A study of the correlation between students' math aptitude and their achievement in principles of economics.

Abstract

The primary purpose of this study was to determine the relationship of math aptitude to achievement in Principles of Economics. This study sought answers to two major questions: (1) What is the relationship between math aptitude and achievement in Principles of Economics? (2) What is the relationship between overall aptitude and achievement in Principles of Economics?

Secondary areas examined included gender and classification as possible determinants of students' performance in Principles of Economics.

The study covered students taking Principles of Economics at Trevecca Nazarene College during the five quarters from Winter Quarter, 1985 through Spring Quarter, 1986. The sample included 82 students for Principles of Macroeconomics and 86 students for Principles of Microeconomics.

ACT scores were used to measure math aptitude and overall aptitude. Student achievement was measured by scores on the 1980 version of the Test of Understanding of College Economics and by course grade.

Math aptitude did prove to be a good predictor of achievement in Principles of Economics. However, overall aptitude as measured by the ACT Composite score was shown to be a much stronger predictor.

In addition, there appeared to be a stronger correlation between math aptitude and course grade than between math aptitude and TUCE achievement. Composite ACT score also emerged as a very good predictor of course grade in Principles of Economics.

It was concluded that: (1) Math aptitude is useful in predicting achievement in Principles of Economics. (2) Of the variables in the study, overall aptitude is the strongest predictor for achievement in Principles of Economics. (3) Class standing is useful for predicting achievement in Principles of Microeconomics, but it is not a good predictor of achievement for Principles of Macroeconomics. (4) Gender is not a good predictor of achievement in Principles of Economics.