Why Some Students Perform Well and Others Perform Poorly on SAT Math Items.

Byrnes, James P.; Takahira, Sayuri

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Peer reviewed

ERIC Number: EJ478632

Record Type: Journal

Publication Date: 1994

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ISSN: ISSN-0361-476X

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Why Some Students Perform Well and Others Perform Poorly on SAT Math Items.

Byrnes, James P.; Takahira, Sayuri

Contemporary Educational Psychology, v19 n1 p63-78 Jan 1994

Results from 40 high school students on the mathematics subtest of the Scholastic Aptitude Test (SAT) support the prediction that successful students would have more prior knowledge and would be better at defining problems, assembling strategies, and avoiding computational errors. Results are discussed in terms of a cognitive processing model. (SLD)

Descriptors: Analysis of Variance, Cognitive Processes, College Entrance Examinations, Computation, High School Students, High Schools, Interviews, Knowledge Level, Mathematics Achievement, Mathematics Tests, Models, Performance, Problem Solving, Test Items

Publication Type: Reports - Research; Speeches/Meeting Papers; Journal Articles

Education Level: N/A

Audience: N/A

Language: English

Sponsor: N/A

Authoring Institution: N/A

Identifiers - Assessments and Surveys: SAT (College Admission Test)

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Author Affiliations: N/A