This study examined relationships between cognitive style, verbal ability, quantitative ability, prior knowledge, motivation, and achievement in modular technology education. Data were provided by 78 male and 64 female suburban sixth-grade students (N = 142). The Group Embedded Figures Test, Children's Academic Intrinsic Motivation Inventory, Comprehensive Testing Program III verbal and quantitative subtest scores, and a researcher-developed achievement test were used to collect data. The treatment consisted of three computerized activities. Statistically significant relationships, at the .05 level, were demonstrated in the bivariate analysis between achievement and: (a) cognitive style, (b) verbal ability, (c) quantitative ability, (d) prior knowledge, and (e) motivation. Multiple regression analysis revealed a statistically-significant model for prior knowledge and verbal ability (F = 46.52, df = 136, R2 = 63.1%, p < 0.05). A low-achievement profile emerged with this sample.
How to Cite:
Weymer, R. A. (2002). Factors Affecting Students' Performance in Sixth Grade Modular Technology Education. Journal of Technology Education, 13(2), 34–47. DOI: http://doi.org/10.21061/jte.v13i2.a.3