A correlation study of cognitive development and intelligence as related to achievement and placement in freshman biology

The purposes of the study are to: (1) determine if there are interactive relationships among IQ scores, cognitive development scores; and achievement scores for a sample of students enrolled in freshman biology; (2) examine the accuracy and extent of the interactions; (3) determine if there is an interaction between academic achievement, tracking and cognitive development; (4) examine the accuracy in tracking, toward identifying whether cognitive levels could be a useful aid; and (5) determine whether the Shortened Longeot Test is a valid instrument for determining cognitive levels of development for individuals, groups or both.;The population for this study consisted of approximately 500 students from an urban high school. A post-hoc study was performed to determine the functionality of cognitive level scores in the placement process of freshman biology students.;To determine the predictive value of tracking freshman biology students based on "existing data", correlation studies utilizing intelligence quotients, achievement scores, and final grades for eighth and ninth grade science courses were performed.;At the 0.05 level of the significance, correlations involving IQ, cognitive development and achievement demonstrated moderate to high levels of significance.;Results of the Pearson-product moment correlations indicate that the most significant correlation among the three variables is between achievement and IQ. The Shortened Longeot Test was found not to be a useful instrument for the identification of cognitive levels of development for individuals. It was also found to have limited use for group studies as well.;Comparing the correlations of paper and pencil tests administered (Metropolitan Achievement Tests-Reading, -Mathematics, -Total; IQ; Longeot Test), with performance in biology 1, reveal varying levels of significance.;The effectiveness of achievement, intelligence and cognitive development tests as indicators of successful performance in freshman biology yield conflicting results. In some instances, results range from moderate to low statistical significance.