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Grade placement of symbolic logic

University of British Columbia

This study was designed to determine the effectiveness of teaching symbolic logic in the high school. Three hundred eighty-seven students enrolled on the University Programme in grades nine to thirteen at Como Lake High School, in School District No. 43 (Coquitlam), took part in the investigation. The students were grouped according to the mathematics course they were studying. Answers were sought to two specific questions. Do significant differences exist between the means of the final test scores of the students in each of the groups? At which grade levels can this material be effectively mastered? As a criterion for determining this, 75 per cent of the students at a particular level were required to obtain a score of 50 per cent or better on the final test. In order to answer the first question, the results were studied by analysis of covariance with scholastic aptitude being the variable controlled. The answer to the second question was obtained by comparing the performance of each group with the standard outlined. On the basis of this information, decisions were made regarding the suitability of the material for the various grade levels. All of the differences between the means were found to be significant at the one per cent level. The highest mean score was obtained by the students in Mathematics 101, followed in order by those of Mathematics 91, 30, 20, and 10. The students of Mathematics 101, 91 and 30 satisfied the requirement that 75 per cent should obtain a score of 50 per cent or better on the final test. The students of Mathematics 20 and 10 failed to satisfy this requirement.

Text

2012-01-26

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http://hdl.handle.net/2429/40302

Education

University of British Columbia

Graduate