Mathematical and verbal reasoning as predictors of science achievement

Analyses of the relative contribution of age, gender, verbal reasoning ability, and mathematical reasoning ability as predictors of success in fast‐paced science courses are reported in this study. SAT‐V and SAT‐M were used as indicators of verbal and mathematical reasoning ability respectively and success was indicated by a standardized posttest score. Verbal reasoning ability was found to be a stronger predictor than any of the other individual variables. The amount of required reading varies for biology, chemistry, and physics courses. That difference was reflected in the analyses. A composite of mathematical and verbal reasoning ability was found to be a more powerful predictor of success in fast‐paced science courses than any of the variables considered separately.