The Effects of Pedagogy on Student Achievement in Science Classrooms
Document Type
Article
Publication Date
12-2024
Abstract
This mixed-methods study was designed to determine whether a correlational relationship exists between student achievement on the Florida Grade Eight Statewide Science Assessment and the predominant pedagogical practice (student-centered, teacher-directed) found across the three grade levels (six, seven, eight) of associated middle schools. Data was gathered by mining historical public domain and Likert scale surveys of middle school (grades six through eight) science teachers (N = 97). Data analysis procedures included Spearman’s rho correlation coefficient utilizing the Statistical Package for Social Science. Concerning student performance on this assessment, significant differences were established in the following categories: use of formative assessment in the classroom setting, teacher providing traditional notes, and collaborative student group work. Additionally, significant differences were identified regarding school socioeconomic status and school-wide science pedagogical approach. Implications for instructional practices in science classrooms, as well as for teacher preparation programs and current educator professional development, are discussed.
Publication
Midwest Journal of Education
Publisher
William Woods University
City/State
Fulton, MO
Volume
1
Issue
2
Pages
27-44
Department
College of Education
Recommended Citation
Kiser, B. E. (2024). The effects of pedagogy on student achievement in science classrooms. Midwest Journal of Education, 1(2), 27-44. https://doi.org/10.69670/mje.1.2.2
