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Effects of curriculum course modifications on the science achievement of at-risk science students

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Date Issued:
1992
Summary:
The purpose of this research study was to explore the academic effectiveness of a dropout prevention science course code modification (Environmental Earth Science) when compared with the regular dropout prevention course (Fundamental Earth/Space Science). Academic achievement of at-risk students enrolled in both the regular and the course modification class was measured by their performance on two subscales (process and recall skills) of the district's achievement test in Fundamental Earth/Space and Fundamental Environmental Science. The modified curriculum integrated the curriculum frameworks and performance standards of Fundamental Earth/Space Science and those of Fundamental Environmental Science to produce an interdisciplinary unit of instruction that enabled students to earn two credits (Earth/Space and Environmental Science) in one year of study. The course featured an integrated approach to instruction with emphasis on hands-on and process skills. The 274 subjects of this study represented the entire population of dropout prevention students in the Broward County School System enrolled in both dropout prevention Fundamental Earth/Space Science and Fundamental Environmental Earth Science for the 1990-91 school year. A 3 x 2 x 2 factorial analysis of variance (ANOVA) design was used to examine main effects due to type of curriculum, gender, and race as well as all possible interactions among these independent variables. Analyses revealed that there was a significant difference in student academic performance for each of the independent variables that was not moderated by the interactions of these variables. Students in the course modification curriculum of either gender and of all race/ethnicity groups performed significantly better (p <.05) on both subscales (process and recall) of the district's achievement examinations than students in the regular dropout prevention curriculum.
Title: Effects of curriculum course modifications on the science achievement of at-risk science students.
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Name(s): Matamoros, Angelica Llopiz.
Florida Atlantic University, Degree grantor
Gray, Mary B., Thesis advisor
Morris, John D., Thesis advisor
Type of Resource: text
Genre: Electronic Thesis Or Dissertation
Issuance: monographic
Date Issued: 1992
Publisher: Florida Atlantic University
Place of Publication: Boca Raton, Fla.
Physical Form: application/pdf
Extent: 116 p.
Language(s): English
Summary: The purpose of this research study was to explore the academic effectiveness of a dropout prevention science course code modification (Environmental Earth Science) when compared with the regular dropout prevention course (Fundamental Earth/Space Science). Academic achievement of at-risk students enrolled in both the regular and the course modification class was measured by their performance on two subscales (process and recall skills) of the district's achievement test in Fundamental Earth/Space and Fundamental Environmental Science. The modified curriculum integrated the curriculum frameworks and performance standards of Fundamental Earth/Space Science and those of Fundamental Environmental Science to produce an interdisciplinary unit of instruction that enabled students to earn two credits (Earth/Space and Environmental Science) in one year of study. The course featured an integrated approach to instruction with emphasis on hands-on and process skills. The 274 subjects of this study represented the entire population of dropout prevention students in the Broward County School System enrolled in both dropout prevention Fundamental Earth/Space Science and Fundamental Environmental Earth Science for the 1990-91 school year. A 3 x 2 x 2 factorial analysis of variance (ANOVA) design was used to examine main effects due to type of curriculum, gender, and race as well as all possible interactions among these independent variables. Analyses revealed that there was a significant difference in student academic performance for each of the independent variables that was not moderated by the interactions of these variables. Students in the course modification curriculum of either gender and of all race/ethnicity groups performed significantly better (p <.05) on both subscales (process and recall) of the district's achievement examinations than students in the regular dropout prevention curriculum.
Identifier: 12314 (digitool), FADT12314 (IID), fau:9216 (fedora)
Collection: FAU Electronic Theses and Dissertations Collection
Note(s): Thesis (Ed.D.)--Florida Atlantic University, 1992.
College of Education
Subject(s): Dropout behavior, Prediction of
Science--Study and teaching
Curriculum change
Held by: Florida Atlantic University Libraries
Persistent Link to This Record: http://purl.flvc.org/fcla/dt/12314
Sublocation: Digital Library
Use and Reproduction: Copyright © is held by the author with permission granted to Florida Atlantic University to digitize, archive and distribute this item for non-profit research and educational purposes. Any reuse of this item in excess of fair use or other copyright exemptions requires permission of the copyright holder.
Use and Reproduction: http://rightsstatements.org/vocab/InC/1.0/
Host Institution: FAU
Is Part of Series: Florida Atlantic University Digital Library Collections.