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Gender, mathematics, reading comprehension and science reasoning as predictors of science achievement among African-American students at a historical black college or university.

机译：性别，数学，阅读理解和科学推理是历史悠久的黑人学院或大学中非洲裔美国学生科学成就的预测指标。

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This study investigated predictors that influence the science achievement of African-American non-science majors in a Physical Science class. The population consisted of male and female college students enrolled in Physical Science courses at a historical black college or university (HBCU) located in the southeastern portion of the United States. A personal data information sheet was administered to 120 participants during the Fall of 2008. The personal data information sheet consisted of questions pertaining to the high school courses, students took in math, language arts and science. It also consisted of basic background information. Students also gave written consent for their midterm and final grades earned in Physical Science to be used in the study as part of the analyses. A t-Test including chi-square tests revealed that there was not a significant difference in the raw scores of African-American females and African American males on the American College Test. A significant difference was not observed between the females and males on the ACT math subtest, t (118) = -.78, p=.43; reading comprehension subtest, t (118) = -1.44, .15 or on the science reasoning subtest, t (118) = -1.46, p=.15. A significant difference was not found between the final grades of African American females and the final grades of African American males. Chi-square tests were conducted to determine goodness of fit, X2=6.11, df = 1, p= .191. Although the grades of females were higher than males, results were not significant. The correlation between math ACT and final grades were not significant, r = .131, N=120, p = .155, reading comprehension ACT and final grades were not significant, r = .072, N=120, p = .434 and science reasoning ACT and final grades were found not to be significant, r = .109, N = 120, p = .237. Being that the majority of students who participated in the study were from one state, had similar high school backgrounds, had similar majors and were similar in age the sample had more homogeneity than difference. This may be the most plausible explanation for the results found in this study.
机译：这项研究调查了在体育课上影响非裔美国人非科学专业学生科学成就的预测因子。人口包括在美国东南部历史悠久的黑人学院或大学（HBCU）修读物理科学课程的男女大学生。在2008年秋季，向120名参与者管理了一个个人数据信息表。该个人数据表包括与高中课程有关的问题，学生的数学，语言艺术和科学知识。它还包括基本的背景信息。学生还同意在物理科学课程中获得的期中和期末成绩作为分析的一部分，并将其用于研究。包含卡方检验的t检验显示，在美国大学考试中，非洲裔美国女性和非洲裔美国男性的原始分数没有显着差异。在ACT数学子测验中，男女之间没有观察到显着差异，t（118）= -.78，p = .43；阅读理解子测验，t（118）= -1.44，.15或在科学推理子测验中，t（118）= -1.46，p = .15。在非洲裔美国女性的最终成绩和非洲裔美国男性的最终成绩之间未发现显着差异。进行卡方检验以确定拟合优度，X2 = 6.11，df = 1，p = .191。尽管女性的等级高于男性，但结果并不显着。数学ACT与期末成绩之间的相关性不显着，r = .131，N = 120，p = .155，阅读理解ACT与期末成绩不显着，r = .072，N = 120，p = .434和科学推理ACT和最终成绩并不显着，r = .109，N = 120，p = .237。由于参加研究的大多数学生来自一个州，具有相似的高中背景，具有相似的专业，并且年龄相似，因此样本的同质性大于差异。对于本研究中发现的结果，这可能是最合理的解释。

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