The effects of the science curriculum improvement study (SCIS) on science achievement of selected sixth grade students Public Deposited

http://ir.library.oregonstate.edu/concern/graduate_thesis_or_dissertations/mc87pv233

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  • Purpose of the Study: The purpose of this investigation was to measure some of the effects of an elementary science program, the Science Curriculum Improvement Study (SCIS) on science achievement of certain sixth grade students. Important to the problem was how the SCIS students compared with students exposed to a second elementary science program, Experiences in Science (EIS). Design of the Study: The subjects included in the study were sixth grade students enrolled in the Corvallis Intermediate schools or the Albany Elementary schools during the 1975-76 school year. There was a total of 506 students in the Corvallis population and 324 students comprising the Albany group. The Corvallis students were considered the experimental group and were exposed to the SCIS program during the treatment period. The Albany sixth grade students were exposed to the EIS program and constituted the control group. Student assignment to the various schools and classes was determined by school attendance boundaries and computerized scheduling. The elementary battery of the Analysis of Learning Potential (ALP) was administered prior to the treatment period as a group equivalent indicator. The science sub-test of the Comprehensive Tests of Basic Skills (CTBS), Level 2, Form 5, was administered as a pre- and post-test during the first and fourth quarters of the school year. Findings of the Study The findings of the study are presented in terms of the two major hypotheses tested. There will be no significant difference between the H₀₁ mean scores of the SCIS group as taught in the Corvallis sixth grade as compared with the EIS group as taught in the Albany sixth grade. Hypothesis 1 was retained. There was no significant difference between the CTBS mean scores of the experimental and control groups. H₀₂: There will be no significant difference between the mean scores of the SCIS group as taught in the Cheldelin, Highland View and Western View sixth grade as compared with the EIS group as taught in the Albany sixth grade. Hypothesis 2 was retained. There was no significant difference between the CTBS mean scores of the Cheldelin, Highland View or Western View populations as compared with the Albany control group. Conclusions of the Study: 1. There was no significant difference in the science achievement of the students exposed to the SCIS program in the Corvallis sixth grade as compared with the students exposed to the EIS program in the Albany sixth grade. 2. There was no significant difference in the science achievement of the sixth grade students in the SCIS program at Cheldelin, Highland View or Western View Intermediate schools, as compared with the sixth grade students in the Albany EIS program. Recommendations for Further Study: 1. This investigation covered a time span of approximately 29 weeks. Lingitudinal studies are recommended that would investigate students' retention of outcomes and learnings as they may influence achievement in other science areas. 2. Although the SCIS program has been a part of the Corvallis elementary school curriculum for some time, it was not recommended for use in all sixth grade classrooms until the 1975-76 school year. It is recommended that a future study be carried out to determine the effectiveness of the program after it has been more thoroughly implemented into the sixth grade. 3. The literature reveals several studies dealing with the effects of the SCIS program on achievement in other areas. It is recommended that a study of this nature be carried out at the local level. 4. This study placed a heavy emphasis on the significance of Piaget's philosophies in the development of the SCIS and EIS programs. It is recommended that further studies investigate the importance of an understanding of Piaget's theories to good teaching.
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