pepys (2) George Washington (3) Washington Irving (4) Philip Freneau (5) Benjamin Franklin ............. .......................................... ....... ............ 65 Pensive means (1) careful (2) joyful (3) modest (4) pretty (5) thoughtful --------- 66 Joaquin Miller's poem beginning, " Behind him lay the Gray Azores, Behind the Gates of Hercules" was written to commemorate (1) Napoleon (2) Magellan (3) Daniel Boone (4) Ulysses (5) Columbus ................................................................................................................... ............ 67 Pepys was (1) an historical novelist (2) a dramatist (3) a writer of diaries (4) England's earliest poet (5) a character in Oliver Tw ist............................................................ ............ 68 Lancelot is a character from (1) Ivanhoe (2) Childe Harold (3) Idylls of the King (4). The Last of the Mohicans (5) Vision of Sir Launfal.................... ;.............................................. ............ 69 Cursory means (1) illogical (2) profane (3) solitary (4) methodical (5) casual --------- 70 Roll on, thou deep and dark blue ocean, roll" is a quotation from a poem by (1) Bums (2) Cowper (3) Byron (4) Wordsworth (5) Scott........................................................ . ............ 71 " Of man's first disobedience and the fruit of that forbidden tree, whose mortal taste brought death into the world" is a quotation from the works of (1) Dryden (2) Locke (3) Addison (4) Milton (5) Shakespeare......................................................................................... .......................... ............ 72 The Hydra was (1) a flying dragon (2) the headless horseman (3) a Greek god (4) a sea monster (5) an Anglo-Saxon hero.......................... ............................................................. ............ 73 The Goddess-of Wisdom was (1) Psyche (2) Venus (3) Diana (4) Minerva (5) Juno --------- 74 Robert Browning wrote (1) Andrea del Sarto (2) Silas Marner (3) Robinson Crusoe (4) Faerie Queene (5) The Alchemist ................................................................................................ ............ 75 "Will all great Neptune's ocean wash this blood clean from my hand?" is a quotation from (1) Pilgrim's Progress (2) Macbeth (3) Canterbury Tales (4) Lady of the Lake (5) Confessions of an English Opium Eater ............................................... ............................................ ............ 76 Such novels as The Inside of the Cup and Uncle Tom's Cabin are (1) historical novels (2) quiet, domestic novels (3) careful character studies (4) novels written to reform (5) great novels of modern life ................................................................................................................... ............ 77 The central theme in the play Macbeth is (1) life in Scotland (2) border warfare (3) the downfall of an ambitious character (4) the foolishness of women (5) enmity between England and Scotland .................................................................................................................... ............ 78 The earliest of the following writers was (1) Bede (2) Chaucer (3) Spenser (4) Wyatt (5) Shakespeare................................................................ ................................................... ............ 79 The Canterbury Tales are stories (1) from mythology (2) of English history (3) of religious devotion (4) Norse raids on England (5) of personal experiences ....................... ........... . 80 An example of a metrical romance is (1) The Courtin' (2) Evangeline (3) The Man with the Hoe (4) In Memoriam (5) Rabbi Ben E z ra ................................................................ ........... . 81 Thoreau believed society could be reformed through (1) communistic societies (2) political revolution (3) public education (4) reforming the individual (5) national isolation -------- - 82 Elucidate means to (1) procrastinate (2) accelerate (3) explain (4) exterminate (5) eradicate...................................................................................................................................................... ........... . 83 Burke's Speech on Conciliation refers to (1) the South African possessions (2) India (3) the Irish question (4) the Triple Alliance (5) the American Revolution....................... ................ 84 Ulysses wounded Cyclops by (1) piercing his heel (2) thrusting him through with a sword (3) unhorsing him (4) blinding his eye (5) cleaving his helmet........................................... ................ Go on to Page 5 4r 85 Excalibur was (1) the bow of Ulysses (2) the rifle of Hawkeye . (3)' the sword of King Arthur (4) the shrine at Canterbury (5) the armor of Lancelot'................ . 86 The headless horseman is a character in (1) Ivanhoe (2) The Kumsman (3) The Fall of the House of Usher (4) The Legend of Sleepy Hollow (5) Huckleberry F in n ............... 87 Utopia was written by (1) Bellamy (2) Plato (3) More (4:) Scott" ' (5) Milton 88 The lines, "Know then thyself, presume not God to scan; The proper study of mankind is man," were written by (1) Shakespeare (2) Addison (3) Bunyan (4) Pope (5) Browning 89 Lord Tennyson lived (1) 1340-1400 (2) 1552-1599 (3) 1809-1892 (4) 1608-1674 (5) 1795-1881 ................................ ..................* . . . .................. ....... ............ .............. ........... .................. . 90 Odysseus was the hero of the poems of (1) Chaucer (2) Longfellow (3) Hesiod (4) Macaulay (5) Homer ......................................... .......... .............. ............................................... 91 The Jew of Malta was written by (1) Greene (2) Marlowe (3) Lyly (4) Shakespeare (5) Pe e le ........................... ................................ ....... ............... ............................... 92 Mrs. Warren's Profession and Widowers' Houses are plays written to (1) portray social evils (2) show woman's participation in business (3) inspire religious faith (4) spread socialistic propaganda (5) promote equal suffrage......................... ...... ........................................... 93 " The evil that men do lives after them; The good is oft interred with their bones" is a quotation from (1) Marmion (2) Julius Caesar (3) Hyperion (4) My Last Duchess (5) Dr. Faustus 94 Gulliver's Travels is (1) a satire (2) an epic poem (3) a modern travelogue (4) a drama (5) a short sto ry ................. .............. ............... ............... .................... ...... ............... 95 Chaucer's poetry was written in (1) French (2) Modern English (3) Latin (4) Middle English (5) Scotch...... ......... ........................ ........................ ......................................... 96 Modern realism in literature is noted for (1) its exalted themes (2) the ideals it inspires (3) its portrayal of the commonplace (4) its completeness of plot (5) the moral it teaches 97 The Cloister and the Hearth was written by (1) Dryden (2) Shaw (3) Balzac (4) Reade (5) Synge .... .............. .............................................................. ...... ............... .................. 98 Avaricious means (1) greedy (2) bountiful (3) liberal (4) demonstrative (5) compromising 99 Milton is characterized by (1) impulsiveness (2) aimlessness (3) finality (4) sublimity (5) shallowness__ _____ ______ ____________ _____ ______________ _____ _ 100 The correct expression in the blank, " ...... ........ do men say that I, the son of Man, am," is (1) of who (2) who (3) whom (4) which (5) th a t............................ ....... ........... 101 One of the " Lake Poets" was (1) Southey (2) Scott (3) Thoreau (4) Emerson (5) Milton 102 The poem beginning " To him who in the love of nature holds communion with her visible forms" is (1) The Chambered Nautilus (2) The Fringed Gentian (3) Thanatopsis (4) To a Mouse (5) In Memoriam ............. .................................................................................. ............................... ........... 103 A well known negro literary artist was (1) Paul Lawrence Dunbar (2) Washington Irving (3) Harriet Beecher Stowe (4) Cotton Mather (5) Joel Chandler Harris ....................... . 104 One of King Arthur's knights was (1) Robin Hood (2) Lancelot (3) Ivanhoe (4) King Robert (5) MacDonald D h u ...... ......... ............ ....... ...... ................................ ................. 105 Far from the Madding Crowd was written by (1) Holmes (2) Eliot (3) Hardy (4) Hawthorne (5) James --------------------------- ---- ------------------------------------- ------- --------- 106 The stories of Uncle Remus by Joel Chandler Harris are the stories told by (1) the old frontiers­man (2) a retired farmer (3) an old negro (4) a bachelor uncle (5) a retired sea captain 107 An example of a ballad is (1) Lays of Ancient Rome (2) To a Skylark (3) Lady of the Lake (4) Lycidas (5) Beowulf............................................... ............................................... 108 When a Man's a Man was written by (1) Gene Stratton Porter (2) Rex Beach (3) Jack London (4) Zane Grey (5) Harold Bell Wright .................................................... 109 The opposite of immaculate is (1) pallid (2) boisterous (3) soiled (4) admirable (5) fruitful............................................................................. .......................................................................... 110 " To be or not to be, that is the question," is a quotation from (1) Shakespeare's Julius Caesar (2) Marlowe's Faustus (3) Goldsmith's She Stoops to Conquer (4) Shakespeare's Hamlet (5) Johnson's Volpone..................................... ...................................... Score on Section 1 ...... . End of Section 1. Wait for signal. - 5 - . • • 1 Section 2 MATHEMATICS . ' . . . 1 A-fi algeb raic;ftaeiioi)^, ( l) -;6 (2) 12/5 (3) 3 a/b (4) 1/8 (5) 4 m n ....... 2 'The algebraic sum of 3'and-8 is ( 1 )-5 (2) -f-5 ( 3 )-11 ( 4 ) -|-11 ( 5 ) -f3 3 If x+ 7= 1 5 , then x = (1) 1 (2) 8 (3) 10 (4) 22 (5) 105 ............................... 4 The second term in the expression 4a-|-b-15c-)-6 is ( l ) 4 a (2) 12 (3) 12b (4) -15c+6 (5) b .................................................................................................................................. 5 In the term 16abc, the coefficient of abc is (1) a (2) be (3) 16a (4) 16bc (5) 16 6 The supplement of an angle of 60° is (1) 30° (2) 90° (3) 120° (4) 300° (5) 60° 7 If two straight lines intersect, the vertical angles are (1) adjacent (2) isoscles (3) parallel (4) equal (5) reflex....................................................................................................................... ............ 8 The exponent in the term 26z3 is (1) 3 (2) z (3) 26 (4) z3 (5) 26 z............... 9 A circle drawn tangent to the sides of a triangle is said to be (1) circumscribed (2) concentric (3) inscribed (4) intersecting (5) similar............................................... 10 If x2-16=0, x equals (1) ± 4 (2) + 1 6 (3) -8 (4) + 8 (5) -1 6 ...... ........ 11 The side opposite the right angle in a right triangle is called the (1) bisector (2) hypotenuse (3) proportional (4) transversal (5) altitude ................................................:......................... 12 12.8 times zero= (1) zero (2) 12.8 (3) infinity (4) .128 (5) 1 ................... 13 A figure involving three dimensions is called (1) a line (2) a plane (3) a point (4) a solid (5) a vertex.................................................................. ..................... ................................... 14 Where a/p=q, a equals (1) p + q (2) q/p (3) p/q (4) q-p (5) p q ........... 15 40a3-20 divided by 10 equals (1) 4a3-2 (2) 4a2-2 (3) 2a3 (4) 4a3-20 (5) 4(a3-2) 16 (m -j-n )^ (1) m2-f-2mn-f-n2 (2) m2-)-n2 (3) m2-f-mn-|-n2 (4) 2m2+ 2n 2 (5) m2n2 17 x7/x 3 is the same as (1) x3/x 7 (2) x21 (3) 7x3 (4) 7/3 (5) x4 ................. ...... 18 Two lines perpendicular to the same plane are (1) perpendicular (2) equal (3) intersecting (4) congruent (5) parallel............................................................................ ........................................... 19 The simplest expression of 3+6x-12-f9x-7x is (1) -x (2) -1 (3) -(9x+12) (4) _ l ( 9 -8x) (5) 8x-9 ....................................................................................................................... 20 The complement of an angle of 30° is (1) 90° (2) 60° (3) 70° (4) 330° (5) 30° 21 The number of inches in y feet is (1) 12-f-y (2) 12y (3) y/12 (4) y (5) y-12 22 An arc of a circle is subtended by a (1) chord (2) tangent (3) radius (4) sector (5) diagonal............................................................................................................ ........................................... 23 If one acute angle of a right triangle is 60°, the other is (1) 45° (2) 60° (3) 30° (4) 120° (5) 90° ................................................................................... :................................................... 24 The square root of y2-2yz-j-z2 is (1) y-z (2) y-|-z (3) -2yz (4) 2(y-z) (5) (y + z )2 ............................................................................... - ........................... -..................... ................... 25 The product of a3b3 and a2bc is (1) a5b3c (2) a5b4c (3) b2c (4) a5~fb4-)-c (5) (a2)3(b2) 2c ................................................................................................................................................. 26 A perpendicular distance from the vertex of a triangle to the base is called the (1) diagonal (2) median (3) bisector (4) altitude (5) perimeter ....................................................... 27 X1^1- reduced to lowest terms is (1) x /y (2) xy (3) x2y x y* (4) x /y 2 (5) x-J-y 28 The term which if added to b2-(-y2 would make the expression a perfect square is (1) by (2) by2 (3) -2by (4) 4by (5) -2 b ....... .................................... :...................................... Go on to Page 7 29 Given x=4, y==2, z=3, then x-5y-|-3z=: (1) 13 (2) -3 (3) 3 (4) 1 (5) 0 -------- 30 (k-6)*= (1) k2-36 (2) k2-12k+36 (3) k2+ 3 6 (4) k2-Gk+36 (5) k,+12k+36 -------- 31 Through a given point the number of parallels that can be drawn to a given line is (l'i infinite (2) 2 (3) 0 (4) 1 (5) 4 ------------------------------------------------ ----------------- I..;...... ............ 32 9f5g2-4-fg= (1) 9fg (2) 9feg3 (3) 9f‘+ g (4) 9£‘g . (5) &*+9g ............. ,.... ............ 33 If two parallel lines are cut by a transversal, the alternate interior angles are (1) supplementary (2) equal (3) complementary (4) unequal (5) adjacent ..................................... .......... ............ 34 The sum of the angles of a parallelogram always equals (1) 560° (2) 360° (3) 180° (4) 120° (5) 90° ...... ................................................................................................................................ ............ 35 The base of a triangle is x, the altitude y. The area is (1) xy (2) 2xy (3) 2/xy (4) x + y (5) xy/2 ................................................ ................................................................................... ............ 36 The two binomials whose product is 81a2-4 are (1) (81a-2) (a+2) (2) (9a-4) (9a-1) (3) (9a+2) (9a+2) (4) (9a-2) (9a-2) (5) (9a+2) (9a-2) ......................... ............. ................ 37 The number of square rods in an acre is (1) 1760 (2) 1000 (3) 640 (4) 250 (5) 160 --------- 3 8 ...(_ 4 c )*= (1) 16c3 (2) 64c3 (3) -64c3 (4) -4c3 (5) -64c9 ................. ..... ............ 39 A segment of a circle is bounded by (1) an arc and a chord (2) 2 radii and an arc (3) 2 radii and a chord (4) 2 chords and an arc (5) a diameter and 2 chords..... .............. ............ 40 l / a + l /b = (1) l /( a + b ) (2) 1/ab (3) a+b/ab (4) 2/ab (5) 2 /(a+ b ) --------- 41 The opposite angles of a parallelogram are (1) complementary (2) conjugates (3) supplementary (4) vertical (5) equal ................... ............. .............................................. ............ 42 8aZ2aa3 " (1) (-4-j-lOa2) (2) (-4a2+10a*) (3) (4a-10a2) (4) 4a2 (5) (10a2+ 4 ) --------- 43 6xs-h2x2 equals (1) 3x4 (2) 12x10 (3) 3x16 (4) 3x6 (5) 4xs ........................... ............' 44 A coefficient is always a(n) (1) exponent (2) factor (3) quotient (4) product (5) sum --------- 45 Geometry probably originated with the (1) Romans (2) Phoenicians (3) Goths (4) Gauls (5) Egyptians .......... .................... ......................... ........... ........ ......................................... ............ 46 -15xjy^= ( l) 5 xV (2) 5x6ys (3) -5x4yD (4) -5xeys (5) 12x6y8 ........... ............ 6x y . 47 If the equal angles of an isosceles triangle are each 80° the vertical angle is (1) 40° (2) 45° (3) 100" (4) 20° (5) 10° ..................... ...... .................. ................................................................................ 48 V25xlV = (!) 5xV (2) 5x14y2 (3) 12.5x*y2 (4) ± 5 x 8y2 (5) ± 5 x 8+ y 2 ....... ............ 49 When b/y^=c, y equals (1) c/b (2) b/c (3) be (4)xb-|-c (5) b-c ................ ............ 50 The product of b2 and b5 is (1) b10 (2) b3 (3) 3b2 (4) 2b5 (5) b7 ......... ..... ............ 51 Two circles which have one common point are (1) equal (2) tangent (3) intersecting (4) concentric (5) vertical........... ........... ..................... .......................... ..... ....................................... ............. 52 (3a+2b)2 = (1) 9a2+6ab+4b2 (2) 9a2+ 4b 2 (3) 9a2+18ab+ab+4b2 (4) 9a2+12ab+4b2 (5) 6a2-j 6b2 ................ .................. ........... .........-....... ---------------------------------------------- ------------------ --------- 53 Figures which are the same size and shape are said to be (1) complementary (2) scalene (3) congruent (4) inscribed (5) regular ............ .................. ........... ....................................... ........ 54 One meter equals about (1) 4 in. (2) 23 in. (3) 39 in. (4) 56 in. (5) 6 ft. --------- - 55 The locus of points a given distance from a given point is a (1) circle (2) perpendicular bisector (3) parallel line (4) triangle (5) an angle .... .... .............................. ............... ............ 56 The factors of m3-n3 are (1) (m-n) (m2-(-mn-fn2) (2) (m-n) (m2-2mn4-n2) (3) (m2-n2) (m-fmn+n) (4) (m-n) (m2-mn-fn2) (5) (m-fn) (m2-n2) .... ....... ........- ' Go on to Page 8 -7- 57 Two tangents drawn from an external point to a circle are (1) secants (2) perpendicular (3) equal (4) common (5) parallel ..... ...................................................................................... 58 V W = (1) -2ab ''■'(%) -+8ab (3) ± 4 a 2b2 (4) 2ab (5) a b + 2 ................... 59 The lengt-ti of the hypotenuse of a rigfit triangle whose sides are 6 and 8 inches long, respectively, is (1) 14 . '(2) 48 .(3.), 24 (4)12, (5)10 ........................................................................... 60 (1/16)%= ( 1 )1 /8 ■ ( 2 )1 /2 (3 )1 /4 ( 4 ) 1 ( 5 ) 1 / 2 5 6 ............................... 61 The area of a circle with a radius of 6 inches is (1) 6k (2) 36jc (3) 36it2 (4) 6it2 (5) 12it 62 4.264r4-\A04‘= (1) -04264 (2) 2.132 (3) 21.32 (4) 1.066 (5) 10.66 ........... 63 56.8-=-zero is (1) zero (2) 56.8 (3) meaningless (4) 1 (5) 5.68 ................... 64 The least common multiple of a2-2ab4-b2 and a-b is (1) a2-b2 (2) a2-2ab-j-b2 (3) a-b (4) a2+ 2 ab+b2 (5) a3-b3 ........................................................................................... 65 If a:b = 1:4, b equals (1) 2a (2) a/4 (3) a+ 4 (4 )1 /4 (5) 4 a ................... 66 If a triangle containing 24 sq. ft. has a base of 8 ft. the altitude is ( 1 )6 ( 2 ) 4 ( 3 )8 (4) 12 (5) 3 ..................... ......................................................................................................................... 67 The first and last terms in a proportion are (1) antecedents (2) consequents (3) means (4) extremes (5) ratios.......................................................................................................................... 68 (-l/3 a 2)3 = (1) 1 /9a5 (2) -l/9 a 5 (3) -l/27a5 (4) -l/27a6 (5) l/27a6 69 The perimeters of two similar triangles are 12 inches and 9 inches. If a side of the first is 8 inches, the corresponding side of the second is (1) 2 (2) 4 (3) 8 (4) 3 (5) 6 ....... 70 V-8a3b3 = (1) 2ab (2) -8ab (3) 4a2b2 (4) - 2ab (5) ab-2 ............... 71 A line and one external point will determine a(n) (1) polygon (2) cylinder (3) plane (4) solid (5) area .................................................................................................................................. 3 ____ 72 \/2 is called a(n) (1) surd (2) quadratic (3) integer (4) rational number (5) imaginary number .................................................................................................................................. 73 6a2+ 7 a + 2 = (1) (3 a -fl) (2a+2) (2) (6a+2) (a -fl) (3) (6 a + l) (a+2) (4) (3 a + l) (a+2) (5) (3a+2) (2 a + l) ........................................................................................... 74 The area of a trapezoid equals one-half its altitude multiplied by (1) the product of its bases (2) the difference of its bases (3) one-half the.sum of its bases (4) the sum of its bases (5) the perimeter .......................................................................................................................................... 75 A mean proportional between 2a3b and 18ab is (1) ab2/6 (2) 6a2b (3) az/9 (4) 36a4b2 (5) 6a4b2 ..... .......................................................................................................................... Score on Section 2 ....... . End of Section 2. Wait for signal. Section 3 SCIENCE ••• M . . . . . . . . ■ • 1 The boiling point on the Centigrade thermometer is (1) 212° : (2i- iQ0? ■' (3) 180* (4) o° (5) 3 2 ° ........ ............ ......... ..................... .................................. ________________ _______ . ______ 2 An example of a chemical change is the (1) freezing of water (2) dissolving of salt (3) melting of butter (4) formation of snow (5) burning of paper______ ___ ____ ___ _____ 3 The separation of liquids and solids by evaporation and condensation is called (1) solution (2) diffusion (3) fusion (4) pasteurization (5) distillation _____ ____ ___ ______ _____ 4 Typhoons are a kind of (1) storm (2) volcano (3) plateau (4) animal (5) savage -------- 5 A serum is often used in the treatment of (1) diphtheria (2) smallpox (3) rheumatism (4) malaria (5) goitre .... ....... .................... .......... .............. ........................................................ ...................... 6 A fuse is placed in an electric line to (1) intensify the current (2) " stepdown" current (3) give protection (4) increase light (5) decrease heat ................ ........ .............................. ........... 7 Plants breathe chiefly by means of their (1) roots (2) bark (3) flowers (4) stems (5) leaves ......................................................................... ..... ............................. .................................. .......................... 8 The unit of weight in the metric system is the (1) meter (2) pound (3) liter (4) gram (5) ounce .......... ................. ..................................... ...... ..................................................... ........... 9 An example of a mechanical mixture is (1) clay (2) nitric acid (3) sugar (4) salt (5) oxygen ..... .............................................................. .......... ......... ....... .......... .......... .................................. ........... 10 A barometer is an instrument used to measure (1) air pressure (2) density (3) specific gravity (4) temperature (5) ether waves .................... ....................................... ........... 11 A man who argued for the theory of evolution was (1) Darwin (2) Kepler (3) Davy (4) Pasteur (5) Harvey ................ ....................................... .............................................................. ............ 12 The atomic weight of hydrogen is (1) 12 (2) 2 (3) 1 (4) 14 (5) 1 6 ........... .......... .. 13 The symbol for silver is (1) Pb (2) Au (3) Ag (4) Hg (5) Sb .................... ........... 14 The largest of the planets is (1) Venus (2) Saturn (3) Mars (4) Jupiter (5) Neptune --------- 15 A common ingredient of matches is (1) calcium (2) phosphorus (3) aluminum (4) iodine (5) strontium ............. ................................................ ........... ...... ...................................... ............ 16 An example of a vertebrate animal is the (1) oyster (2) sponge (3) starfish (4) alligator (5) clam...... ...... .......................................................... ............ .......................................... ............ 17 A metal much used for electric filaments is (1) radium (2) iridium (3) tungsten (4) copper (5) antimony ........ ........................................................ ...................................................... ............ 18 The Archimedes principle deals with (1) light (2) buoyancy (3) inertia (4) motion (5) sound .... ...........-.................. ...................... ........................ ....- ...................................................... ........... . 19 Asbestos comes from (1) bones (2) cotton (3) insects (4) mines (5) wells --------- 20 The valence of H is ordinarily (1) 3 (2) 2 (3) 1 (4) 4 (5) 6 ................... ............ 21 Formaldehyde is often used as a (1) dye (2) vaccine (3) disinfectant (4) cleaning-agent (5) stimulant ............................................... - ......................... -.................................................... ............ 22 An instrument used to measure the density of a liquid is the (1) hydrometer (2) hydraulic press (3) barometer (4) thermometer (5) electroscope ...... ............................................. ............ 23 Large flat areas of land high above sea-level are termed (1) plateaus (2) ranges (3) estuaries (4) deserts (5) valleys ....................................................................................... ............ Go on to Page 10 - 9- 24 Sunlight can be broken into the spectrum by means of a (1) telescope (2) burning glass (3) lens (4) microscope (5) prism............................................................................................... ............... 25 The formula for sulphuric acid is {1; fI2S04 (2) NaOH (3) II2S (4) MgS04 (5) HN03 -------- 26 A crop that returns nitrates to the soil is the (1) potato (2) corn (3) oat (4) clover (5) tobacco ......... ....... .......................................................................................................................... 27 The centers for the higher thought processes lie in the (1) cerebrum (2) cerebellum (3) pons (4) medulla (5) spinal cord ..................... ...................... ................................ ....... .................. 28 Heat is transferred from the sun to the earth by (1) convection (2) conduction (3) diffusion (4) radiation (5) gravitation ............................................................................ ........... . 29 Malaria is carried from one person to another by the (1) rat (2) house fly (3) tick (4) tsetse fly (5) mosquito ................................................................................................................... ............ 30 An animal that suckles its young is called a (1) a rodent (2) ruminant (3) rotifer (4) marsupial (5) mammal ................................................................................................................... ........... . 31 Contours are lines of equal (1) temperature (2) humidity (3) population (4) rainfall (5) altitude ................................................ ..................................................................................................... . ............ 32 A chemical compound which does not exist is (1) CuO (2) ZnHg2 (3) H2S (4) AgCl2 (5) KC103 ............................................................................................... :............................. ............ 33 Corn plants are pollinated by (1) bees (2) moths (3) wind (4) ants (5) butterflies --------- 34 A measure of resistance used in electricity is the (1) volt (2) watt (3) ohm (4) erg (5) ampere .............. ........ ............... ........ .............................................-............ -.................. -........... -........ - --------- 35 Decaying vegetable matter in soils is termed (1) humus (2) nitrates (3) phosphates (4) fungus (5) potash................. ............. ......................................................................................... .... ........- 36 Large bodies of water affect the climate on their shores by making it (1) more severe (2) colder (3) more changeable in temperature (4) less humid (5) more even in temperature........... ............ 37 Oxygen may be prepared readily by heating (1) barium sulphide (2) silver chloride (3) sodium hydroxide (4) sodium sulphate (5) potassium chlorate_______ _______ ____ _ ______ 38 A food which is chiefly fat is (1) eggs (2) veal (3) butter (4) beans (5) oatmeal .... .................. ...................-........................................................................-................-.............. ............ 39 One of the first locomotives was made by (1) Fulton (2) Whitney (3) Stevenson (4) Diesel (5) Howe .................. ............. .......... ............... ....................... ...... ................................. . ............ 40 Poisonous substances secreted by disease bacteria are called (1) ptomaines (2) toxins (3) venom (4) antitoxins (5) vitamines....... ..... ............................... .......................................... ............ 41 If 1000 cubic centimeters weigh 890 grams, the density is (1) .89 (2) 1.00 (3) 8.9 (4) 89 (5) 1.11 ......................................................................................................- -....... ........... ............. ............ 42 The stars are properly to be regarded as (1) moons (2) planets (3) earths (4) meteors (5) suns .................................................... ........... .......................... ..........- ....................... ............ 4-3 A highly malleable metal is (1) iron (2) copper (3) gold (4) lead (5) silver ............................................................................... .......................................................................... ............ 44 A low pressure area is also called a (1) monsoon (2) anticyclone (3) contour (4) tropic (5) cyclone ................ ................................................................................................ ......... ..........- 45 A drop of water sticking to a spoon illustrates (1) cohesion (2) magnetism (3) inertia (4) capillarity (5) adhesion ........................................ ...................- I______ ;....................... ......... .......... . 46 2K+2HC1 = H2+ (1) KC1 (2) HC1 (3) 2HC1 (4) 2KC1 (5) Cl2 ......... ...... ............ 47 The green coloring matter in plants is called (1) diastase (2) hemoglobin (3) chlorophyll (4) protoplasm (5) pollen..... ...... ........................................................................................... ............................... 48 The specific heat of water is (1) .5 (2) 1 (3) .1 (4) 2 (5) 1 0 0 ................... ................ 49 The anther is a part of the (1) calyx (2) corolla (3) pistil (4) stamen (5) receptacle--------- 60 on to Page 11 - 10- 50 The rotation of the earth on its axis causes (1) seasonal changes (2) day and night (3) tides (4) earthquakes (5) the gulf stream ................ ...............................,............ ........ ................ - ' ■ ■ ' ' ££ 51 The Bessemer process is used in the manufacture of (1) matches . ,(,2) aluminum ware ' / \ (3) silver plate (4) white lead (5) steel ................ ..............:......... .......................................... • ~ 52 An animal which shows warning coloration is the (1) walrus (2) , grouse i skunk V (4) frog (5) polar bear............ ......... ........... .......... .............. ...................... ..... ‘------------------------------------ 53 A formula used in measurement of electric current is (1) I= E /R (2) T=Fd (3) PV=P'V' (4) S=V2gt2 (5) P=mv2/r ...... ......... ............................ ........................... ....... ........... ...................... ............ 54 The distance from the earth to the sun is about (1) 25 billion miles (2) 92 million miles (3) 186,000 miles (4) 240,000 miles (5) 50 million miles ................. .................................. 55 Sodium colors a flame (1) blue (2) red (3) green (4) violet (5) yellow...... . 56 The apple worm is the larva of the (1) boll weevil (2) codling-moth (3) tsetse fly 13 (4) ladybird beetle (5) milkweed butterfly......... ..... .................................... ........... ....................... 57 The Leyden jar is a kind of (1) oscillator (2) transformer (3) rheostat (4) condenser (5) interrupter..... .................... ........ ..... ............................ ......... ............... ............... . iA 88 58 An example of a monocotyledonous plant is the (1) castor bean (2) lily (3) sword fern ' (4) moss (5) mushroom..... .......................... ........ ................ .................................................. ............. .- 59 A beam of light striking a mirror at an angle of 60° is reflected at an angle of (1) 30° (2) 60° (3) 90° (4) 120° (5) 15° ................ ........ ........... ...... .............. .................................................... ............ 60 Water rises in the soil by (1) osmosis (2) solution (3) gravitation (4) capillarity (5) cohesion ........ .............................................................. ............................................ ........................ .......----- -------- 61 The law stating the relation between temperature and gas volumes was stated by (1) Boyle (2) Avogadro (3) Kepler (4) Priestley (5) Charles ........ ........................................... 62 "Young" rivers are characterized by (1) peneplains (2) Y-shaped valleys (3) U-shaped valleys (4) deltas (5) meanders ............. ..... ............................ ....................... 63 The acid in vinegar is (1) tartaric (2) lactic (3) oxalic (4) acetic (5) citric - 64 The velocity of light in miles per second is about (1) 1100 (2) 186,000 (3) 240,000 (4) 93,000,000 (5) one billion ............... ............................................. ................................................. 65 A bird that catches fish is the (1) buzzard (2) owl (3) crow (4) pelican (5) kildeer . 66 The work which is done by a 120 pound ball falling 10 feet is, in foot-pounds (1) 1200 (2) 600 (3) 120 (4) 12 (5) 666.6 ........... :............ ....... ...................................................... . 67 Isobars are lines of equal (1) magnetism (2) temperature (3) winds (4) air pressure : (5) altitude ............................... ............................. - ............. ....... -.................-.............. ....................... ........... 6^ Little insects often called " ant cows" are (1) ladybirds (2) aphids (3) springtails (4) boll weevils (5) dragon flies..................... ........................................ ..... ....................................... 69 A unit of work is the (1) ampere (2) dyne (3) farad (4) calorie (5) erg 70 Papillae are found on the (1) convolutions (2) tongue (3) roothairs (4) palisade cells (5) nerve cells .... ......................................--.............-.......------ ---- --------------- --------------- --------- 71 d=m/v refers to (1) diffraction of light (2) falling bodies (3) density (4) pendular vibrations (5) electric resistance ...... ......... .......... ............................. .......................................... ....... 72 One of the great sources of nitrates is (1) Chile (2) Borneo (3) Eussia (4) Arkansas (5) India ......... ...... ........................ .......... ........... ----------------------------......- ....... ........................ ........... . 73 A characteristic of acids is that in solution they form ions of (1) oxygen (2) metal (3) nonmetal (4) hydroxyl (5) hydrogen ............................................................... ................ ............ a ; i : : Go on to Page 12 -11- 74 A ferment is another name for a kind of (1) enzyme (2) toxin (3) ptomaine (4) seriun " (5) antibody ............. .......................................................................................................... 75. The dyne is a unit o f (1) force (2) work (3) capacity (4) electric current (5) resistance 76 When it is noon in San JVancisco it is 2 p. m. in (1) Chicago (2) Berlin (3) London (4) Paris (5) Moseotf*......................................................................... -................................................. 77 The nrdnber of calories of heat needed to raise the temperature of 20 grams of water from 16°C to 17°C is (1) 1/20 ( 2) 2 (3 ) 20 (4) 200 (5) 2000 ....................................... 78 The " Solvay Process" is used in the manufacture of (1) white lead (2) vinegar (3) sulphuric acid (4) sodium carbonate (5) iodine ........................................................... 79 The first man to apply antiseptics in surgery was (1) Koch (2) Howard (3) Lister (4) Jenner (5) Pasteur ....................................................................................................................... 80 In passing through a prism the rays of light which are least refracted are the (1) violet (2) blue (3) green (4) yellow (5) red ........................................................................... 81 Hydrochloric acid is produced by the action of H2S04 on (1) sodium bicarbonate (2) white lead (3) zinc (4) sodium chloride (5) potassium hydroxide .................... 82 The copper electrode of a Daniell's cell is immersed in (1) zinc chloride (2) copper sulphate (3) sodium bicarbonate (4) water (5) sodium chloride ............................................. .......... 83 An example of a lever of the second class is the (1) forearm (2) steelyards (3) scissors (4) nut cracker (5) tongs ................................................................................................................... 84 The percentage of N in the air (by volume) is about (1) 80% (2) 96% (3) 50% (4) 20% (5) 4% ........................................................................................................ ................ .......... 85 Fermentation always involves (1) yeasts (2) bacteria (3) sugar (4) chemical change (5) alcohol ................................................................................................................................ 86 The light rays of slowest vibration frequency are the (1) blue (2) green (3) red (4) violet (5) yellow.............................................................................................................................. 87 A substance often used in testing for carbon dioxide is (1).ferrous sulphate (2) lime water (3) silver chloride (4) Fehling's solution (5) iodine............................................................... 88 The enzyme of the salivary secretion is (1) pepsin (2) ptyalin (3) lipase (4) trypsin (5) amylopsin.................................................................................................................................................. 89 The inventor of the electromagnetic telegraph was (1) Franklin (2) Bell (3) Ohm (4) Morse (5) Faraday ....................................................................................................................... 90 Cupric oxide is (1) CuO (2) Cu20 (3) Cu02 (4) CuSo4 (5) Cu04 ........... 91 The quality or timbre of musical sounds is largely determined by the (1) pitch (2) overtones (3) amplitude (4) intensity (5) rhythm................................................................................... 92 An oxide which unites with water to form an acid is called a (1) hydrate (2) hydroxide (3) anhydride (4) acetate (5) catalyst .................................................................................... 93 The force needed to raise a weight of 900 pounds on a hydraulic press whose piston areas stand in the ratios of 1: 3 is (1) 1800 lbs. (2) 2700 lbs. (3) 300 lbs. (4) 900 lbs. (5) 100 lbs. 94 C2H5OH is the formula for (1) formaldehyde (2) wood alcohol (3) glycerine (4) grain alcohol (5) chloroform ....................................................................................................... 95 The greatest mechanical advantage which can be obtained from the use of five movable pulleys is (1) 11 (2) 10 (3) 9 (4) 7 (5) 5 ............................................................................... 96 One degree of latitude equals about (1) 24 mi. (2) 100 ft. (3) 180 mi. (4) 69 mi. (5) 360 mi.................................................................................-....................................................................... 97 A salt which does not contain replaceable hydrogen is said to be (1) alkaline (2) basic (3) acid (4) dibasic (5) normal................................................................................................... 98 The age of reptiles was the (1) Carboniferous (2) Tertiary (3) Triassic (4) Quaternary (5) Archeozoic.......................................... ................................................................. 99 An example of a copper ore is (1) galena (2) cinnabar (3) malachite (4) hematite (5) bauxite ............-.....................................-................................................................................................... 100 The latent heat of fusion for water in calories per gram is about (1) 32 (2) 80 (3) 100 (4) 212 (5) 536 ......................................................................................... .............. -............................ Score on Section 3 ____ - End of Section 3. Wait for signal. - 12- 23 The mea sure s o f i n t e l l i g e n c e u s e d in t h i s i n v e s t i g a ­t i o n a r e based on s c o r e s made lay th e s t u d e n t s on t h e Kuhl - mann-Anderson I n t e l l i g e n c e t e s t and t r a n s p o s e d i n t o Sigma Index s c o r e s by the u s u a l s t a t i s t i c a l method. The i n t e l l i g e n c e t e s t s a re a dm i n i s t e r e d to a l l s t u d e n t s e n r o l l e d i n p u b l i c s c h o o l s in S a l t Lake City and the s c o r e s a r e a p a r t of a permanent r e c o rd kept of each s t u ­d e n t . fhe Kuhlmann-.'Jit e r so n I n t e l l i g e n c e t e s t i s a well known t e s t and i s wid e ly a c c e p t e d as a very r e l i a b l e measure of men ta l a b i l i t y . Semes te r marks of th e s t u d e n t s were a l s o u s e d as a measure of the p r o g r e s s of the s tu d e n t in the s u b j e c t d u r in g t h e f i r s t s eme s te r of the s ch o o l y e a r . The semes­t e r mark i s a g e n e r a l e s t im a t e of the s t u d e n t ' s wor th as based upon th e marks g iv e n fo r t h e fou r c o n s e c u t iv e s eme s te r p e r i o d s of c l a s s -w o r k . In t r e a t i n g the m a t e r i a l s t a t i s t i c a l l y , d i s t r i b u t i o n s were t a b u l a t e d f o r s e p a r a t e c l a s s e s and a l s o f o r a l l th e c l a s s e s i n one s u b j e c t , taken a s a whole . The mean of each d i s t r i b u t i o n was found by th e Sh or t Method f o r c a l c u l a t i o n of a n a v e r a g e . M = G.A. s ( £ f d ) s IT The above formula r e p r e s e n t s the ma th ema t ic a l manner of o b t a in in g th e mean: K s t a n d s fo r t h e mean, G.A. f o r gues sed a v e r a g e , £ f d is the sun of th e frequency of th e i n t e r v a l m u l t i p l i e d by th e d e v i a t i o n f r cm the gues sed a v e r a g e , N i s the number of o a s e s in the d i s t r i b u t i o n and s i s the s t e p - i n t orva l which in a l l c a s e s was 10. To c a l c u l a t e the mean the nume r ic a l v a lu e s were s u b s t i t u t e d in the formula and the r e s u l t i n g number c o r r e c t e d to two decimal p l a c e s . In c a l c u l a t i n g c o r r e l a t i o n c o e f f i c i e n t s to d e te rmin e the r e l a t i o n s h i p between two v a r i a b l e s , the Pe a r son p r o d u c t-moment method was u s e d . The c a l c u l a t i o n of a c o r r e l a t i o n c o e f f i c i e n t by the above formula w i l l be found i n G a r r e t t ' s S t a t i s t i c s in Psychology and E d u c a t io n . C o e f f i c i e n t s of c o r r e l a t i o n were a l s o computed by t h e co n t in g en cy method. This method was used i n a l l c a s e s where s eme s te r marks were in v o lv e d f o r they a r e grouped i n to smell c a t e g o r i e s and a r e too few to wa r r an t c a l c u l a t i o n of a c o e f f i c i e n t o f c o r r e l a t i o n by th e •Pearson p r oduct-noment method. The s t e p s in the computa­t i o n o f C, th e c o e f f i c i e n t of mean sq u a re c o n t in g e n c y , may be s t a t e d a s f o l low s : 25 '•"1. C o n s t r u c t a c o n t in g en c y t a b l e . 2 . De te rmine the ' independence v a lu e ( f o r e ach c e l l by m u l t i p l y i n g to g e th e r th e t o t a l s of th e row and column in which t h e c e l l f a l l s ) and d iv id e t h i s p ro d u c t by N. 3. Sq ua re the number found in each c e l l , end d i v i d e this , r e s u l t by t h e independence v a lu e of t h a t c e l l o b t a in e d in (2) above. 4 . Sum the q u o t i e n t s o b t a in e d from ( 3 ) , c a l l t h i s t o t a l S. 5 . Subt ra ct N from 3, giving 8-N. 6. Divide 3-11 by 3 and e x t r a c t t h e sq u a r e r o o t to g e t G, the c o e f f i c i e n t of mean sq u a r e c o n t i n g e n c y . " Mu l t ip l e c o r r e l a t i o n c o e f f i c i e n t s were a l so computed to d e te rmine the degre e of r e l a t i o n s h i p between two mea­s u r e s p lu s the i n d i r e c t e f f e c t of a n o th e r f a c t o r t o which both a r e r e l a t e d . Fol lowing the computa t ion o f t h e s i x c o r r e l a t i o n c o e f f i c i e n t s by th e P e a r s o n product-moment method and c o nt ing ency method, and th e c a l c u l a t i o n of th e of the d i s t r i b u t i o n of achievement by th e formula H 1 G a r r e t t *s S t a t i s t i c s i n psych olo gy end. Edu c a t io n Longman, Green & Go. 1926 p p . 163-176 p p . 203 t h e fo l lowin g formu la s were used: In a l l c a s e s the sub one r e f e r s to the achievement d i s ­t r i b u t i o n , sub two th e Sigma Index d i s t r i b u t i o n , and sub t h r e e the a t t i t u d e d i s t r i b u t i o n . T h e r e f o r e , r ^ 2 r e p r e s e n t s the r e l a t i o n s h i p between achievement and Sigma Ind ex, r , _ the r e l a t i o n s h i p between a ch iev a i e n t and l b i n t e r e s t or a t t i t u d e , and r the r e l a t i o n s h i p between Sigma Index and a t t i t u d e . In a l l c a s e s the p ro b a b l e e r r o r was c a l c u l a t e d by the fo rmu la : P .E .= .6745 ( 1 - r 2 ) w From the f o r e g o in g t o s t and g e n e r a l l y a c c ep ted s t a t i s t i c a l methods d e s c r ib e d , i t may be assumed t h a t th e r e s u l t s of t h i s s tu d y t o b e p r e s e n t e d in the fo l low in g c h a p t e r a r e r e l i a b l e and show a high d e g r e e of a c cu ra cy i n measur ing th e t r a i t s t o be c o n s id e r e d , and t h a t the c o n c lu s io n s sh o u ld be s i g n i f i c a n t . C h a p te r I I I PRESENTATION AND MLLYQI3 OF DATA The c h i e f c r i t e r i o n in t h i s s tudy i s academic achievement o r t h e q u a l i t y of work done in t h e c l a s s ­room. The two r a t i n g s used in t h i s s tu d y to measure a c h iev ema i t a r e the s c o r e s me.de on the achievement t e s t and t h e t e a c h e r s ' e s t ima t e of the s t u d e n t s ' achievement as shown i n the seme s te r marks . Zero o r d e r c o r r e l a t i o n s o f a l l t e s t s c o r e s , Sigma Index s c o r e s and s a n e s t e r marks with a chievement in s i n g l e s u b j e c t s were computed. A m u l t i p l e c o r r e l a t i o n was a l s o found f o r each s e t of d a ta i n o rde r to d e te rmin e th e d eg re e of r e l a t i o n s h i p of* a t t i t u d e and i n t e l l i g e n c e to a chievement . In r e f e r r i n g t o the v a r i a b l e s , numbers as w e l l as names w i l l be u s e d . The fo l low in g is th e manner in which th e numbers w i l l cor re spo nd to th e v a r i a b l e s : l a achievement t e s t s c o r e s 1^ Semes ter marks 2 Sigma Index s c o r e s 3 a t t i t u d e - s u b j e c t s c o r e s C o r r e l a t i o n s have been computed between a l l t h e me a su re s , th o s e in v o lv in g 1^ semes te r marks a r e r e f e r r e d to a s C or c o e f f i c i e n t of mean sq u a r e c o n t in g e n c y , and the r ema in in g a r e r e f e r r e d t o a s r , or a c o r r e l a t i o n c o e f f i c i e n t of th e z e ro o r d e r . C' s were computed in t h i s o r d e r : Cn „ K. C, , . .C , , a id l a - 1 b 5 lb - 2 * I d-3 r 's were computed f o r r l g , r -^2 » snd r 0g . A m u l t i p l e c o r r e l a t i o n i s d e n o te d as R and in t h i s s tu d y R_.,0(_,was found f o r each s e t o f d a ta . i { d o J The f o l low in g t a b l e s p r e s e n t the a c c umu la t io n of d a ta i n terms o f c o e f f i c i e n t s of c o r r e l a t i o n . Table I r e p r e s e n t s the En g l i sh group, Table I I the Sc ien c e group and Tab le I I I th e Mathemat ics g ro up . The c l a s s e s i n each gro up are coded t o a v o id the use of th e t e a c h e r s ' names. E d e n o te s an E n g l i s h c l a s s , 3 a s c i e n c e c l a s s and M a ma thema t ic s c l a s s . E- l -A means a c l a s s i n SngLish 1 t a u g h t by Miss A. Lik ewi s e , a c l a s s named 3 - P h y s i o l - J means p h y s io lo g y c l a s s in the s c i e n c e group ta u g h t by Mr. J . Throughout the i n v e s t i g a ­t i o n th e c l a s s e s w i l l be r e f e r r e d to in t h i s way. The f i r s t column, headed H, i n d i c a t e s the number o f s t u d e n t s c o n s id e r e d i n each c l a s s . Column two c o n t a in s th e c o e f f i ­c i e n t s of c o r r e l a t i o n o b t a in e d in c o r r e l a t i n g t h e a chievement t e s t s c o r e s and seme s te r marks , The t h i r d column, headed ac1l/ 3 . I . , c o n ta in s the c o e f f i c i e n t s fo u n d in c o r r e l a t i n g achievement made on the t e s t with th e Sigma Index s c o r e of th e p u p i l , or r ^ o . The f o u r t h column shows the c o r r e l a t i o n between th e s eme s te r mark and Sigma In d ex , or C- _ , , and th e f i f t h shows the r e l a t i o n ­s h ip between t h e achievement t e s t s c o r e and th e s c o r e on t h e a t t i t u d e t e s t , o r r-, „ • The s i x t h column of f i g u r e s p r e s e n t s the c o e f f i c i e n t s of mean sq u a re c o n t in g e n c y c a l c u l a t e d between s eme s te r marks and a t t i t u d e t e s t s c o r e s , or C, , r,', and the s e * l b - h v e n t h column c o n t a i n s t h e c o e f f i c i e n t s o f c o r r e l a t i o n found between the a t t i t u d e t e s t s c o r e s and th e Sigma Index s c o r e s of th e s t u d e n t s . The l a s t column, headed B-L^ 23 j , p r e s e n t s the m u l t i p l e c o r r e l a t i o n c o e f f i c i e n t s o b t a in e d by c o r r e l a t i n g a t t i t u d e and i n t e l l i g e n c e a g a in s t a ch iev e d a i t . t^b le I English Class co rrelations between achievement Sigma Index and attitude scores nd aeries ter : rks. 1 ' A ll C la s s e s tt I -3 ! "d w i -<j i o S3 1 <3 1 M 1 -J 1 S tt 1 -a I t-1 tt I -J ! tt 1 oi 1 w 1 cn 1 M M 1 yi ! W tt 1 Cw 1 a tt 1 OQ 1 tt -■ • m i 03 1 W tt 1 CSl ! a I - 1 i E - 1 - B i E - 1 - A O <J\! T~~ rx o-x Cr' \ UJ •vi oo vj s^. s^- -c> -^. ■f^ <_M V - SJ La d \ i+ c> -fc. ■J M H t-V hi o I t UU | t c> 4> Lfsi 1+ *? H c» \ ,4 0. £ \+ ?s O N-s 1 & )+ ii It <s^ ! t Ci CAJ 5\ !^ O sj -^s Cl. )~f- I LM HD P' ‘°! 5^ H o vj A IM H c> ~0 > o o tr H \ p m 1 P H I-S o' fsJ f t * K o n a *9 -S> 1+ £ V*J 'J H "V $ h o s-* s H D 5N c> li­ft "N Uj -vj -0 o * Q OJ f t s> X4 h 0 "C b Cs ~t± 5^ M ft CS O' *<? ! t o h- K 4 u H • ro \ St> o cr 1 1+ t*t 1+ P-I t c> O'- *1 .t \^5 * tv 1+ -■v J S'- j+ o 5-x rs fc h lA \ !+ Ck. L- \ tSN vj !+ IV ■Ay !+ Q ts \ 6. i H o fN ^S> K H O ON O !+ o ■* H -c H Q 1>1 H O ■f W• M O \ H 1 sS O' f® 1 4 ro !v J + i K> !+ o. °0 h c. Js» & ' t P h v i t Er\ LM * ►J Jt e> •9 !+ a •<? o 4 K> K> ,'t b, -J t t o t 0 n C> ioJ i ( >i 0» +1 o •A o H* c> >6 »v i t S' c, »0 H o > o t r H^ \> tw c+ e+ H-c+ JO. It. c> % o. fv ■j ■o j t Ci 5^ 4 £ k !■+ o ■A (+ O O fi .4- Ci fv V 4> rt Ci 2 H J+ nJ <? S' /+ 3^ 3 f f 0. SN ON Oj 0 c« -A H 0 'J 00 ! t -* ft Q sj IN -J f t o (S^ e+ c+ H* O . c+ CT- S ' 1 P3 CM 4 tK --s. o Kj O c, t>j Vk .1 M .1 Vi Ck Kj CO '- r* p 10 o> SN V ^ v. 'J VN * I f H I t 1+ i+ * H- H n !+ f \ +1 H .H-a h - 4 \ TO 15> Cx *i v> O -0 £ KV ts b b •c >» o o •c o °\ o a -a 0 ^0 \ o C>1 c+- C+- H* °9 S' A BS S'. u . Vi M N to o I* \ -£ -$> "V ■A f H ro T_.Li, I I Science class correlations between achievement, Sigiaa Index, and attitude scores and semester raarks. £> H CO Cn to cn co co cn cn CO CO CD co co co OHP tn CO 0 S3- ©g 1 0 t r CD B 1 1 TJ tr <1 CO H-ow "d rr < E» _i. o cn "0 3- <J cn H-o H Ti cr w H-O H IS) o0 1 W lp. 0 (-1 1 -U D -i 1 3J H- 0 H 1 Cd H* 0 H 1 Q cn P cn 0 1 C! CD 13 CO 0 1 o CD 3 CO 0 1 JSJ S3 W -t M e-K M e > n Gd tc Q tAJ sj °) O U) *-s 0 -IX o *> CA 1 vj WJ -£> cjO ■J **1 tA. _o -D s £ i+ o o <T~ )+ M H- 6^ r~ if -■s^ -ft N -ft 1* «jU u> N* Js-h* IS. LW UJ> 1*1 I f -- <1 j) ? «0 H UI -s/ IS- «AJ I f o «? H* V* v> IS H cu IS o HP 1 H o' >o g fB 1+ O <r\ t SN Is <x> o a -ft H V5 UJ IS V P si Is I f *>■ \ <0 -o -© /+ ft O O H-r> lc>. H 5 l+ n ®» H* \ !+ u u \ l-f '» a »+ >> 4 I-1 ro cn • M •\ > o tr A -o »+ Cl ■sj 14 sj It t/i \ Ck H-uO •^s) 00 }S o -D r-ft 1+ k i sj I f- P 6-s /+ u5 8^- V l-f LAJ IX 1+ ffs »s. IS & 1 r^- H- !+ '<4 o 4 sj v> (s o o' 1 cn • M > P3 4 J>r -© I f o ffs. o> If JU w- X IT-- oJ I f P A sj Is b> p v> o I f -V o -0 H V C> -ft H xj O -X> H-L w I f V- -ft o I f v> V o o UJ .J+ o -0 1 a -ft -w V. h Xi y> '■si Is -o I-1 w t*> o tr c+ r+- H* c+- CM -ft H c> p' ■A -Ck 1 + Ci 1 + \ *\ *1 sj !+ Sv. -fc. 1* -. I-Jj °) -si 1 + VJJ tv, H °\ & \ H -ft ] + "> H-r~ -J \ f f t vj |+ -vl ts -ft. t+ CM <s M o I f Q o o' 1 CH c+ H-c+ P3 5^ u> li-o «-s IS tw . 1 eJJ -ft + 1 v> Ci i a « r~- o -£> I f N> o 1+ vw t+ >> o H- . ! o s> + ' ■ft-o vj 1+ BN h> »s l-f v> o .1 +1 V • f t 1 V +1 I i + u H TO t w S.I./Attlt - > - f t C J j v > o CO 5 - - O o o - f t * - f t * O J -S > - Q f t . to M r o 0 3 Mathematics class correlations between achievement, Sigma Index, and attitude scores and semester marks T.3LE I I I All Classes . M - Geom - F, M - Geom - D M - Geom - C M - Geom - B I > M to i >• * > Os \ °\ Cs v/ o a r**. CO l-f & u A P H- ‘'i r- |+ c> ~-s> *> !+ o H «s> h- Dii a J_J o \cr p5 gg I £» M ^ c r Ps" * » H & O'. H - O h - V !+ N tN H- •x. >* -s> N- >s o co • M M \ K1 > O t r h l i ­ft u 1 K ■xj !+ V. S'- 1 j+ IAI v j f t f f - I* >» CO • w o • t-' s ' cr1 f® 1 M ro i*r tn I 1+ o -a 1+ V >•> •s. h - ■^v *1 -6 !1 *v * *s* r » 4 & H- >*. OJ > o 4 u=* H-1 c+- 05 c+ H-c+ -A o - J VS-I f 0. " I H <5"- I t h 3 It X V - >c + c+ H* O c+ o ' S " 1 P3 oq 4 bcJ 1+ o - * S'- 1+ P . 1 O' 41 o -a >j -a i+ >S o v> $ £ CO • M 4 * ro \ 03 > C+ C+ H* V * * <j j H ro 03 2-3igma Index S-Attitude test In the above diagram, it can be shown that if rgg is lower than and r ^ , then a multiple R, or ^ ( 2 3 ) would yield a better i^rediction cf achievement than either of the factors could do separately. For instance, in Table I , the first class of the science group, 3-Biol-i., r-^s .18 i .21 , rio= ~ while 2 W * .15 - .21, and the multiple R = .4 2. In this illustration, then, since r«iC^tO is lower than X C or j rn ^ the multiple R is a better prediction of achievement JL«j) than either r^g or r-j_g. This is likewise evident in the following table, summarizing the linear and multiple correlations in the English and science groups, each taken as a whole. In the mathematics group there is a s l i fJit discrepancy in that rgg is not lower than r^g, the difference is but . 0 2 and hardly significant. TABLE IT Linear and Multiple Correlations between Achievement, Sigma Index, and Attitude scores by subject-groups. Sub ject-groups r 1 2 r13 r23 t? nl(23) English .49 * .04 .14 * .08 .11 * .05 .51 Scienc e .42 * .05 .19 * .06 .13 ± .06 .44 Mathematics .38 i .08 .15 * .09 .17 ± .09 .42 Throughout the entire investigation, the coefficients of correlation between achievement score end attitude scores ( r ^ ) and Sigma Index and attitude scores (rgg) are exceptionally lew. This seems to indicate that the attitude test did not to an;/ noticeable degree measure either rental ability or achievement in the subject, he coefficients for the .three large groups can again be cited as examples* From Table I it is observed that there is a wide variation in the relationships between achievement scores end scores made on the attitude test* The coefficients vary from -.28 ^ .09 to .42 - .18, but the relationship found when all the English classes were considered as a whole was .14 ^ .05. Likewise, the relationships between Sigma Index and attitude scores shown in Table I are variable, the coefficients ranging from -.27 T .09 to .32 ± .08. The correlation found 35 between these two factors for all English classes again is more of an average or .11 ± .05. The results in Tables I I and I I I also vary as do tiiose in Table I.- In the science grouping, the correlation between achieve­ment scores and attitude scores range from - .04 jp *25 to .53 i .16 with the relationship shown for the group taken as a whole as .19 * .06. The variation in the correlations between attitude scores and Sigma Index also range from -.34 r .2 to .26 * .2 with the correlation of the entire science group .13 .06. In the mathematics group the variance in the calculated coefficients of achievement end attitude scores was from .09 * .21 to .64 * .13 with a correlation for all the mathematics classes of .15 ^ .09. Attitude scares and Sigma Index also fluctuate from -.09 - .09 to .29 1 .2 in the mathemL tics group end again it is seen that the correlation for all classes is more or less of an average, being .17 - .0 9. The correlation coefficients just cited are indicative of the small degree of relationship betweai the two factors considered in each case. The low correlation between the attitude test scores end Sigma Index scores, end the low correlation between the achievement test scores and attitude test scores, may be compared with the high correlation between attitude test scores and semester marks, and tlie nigh correlation between Sigma Index scores and semester marks in the following table: TABLE V Linear and multiple correlations between achievement , Sigma Index and attitude scores and semester marks by subject-groups. Subject groups A t t . /S . I . r23 ..ch. /A t t . r13 ..tt ./Mark clb-3 S . I . /liar k clb-2 Rl(23 Lngl ish .1 1 * .05 .14-.05 .6 2 * .02 .51 *.04 .51 Sc ie nee .15- .06 .18-.05 .3 4 * .06 .47 *.05 .44 Mathema tics.17 *.09 .1 5 * .09 .4 9 * .07 .51*. 05 .42 In the foregoing table it will be strikingly not ed that the correlations in columns 1 and 2 are consistent­ly lower in comparison with those in columns 3 and 4. The correlation coefficients in the first column indicate that there is a relatively small degree of relationship between the attitude of the student and his mental ability. Likewise, his attitude does not seem to be affected to any greet degree by his achievement in the subject. This last statement seems to b e contrary to gsieral opinion, which tends, to show that a student vho does well in a subject will be more interested in it than one who is finding the course difficult. Column 3 slews that there is a comparatively high, r elationship between the attitude of the student and the semester mark he receives in the subject. There also appears to be a relatively high, correlation in column 4 between the Sigma Index score and semester mark of the student. This relationship tends to show that mental ability influences the semester mark as much as the attitude that students show tcward the course. The more favorable the attitude and the more intelligent the student, the better his scholastic marks will be. The use of the multiple correlation coefficient is also opportune in this case. The multiple R was calculated to determine the degree o_f relationship between attitude and intelligence and their combined action upon the prediction of achievement. Column 5 (Table V) shows the numerical expression of this rela­tionship. From the. results of these correlations, it may oe assumed that a teacher, in marking a student upon his achievement in the class, takes into considera­tion to a large extent the mental ability of the student and the attitude he shows toward the ccurse. T^JBLE VI MEANS OF TEE CLASSES STUDIED IN THE ENGLISH GROUP Class ^ i Oh.. 3 .1 . Atfc. i!j- J.- \j 19.49 104.97 71.94 E-l-A 29 ,17 105.56 64.92 E-l-B 33.86 108.18 65.25 E-3-F 27 .60 100.74 64.51 "P- Or3w-'iFj 29 .75 102.54 65.15 E-3-G 30.61 96.60 69.70 E-3-D 34.79 107.34 74. 94 E-5-J 35.92 105.16 66.669 E-5-I 41.98 106.32 68.40 E-7-M 41.72 101.03 6 6 . 72 E-7-0 44.40 102.5 0 71,43 E-7-H 45.69 110.75 66.51 E-7-N 46.38 105.98 73.43 E-7-P 47.31 109.42 70.96 E-7-K 49 o 69 III . 8 8 66.94 hiI o i 53 53.36 113.9 71.43 Class Lli.THEI.il TICS x.ch. GROUP S . I . Att . M~£lg~A 24.97 105.34 65.11 Li-Geam-D 19.36 95.73 61.73 M-Geom-E 2 2 .4L 1 0 7 .4L 59 .63 K-Geom-B 28 .oo 103.00 63.20 L-Geom- C 31.55 1 1 2 .78 65.91 SCIENCE GROUP S-Gen j c-G 21.604 95.28 68.96 3-Gen 3c-F 31.12 103.16 39.90 O f-*- j. on oc »- I. 35.58 98 .60 65.14 3-Biol-B 20 . 8 8 88.33 68.37 S-Biol-C 23.46 93.97 64. 80 3-Biol-ii 25.61 97.64 o> * to CD 3-Biol-D 28.65 104.62 65.96 3-Zoo-E 32. 03 1 1 2 .16 67 .97 S-Physiol-J 25.10 95. 00 74.83 3-Phys iol-I 26.137 116 .46 76.636 S-Physi cs-L 32.78 105.83 73*07 S-Physi cs-I 41.80 118.18 71.40 3-Gheo-H 44.47 104.71 75.18 3-Chem-M 46.80 112. 30 71.60 A study of the attitude means of each of the classes toids to show that the attitude of the student in a course that is not required is more favorable than it is in a course which they are compelled to take. If the separate classes in each section of the large group (that is, English 1, 3, 5, or 7 of the English group) are plotted on a graph as in Fig, I , in order of the increasing achievement of the class in each section as shown by the mean, a gradual increase and a rather smooth curve results. However, when the mean of the attitude test o of each class is plotted in exactly the same sequence as in the previous plotting - according to the mean achievement scores -- there are a number of fluctuations in the curve. This shows that the attitude of the students of a class of low achievement does not hold the same relative position as the attitude of a class with a high achievement rating, and vice versa. Fig. I I shows a graphical representation of the achievement of all the classes in science tnat .were studied. In this group, and in the mathematical group, Fig. I l l , there is more of a tendency for the curves to follow the same general form. In both figures, the attitude curve tends to increase at about the same rate as the curve of achievement. The classes included in the science and mathematics groups are elective studies and they seen to sho* t from these graphs, that the attitude of a student toward a subject he is not required to take is more favorable in proportion to his achievement than in a required subject. The attitude graph in Fig. I indict tes that there is a more or less general indifference among the students enrolled in the English classes throughout the entire four years of the subject. ?ig. I iphiccaall representation of achievement and attitude .Jnglish classes studied. The upper graph s Ixhss ^ gra in the _ ___ _______ the mean value of achievement of each class, lower graph the mean value of attitude for * corresponding class. the end the same <4 i cq i J 1 o 1 Q i | M l i o 1 i £5 i Ph N rH | i- i to 1 to 1 uo1 to I I iO 1 i LQ i 1 !>« I I 1 1 l m w w {*: 1 W I W 1 ! W ! {£ 1 W ! I ! tt-i i w| Fig. I I A graphical representation of achievement end attitude in the science classes studied. , The upper graph si: .ws the mean value of achievement of each class, and the lower graph the mean value of attitude for the sane corresponding class. O f x EC c c O < Q w h -1 *■? 2 s 1 1 1 1 1 1 1 1 1 1--- i I CQ i ca ! 1 o C CJ c C O a CQ CC CQ t- rH (- i-1 •*- •r* *H •H E 0 - o O c o O If. a ca K a a a P c •H *H •F- •H O > ► > > !> rC , c a a <u PC ffl PC PQ tsi X X X c C c i I c i ai 1 1 1 1 1 a ! PL I ° r PL 1 1 1 CO CO CQ CQ CO CO CQ CQ CQ CO CQ CQ cc CC F ig ,I I I A graphical representation of achievement and attitude in the mathematics classes studied. The upper gratsh shows the mean value of achievement of each'class," and the lower graph the mean value of attitude for the same corresponding class. Chapter IV SIM,ART M D INTERPRETATION Mental ability is generally accepted by investigators as the most important single factor as relating to the maximum achievement of a student. In the present study an attempt has primarily been made to determine what is the relation of an additional factor, attitude, to mental ability and to achievement, and the relationship of attitude and mental ability to achievement. This study G also attempts to determine any relationship between these three factors and teachers* marks as a possible basis for predicting achievement. In that the present investigation was made with a comparatively large group of subjects, and in that the correlation probable error is low -- median P .E .= .12 (see Tables I , I I , I I I ) - the study is presented with a claim for a comparatively high degree of reliability. Its validity is largely based upon the merits of the separate tests. The P'uhlman -Anderson Mental test and the Iowa achievement test are well known and generally accepted as valid. The Armstrong attitude test is not well known, but it was constructed in accordance with the technique of L . 1 . Thurstone (36) and was adequately standardized. The validity of the attitude test might be questioned in that there is a possibility that factors of achievement and mental ability may enter into student response, but the low correlations between scores in the attitude test and those in achievement or mental ability (all less than . 2 0 ) indicate that this is not the case. In this study, semester marks, as well as achieve­ment scores, were used in statistical evaluation. The opinion of raost investigators is that marks are as reliable and valid a basis of prediction of achievement as are mental tests. The correlations in this study - between scores in mental ability, attitude, and achievemait , and each with tetchers' marks (not including probable errors, which are comparatively low) -- are summarized in Table V I I . S . I . (Sigma Index) refers to the method of rating mental ability used in this study. TABLE VII Suirciary of Correlations Course -ich. Ach. Mark Ach. Mark 3 .1 . Att.& S . I . Mark S . I . r12 3 .1 . Att. r 13 ■Tit t . xit t . r23 ACh. Hl (23 ) English .55 .49 . ol .14 .62 .11 .51 Mathematics .63 .38 .51 .15 . 49 .17 .42 science .44 .42 .47 .19 .34 .13 .44 These correlations are not su ifici ait ly high to be conclusively significant, though they are in general in conformity with the degree of correlation found and anticipated in allied studies. They are, however, sufficiently high to indicate that fundamental and significant relationships do e z is t , tint attitude and mental ability have a significant relationship to prediction of achievement, and that wi th improved techniques these relationships are deserving of further study. The present stu<fy , as compared with previous available studies in this field, claims merit in that relationships between all four elements - achievement, ability , attitude and marks - were investigated in one comparatively large^roup of students. No previous available study dealt with more than two of these factors at one time and in comparatively srraller student groups, as compared to a group of close to 1800 in this study. vailable correlations in this field, as compared with the correlations of this, are summarized in Table V I I I . ■ TREBLE V I I I *j.YiJXiABLE GORRSLiiTI0N3 U'T IKE FIELD III RULETIOrT TO 'ITTOS23 FOUED ITT TEE PRESET JTEDY ■ Comparable Factors r found Investigator N -pesults in Correlated t ^ 3 study iientul ability .67 . Fleming(lO) 500 .49 * .04 and achievement in English. .42 to .67 Goodnun(16 ) 1373 Lent al" ability 762 Flemmingtloj aOO TE6" * "708 an d sc h i e v emen t in Mathematics___»2£_i2_i§___ 229.££i;Sii§.i____________ _ Lien til ability .51*7076" "i.icLur ty (25 j~ .5L*7o5Eatli ana marks in .61 Jrs. Turner ( 3B ) . .47 *.05 5c. academic v;oik .69 3rs. . 8 Jrs. Fleraaing(lO) 50 0 .51 -.04 Eng. __ ____________ . 7 1 3rs. __ _ _ _ _ _ _ attitude scores and marks in .42-. 18 subjects ..'rightstone 150 .48-. 18 __CenJ_l_Eci ence___.54___________________ Ll=~ l__________ Physics .56 u .64 * .1 3 .. - - - -- - - .... - _ - A2xi*^ - Geometry .34 11 .4c*7l7 ' .62 *.17 EngLi sh .36 - " .44*.19 _____________________________________________________________ *43£A18_____ Attitude scores .74 J r s . Flemming(10 ) 50 0 . 62*.02 Eng and marks .49 Or s. . 34*.06 3c. ___________________________________________________________________ *^2z.iQ7^at4 iit t i tude s co r es an a achievement in Engl i sh____________ .46____________^ __ Ittltuae'scor es ~ ~ ~~ ~ .nc. achievement in Eat hematics___ A§6 _ _ ^lenpiingilOjL 502-*15^.53 _ Len^al ability ~ - - -- _ and attitude .46 . Fleming! 10} 50 0 .11-.05Erg .13- .06 3c. . ________________________________________________________________________________________ ^iZ^OS^ath Achievoiijent and .oO Fryer(13) 2 cO . 15*.09meth attitude .14*.05 Eng - 1 9* - ()r> :-,n It may be concluded that when tbere is a 1oyj correlation between the attitude test scares and intelli­gence scores, end a low correlation between the achievement test scores and attitude test scores, in comparison to a high correlation between attitude test scores and semester marks, and a high correlation betweai intelligence scores and semester marks, then attitude and mental ability have the same relative degree of influence upon semester marks , Diagramatically, with approximate correlations noted, the relationships cf the above cited factors may be shown as follows : c This this study it may be seen that attitude and intelligence combined influence the semester mark end achievement, 'The multiple correlation shows the relationship between attitude and mental ability and their combined actions upon the prediction of achievement. ..hen a student receives a high semester mark in a subject, it may not indicate that he has reached a level of achievement corresponding to the mark, but that the combined action of his mental ability and attitude h