Remedial Inquiry-Based Science Education: Experimental Evidence from Peru

Autor/inn/en	Saavedra, Juan E.; Näslund-Hadley, Emma; Alfonso, Mariana
Titel	Remedial Inquiry-Based Science Education: Experimental Evidence from Peru
Quelle	In: Educational Evaluation and Policy Analysis, 41 (2019) 4, S.483-509 (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0162-3737
DOI	10.3102/0162373719867081
Schlagwörter	Remedial Instruction; Science Instruction; Elementary School Students; Low Achievement; Inquiry; Teaching Methods; Low Income; After School Programs; Comparative Analysis; Science Achievement; Achievement Gains; Gender Differences; Foreign Countries; Outcomes of Education; Peru + Suchen Sie Ihr Suchwort? Förderkurs; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Unterdurchschnittliche Leistung; Teaching method; Lehrmethode; Unterrichtsmethode; Niedriglohn; After school education; After-school programs; Program; Programs; Programme; Außerschulische Jugendbildung; Programm; Achievement gain; Leistungssteigerung; Geschlechterkonflikt; Ausland; Lernleistung; Schulerfolg
Abstract	We present results from the first randomized experiment of a remedial inquiry-based science education program for low-performing elementary students in a developing country. Among third-grade students in 48 low-income public elementary schools in Metropolitan Lima who score in the bottom 50% of their school baseline science distribution, half are randomly assigned to receive remedial inquiry-based science education in after-school sessions, and the remaining half to business as usual control conditions. Assignment to treatment increased endline science achievement by 3 percentiles (0.12 SD) with greater gains for students who attended at least one remedial session, and a concentration of gains among boys. We cannot reject the null hypothesis of no indirect science achievement gains among nonparticipants. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01