A Quantitative Study on the Effect of Active Learning on High School Conceptual Physics Test Grades

Autor/in	Whitney, Kendra
Titel	A Quantitative Study on the Effect of Active Learning on High School Conceptual Physics Test Grades
Quelle	(2018), (158 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, Northcentral University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-0-4384-9647-7
Schlagwörter	Hochschulschrift; Dissertation; Active Learning; High School Students; Science Instruction; Secondary School Science; Teaching Methods; Science Tests; Physics; Scores + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Aktives Lernen; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Physik
Abstract	The purpose of this quantitative quasi-experimental study, which was informed by the social constructivist theory, was to examine how the use of active-learning in high school science classrooms affects classroom content test grades and failure rates. The research questions this study addressed were: (1) what affect does varying percentages of active learning pedagogies have on high school science students' content test grades, and (2) What affect does varying percentages of active learning pedagogies have on high school science students' test failure rates? This study was conducted with conceptual physics students between the ages of 14 and 18. Data was collected through five separate observations using the Observation Protocol for Active Learning tool. An average amount of active learning was calculated for each classroom and used as a comparison to the post-test scores and assessment passing rates of five science classrooms. The results from data analysis with IBM Statistical Package for the Social Sciences (SPSS) demonstrated that there was very little relationship between the amount of active learning incorporated and the students' test scores or passing rates. By investigating how the amount of active learning incorporated in the high school science classroom effects students' science classroom assessment scores, teachers and administrators were provided with tangible evidence to support their classroom pedagogy choices as they plan and change the curriculum. Although this study showed that teachers could continue to incorporate active learning in the classroom to receive the many benefits associated with active learning without risking test grades and failure rates, future studies need to assess findings from students of varying ethnic and socio-economic backgrounds. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01