| This study examined the relationship between three types of curricula and five student-related variables, namely, verbal scores, grade point average, attitude toward mathematics, pretest scores and parental support on mathematics performance as measured by the Scholastic Aptitude Test (SAT). The curricular variations studied were a Math-Science oriented program (School A), a broad-based college preparatory program (School B), and a regular general track secondary school (School C). The three programs were chosen from one jurisdiction, namely, District of Columbia Public Schools.;The main hypothesis tested was that structure of the school curriculum is positively related to mathematics scores on the SAT. Other hypotheses tested sought to determine the strength of the relationship between student-related variables and mathematics achievement as measured by SAT mathematics scores. Students in School B and School C were randomly selected from all graduating seniors. In School A, all available seniors were included. The total number of students used in the analysis consisted of 85 for School A, 173 for School B, and 109 for School C. Data on attitude toward mathematics and parent support were obtained by questionnaires while other data came from the students' cumulative record.;Data analysis revealed that students in the School A type of curriculum achieved significantly higher SAT mathematics scores than students in either School B or School C. Verbal scores on the SAT were found to be positively correlated to SAT mathematics scores within groups (all three schools). Parental support, pretest scores and grade point average were found to be positively correlated with SAT mathematics scores through individual correlations of the variables for Schools A, B and C. Attitude toward mathematics was not positively correlated with mathematics performance for any of the schools. Implications of the results of this study on educational program planning are discussed in the final chapter. |
