Some Extra-Mural and Intra-Mural Comparisons in College Ability and Achievement

It is the purpose of this paper to report a study of the comparative achievement and mental capacities of extra and intra-mural students in a few University of Minnesota classes. No claim is made that the groups included in the study constitute a complete or adequate sampling of all evening and day classes. Comparisons, however, have been made for achievement or intelligence, or both, where data have been available for the groups compared. The comparative achievement and ability of extra-mural and intra mural classes in educational psychology is given in Table I. While the exact abilities of the intra-mural groups are not given, it is most probable that in general they are slightly above the abilities of the extra-mural classes. The three classes in group I were given the same examination while the classes in group II were given the same examination but a different one from that given the three classes in group I. The same instructor did not teach all the classes. That fact constitutes a variable, but hardly one that should alter results. Considerable evidence has been compiled at the University of Minnesota in connection with various classes in Edu cational Psychology that the instructional factor does not influence achievement as measured by central tendency when the variables of stu dent ability and assignments are held constant. TABLE I Comparative Outcome in Educational Psychology