The Relative Contribution of Certain Factors to Individual Differences in Arithmetical Problem Solving Ability
The problem of this investigation is to determine the relative contributions of in telligence, computation ability, and reading ability to individual differences in arith metical problem solving ability. It may be restated more precisely as follows: What per cents of the variance2 of arithmetical prob lem solving ability of fifth-grade pupils as measured by Test 1 of the New Stanford Arith metic Test, Form X, are due to variation in intelligence as measured by the Otis Self Administering Test of Mental Ability, Inter mediate Examination, Form C, to variation in ; reading ability as measured by the New Stan ford Reading Test, Form X, and to variation in computational ability as measured by Test 2 of the New Stanford Arithmetic Test, Forro X? This problem is not an academic one. A chievement in a given field is influenced by several factors. In planning where the em phasis shall be placed in classroom instruc tion, it is helpful to know to what factors attention should be given. For example, if it is found that achievement in history is significantly affected by achievement in reading it may be concluded with considerable Justification that instructing pupils in the reading of history is desirable. Solution of the problem stated above should be helpful in drawing inferences with respect to the types of instruction which are likely to re sult in increased arithmetical problem solv ing achievement. The variables in this study are referred to frequently as intelligence, reading abil ity, computation ability, and problem solv ing ability. Furthermore, the terms ability and achievement are used synonymously. More precisely the variables are the scores made on the tests administered, but it would be awkward to use this phraseology consistently. The data used in this study are the scores of 568 fifth-grade pupils of the Decatur, Illinois, Public Schools. Tables I to IV give the means, standard deviations, and bas ic correlations. The numbers assigned to the variables in Table I are used as symbols in the other tables.