THE LOCUS-OF-CONTROL ORIENTATIONS, ATTRIBUTION PATTERNS, AND ACHIEVEMENT LEVELS OF STUDENTS FROM FOUR COLLEGE BIOLOGY COURSES (GENDER DIFFERENCES)

JOAN CAROL HEUCHERT SCHUMM, Purdue University

Abstract

This descriptive study examined relationships between student achievement, locus of control (LOC) orientation, and attributions for success and failure in biology. The study was conducted at a large, midwestern university with students from four college biology courses. Two of the courses had a traditional instructional format ('A': developmental physiology; 'B': genetics) and two had a nontraditional format (audio-tutorial: introductory botany; inquiry: general biology). Students completed a demographic questionnaire and LOC and biology attribution scales during the first week of the semester. At the semester's end, final grades and ability/aptitude measures were obtained. Using multiple correlations, analyses of variance, and step-wise regression equations, data were analyzed across and within courses. Locus of control orientation was the first personality factor assessed. In general, the population was skewed toward the internal side of the LOC scale. Specifically, students in the traditional courses were more internally oriented than those in the audio-tutorial and inquiry courses. Internally oriented students in the traditional 'A' course achieved higher final grades than did their more externally oriented peers. There were no other significant differences concerning LOC orientation. The other personality factor analyzed was causal attribution. Generally, students who attributed failure more to lack of ability achieved lower course grades. There also were significant differences in attributions of failure to lack of ability and effort among courses. The data were also analyzed for possible gender differences. Across courses, females attributed success more to effort than did males. There were no other significant gender differences. In the step-wise regression analysis across all courses, high school mathematics grade was found to be the best predictor of achievement in college biology. When courses were analyzed separately, grade in high school mathematics continued to be the best predictor in the inquiry and traditional 'A' courses. However, SAT mathematics score was the best predictor in the traditional 'B' course, while high school science grade was best in the audio-tutorial course. Ability/aptitude measures were the best predictors of achievement in college biology. However, LOC orientation and attribution of success and failure were found to interact with other factors affecting student achievement. (Abstract shortened with permission of author.)

Degree

Ph.D.

Subject Area

Science education

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