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Another look at the aptitude-achievement distinction.

D S Goh1, D McElheron

  • 1School of Education, Queens College, City University of New York, Flushing 11367-0904.

Psychological Reports
|June 1, 1992
PubMed
Summary

High school students

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Area of Science:

  • Educational Psychology
  • Psychometrics

Background:

  • Distinguishing between aptitude and achievement tests is crucial in educational psychology.
  • The continuum theory offers a framework for understanding the relationship between these test types.

Purpose of the Study:

  • To investigate the correlations between intelligence, mathematics achievement, and diagnostic mathematics tests.
  • To provide empirical support for the continuum theory of aptitude and achievement.

Main Methods:

  • Administered three mathematics tests to 48 high school students: Wechsler Adult Intelligence Scale--Revised (WAIS-R) Arithmetic subtest, Peabody Individual Achievement Test--Revised (PIAT-R) Mathematics subtest, and Stanford Diagnostic Mathematics Test.
  • Calculated correlations among the scores from the three tests.

Main Results:

  • Found high correlations (approximately .80) among the WAIS-R Arithmetic, PIAT-R Mathematics, and Stanford Diagnostic Mathematics Test scores.
  • These strong correlations suggest a significant overlap between measures of mathematical aptitude and achievement.

Conclusions:

  • The findings support the continuum theory by demonstrating a high degree of relationship between aptitude and achievement measures in mathematics.
  • This suggests that, at least in the domain of mathematics for high school students, the distinction between aptitude and achievement is not absolute but exists on a continuum.

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