Council on Technology Teacher Education and the International Technology and Engineering Educators AssociationWeymer, Richard A.2011-07-252011-07-252002Journal of Technology Education 13(2): (Spring 2002)weymer.pdfhttp://hdl.handle.net/10919/8280This study examined relationships between cognitive style, verbal ability, quantitative ability, prior knowledge, motivation, and achievement in modular technology education. Data were provided by 78 male and 64 female suburban sixth-grade students (N = 142). The Group Embedded Figures Test, Children's Academic Intrinsic Motivation Inventory, Comprehensive Testing Program III verbal and quantitative subtest scores, and a researcher-developed achievement test were used to collect data. The treatment consisted of three computerized activities. Statistically significant relationships, at the .05 level, were demonstrated in the bivariate analysis between achievement and: (a) cognitive style, (b) verbal ability, (c) quantitative ability, (d) prior knowledge, and (e) motivation. Multiple regression analysis revealed a statistically-significant model for prior knowledge and verbal ability (F = 46.52, df = 136, R² = 63.1%, p < 0.05). A low-achievement profile emerged with this sample.application/pdfenIn CopyrightArticle - Refereed