Abstract—This study employed a multiple regression analysis to examine the relationship between aptitude and achievement factors that predict preservice science teacher’s college achievement. Subsequently, this is an analysis of correlations and descriptive statistics for preservice science teachers among 15 undergraduate students enrolled as preservice science teachers. A comparison of SAT–Critical Reading Scores (Verbal), SAT--Quantitative Section (Mathematics), High School Grade Point Average, and College Grade Point Average found significant relationships. Of greatest interest is that the mean high school GPA obtained by the preservice science majors is a 3.55 (SD = .38) and the mean college GPA is 3.08 (SD = .57), which resulted in the highest correlation, r = .528, n = 15, p <.05.
Index Terms—Science, SAT, GPA, preservice, achievement.
J. K. Hicks is with Slippery Rock University, 002 McKay Education, Slippery Rock, PA 16057 USA (e-mai:firstname.lastname@example.org).
E. P. Christmann is with SEFE Department, Slippery Rock University, 001 McKay Education Building, Slippery Rock, PA 16057 USA (e-mail: Edwin.email@example.com).
Cite: John K. Hicks and Edwin P. Christmann, "A Comparative Analysis of Preservice Science Teachers’ College Achievement," International Journal of Information and Education Technology vol. 9, no. 8, pp. 525-529, 2019.Copyright © 2019 by the authors. This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited (CC BY 4.0).