Teachers' geometry marks usually bear a positive relation to the four fundamental abilities¶

Claim · All claims
Evidence · 1 study · associational r2 · q3
Currency · newest study 1925 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? In the majority of the sixty-three schools, the coefficient of correlation between school grades and test scores exceeded three times its probable error, so teachers' marks usually bear a positive relation to the four abilities. → Minnick 1925

Evidence¶

Minnick 1925¶

Minnick, J. H. (1925). Certain abilities fundamental to the study of geometry. The Journal of Educational Psychology. https://eric.ed.gov/?q=Certain+Abilities+Fundamental+to+the+Study+of+Geometry

q3 · i? · associational · r2

Correlational analysis across sixty-three schools, computed separately per school by ranking pupils on teachers' grades for the first two books of geometry and on combined positive and negative test scores. The article reports "In the majority of the schools, this is true", treating r > 3 P.E. as significant.

"If the coefficient is greater than three times the probable error it has scientific significance. In the majority of the schools, this is true, and we may conclude that usually the teachers' marks do bear a positive relation to the abilities with which the investigation is concerned."

Discussion¶

Related Claims¶

• Teachers' marks often correlate so weakly with the four abilities that heavy instructional time on them may be hard to justify in some schools — reports the opposite
• Schools vary widely in how effectively they develop the four fundamental abilities — related
• Extremely low school scores suggest progress in geometry is nearly impossible until the fundamental abilities are developed — related