Examining the Relationship of Textbooks and Labs on Student Achievement in Eighth Grade Science

Autor/inn/en	Jones, Don; Sugalan, Anacita; Mundy, Marie-Anne; Fedynich, LaVonne
Titel	Examining the Relationship of Textbooks and Labs on Student Achievement in Eighth Grade Science
Quelle	In: Administrative Issues Journal: Connecting Education, Practice, and Research, 8 (2018) 2, S.16-30 (15 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2153-7615
Schlagwörter	Middle School Students; Grade 8; Science Achievement; Learning Readiness; Secondary School Science; Science Instruction; Science Curriculum; Textbook Selection; Educational Legislation; Federal Legislation; Science Laboratories; Texas + Suchen Sie Ihr Suchwort? Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; School year 08; 8. Schuljahr; Schuljahr 08; Lernbereitschaft; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Bildungsrecht; Schulgesetz; Bundesrecht
Abstract	One of the most important objectives of teachers, parents, school administrators, and students is to improve student scores on standardized tests, such as the State of Texas Assessment for Academic Readiness (STAAR) in eighth-grade science. This quasi-experimental study examined the science achievement scores between schools that used different textbooks and labs when delivering instruction. This study utilized a quantitative approach, using archival data and survey design. Analysis of covariance (ANCOVA) and multiple regression were used to analyze the data while controlling STAAR eighth-grade reading scores to reveal significant differences between classes. The sample and population for this study were predominantly eighth-grade Hispanic students in South Texas. Analysis of covariance showed that classes that used labs with high hand-on experiences with greater direct student participation received higher science scores on state assessments. Additionally, reading scores were significantly related to science scores. Multiple regression findings indicated that textbooks and labs were significant predictors of student achievement on the STAAR eighth-grade science class result in South Texas for Spring 2015. The findings of this study may serve as a catalyst for improving student achievement in science through changes in textbook adoption and doing labs in science. The result suggests the need to research further to investigate other contributing factors of student achievement. (As Provided).
Anmerkungen	Southwestern Oklahoma State University. 100 Campus Drive PAX 208, Weatherford, OK 73096. Tel: 580-774-7175; Fax: 580-774-7020; e-mail: aij@swosu.edu; Web site: http://www.swosu.edu/academics/aij/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01