This study explored the relationships between measures of computer science aptitude, mathematics achievement, and writing achievement. For the 142 high school students in the sample, it was found that there is a moderately strong pattern of relationship (+.71) between computer science aptitude and mathematics achievement. However, there was no relationship between computer science aptitude and writing achievement. Independent variable (construct): Levels (operational def): Organismic/Manipulated: B/W or W/I: Dependent variable (Construct & Operational def): Type of Hypothesis: Type of Statistic: Research Design:
This study explored the relationships between measures of computer science aptitude, mathematics achievement, and writing achievement. For the 142 high school students in the sample, it was found that there is a moderately strong pattern of relationship (+.71) between computer science aptitude and mathematics achievement. However, there was no relationship between computer science aptitude and writing achievement.
Independent variable (construct):
Levels (operational def):
Organismic/Manipulated:
B/W or W/I:
Dependent variable (Construct & Operational def):
Type of Hypothesis:
Type of Statistic:
Research Design:
Psychology, as a soft science, uses research in order to uncover and understand different psychological phenomena. In the given study, the researcher seeks to analyze the relationship between computer science aptitude and mathematical achievement, and computer science aptitude and writing achievement. The findings indicate that the relationship between computer science aptitude and mathematical achievement is strong, at +0.71, indicating that as computer science aptitude increases, so does mathematical achievement. However, there is no significant relationship between computer science aptitude and writing achievement.
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