![]() ![]() ![]() The correlation coefficient on all four achievement tests indicated strong positive significant relationships between scores on each achievement test and scores on the CogAT for the entire sample (n=292), while three of four of the coefficient correlations were weak for the below average group. Additionally, a linear regression test was utilized to determine whether the composite scores from the CogAT can predict proficiency on the fourth and fifth grade Ohio Achievement Tests in Reading and Math. Secondly, the researcher examined whether the correlation coefficients between CogAT and fourth and fifth grade Ohio Achievement Test scores differ by CogAT performance level (below average, average, above average). Pearson Correlation was utilized to examine the relationship between the test scores. Third grade CogAT scores (2006-2007 school year), 4th grade Reading and Math Ohio Achievement Test scores (2007-2008 academic year), and 5th grade Reading and Math Ohio Achievement Test scores (2008-2009 school year) were utilized in this study. The sample utilized students from a suburban school district in Northwest Ohio. The purpose of this quantitative study was to examine the relationship between students' performance on the Cognitive Abilities Test (CogAT) and the fourth and fifth grade Reading and Math Achievement Tests in Ohio.
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