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Correlation Investigation: The Cognitive Reflection Test and the Math National Evaluation scores

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  • Anca Tamas

    (Center of International Business and Economics; The Bucharest University of Economic Studies)

Abstract

The aim of the paper is to assess the relationship between the Cognitive Reflection Test (CRT) scores and the Math National Evaluation scores. The CRT measures the general tendency of most students to choose the easy, but wrong answer instead thinking in order to discover the correct answer. To the author?s knowledge, this is the first analysis of the relationship between CRT scores and Math scores at secondary school level. Quantitative methods were used: statistical analyze and econometric methods, using SPSS, the Pearson correlation. A critical assessment of the literature review was made too. Two versions of CRT were used: the original CRT and the long CRT (LCRT), including 10 items from other CRT alternatives. It was proved that there is a significant, strong and positive correlation between the Math National Evaluation scores and the Cognitive Reflection Test scores, in both versions, the original CRT and the 10 items Long Cognitive Reflection Test. More, it was proved that both CRT and LCRT are predictors not only for students? performance on national evaluation, but on another types of external evaluation, like simulation, as well as on internal evaluations too, like semestrial evaluation. Also, the results proved that the students who previously made this type of problems obtained better results than the ones who were never exposed to these tests. As a recommendation, optional courses focused on logical reasoning could have a positive impact on Math National Evaluation scores. The main limitation of the paper is that the participants were only from the Eastern part of Romania.

Suggested Citation

  • Anca Tamas, 2019. "Correlation Investigation: The Cognitive Reflection Test and the Math National Evaluation scores," International Journal of Teaching and Education, International Institute of Social and Economic Sciences, vol. 7(1), pages 92-103, April.
  • Handle: RePEc:sek:jijote:v:7:y:2019:i:1:p:92-103
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    References listed on IDEAS

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    1. Michael Elsdon & Krishna Busawon & Anne Vigouroux & Richard Binns & Ian Forbes & Vanessa Railland, 2018. "A comparative assessment of delivery methods of mathematics and technology enhanced learning," Proceedings of Teaching and Education Conferences 8309085, International Institute of Social and Economic Sciences.
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    3. Oechssler, Jörg & Roider, Andreas & Schmitz, Patrick W., 2009. "Cognitive abilities and behavioral biases," Journal of Economic Behavior & Organization, Elsevier, vol. 72(1), pages 147-152, October.
    4. Giovanna Zanolla, 2018. "The gender gap in math. Evidences of a study in the primary school in the Swiss canton of Ticino," International Journal of Teaching and Education, International Institute of Social and Economic Sciences, vol. 6(1), pages 103-125, April.
    5. repec:cup:judgdm:v:5:y:2010:i:3:p:182-191 is not listed on IDEAS
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    More about this item

    Keywords

    Cognitive Reflection Test; Long Cognitive Reflection Test; Math National Evaluation; internal evaluation; external evaluation; students? performance;
    All these keywords.

    JEL classification:

    • C02 - Mathematical and Quantitative Methods - - General - - - Mathematical Economics
    • I21 - Health, Education, and Welfare - - Education - - - Analysis of Education

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