The influence of selected supplementary materials on standardized science achievement scores Public Deposited

http://ir.library.oregonstate.edu/concern/graduate_thesis_or_dissertations/7m01bp51z

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  • The purposes of this study were as follows: (1) to determine if the use of selected supplementary instructional materials, in the form of either computer assisted instruction or additional readings and worksheet presentations, could influence test scores relating to science achievement for fifth grade students, and (2) to determine whether an increase in direct teacher instructional time could influence the science achievement test scores for fifth grade students. The study used the true experimental design of pretest - posttest and control group, with alternate forms used for the pretest and posttest. The population consisted of 130 fifth grade students from the North Clackamas School District located in Milwaukie, Oregon. Treatment materials in the form of computer assisted instruction and reading materials with worksheets were developed for the science content area of green plants. Analysis of covariance was utilized to analyze student test scores from the science portion of the Survey of Basic Skills - Level 34 (SRA) forms P and Q. The 0.05 level was used to determine the significance of the results. The findings revealed the following: (1) no significant difference between the standardized science achievement test scores for fifth grade students using supplementary instructional materials and students not using supplementary instructional materials; (2) no significant difference between the standardized science achievement test scores for fifth grade students using the computer as the medium for supplementary instruction and students not using the computer for supplementary instruction; (3) no significant difference between the standardized science achievement test scores for fifth grade students using written worksheets as the medium for supplementary instruction and students not using the worksheets for supplementary instruction; and (4) no significant difference between the standardized science achievement test scores for fifth grade students utilizing media for supplementary instruction and students receiving additional direct teacher instruction. It was concluded that the use of selected supplementary instructional materials, in the form of either computer assisted instruction or additional text and worksheet presentations, did not significantly increase science achievement test scores of 5th grade students.
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  • File scanned at 300 ppi (Monochrome) using ScandAll PRO 1.8.1 on a Fi-6670 in PDF format. CVista PdfCompressor 4.0 was used for pdf compression and textual OCR.
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