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This study attempted to identify specific social environmental factors of the home that are related to science achievement at the primary school level and to determine the extent of the relationships between achievement in science and the factors identified. A sample of 200 subjects were given three instruments in a group setting, a mental ability test, an achievement test, and a student questionnaire. Findings indicate that: (1) boys achieved better in science than girls and that younger students achieved better than older students at the same class level; (2) brighter children attended school more regularly than dull students and bright boys attended school more regularly than bright girls; and (3) social environment of the home was not significantly related to achievement in science. However, sub-variables of parental unity, parental status, and family conditions were found to be significantly related to achievement in science for boys. The study also confirmed the positive correlations between achievement in science and intelligence quotients (sample = +0.50; girls = +0.55; boys = +0.46) as obtained by others in previous studies. (The student questionnaire and science achievement test used are included in appendices.) (Author/JN)

an: ED250154; docTypes: Reports - Research ; Dissertations/Theses; pubTypes: DissertationReport;