A comparison study on teacher-centered and inquiry-based instruction in science education of middle school students with learning disabilities: what is effective?

The purposes of the study are to examine the effects of inquiry-based and teacher-centered instruction methods when teaching science for middle school students with learning disabilities. These two instructional methods were provided to 81 students in two middle schools located in southern New Jersey. Of those, 30 students with learning disabilities, 15 in each school participated in the study. Both groups were given a pre and post test prior to and after the three weeks of science instruction to evaluate student performance. In addition, a student and teacher survey was provided to examine their satisfaction. The results show that students with learning disabilities receiving teacher-centered instruction gained 11% higher on the posttest than those taught by inquiry-based instruction. However, students receiving inquiry-based instruction reported that they enjoyed their learning and would have a career in science.

Name thesis:degree_name

M.A. Special Education

Level thesis:degree_level

Thesis

Discipline thesis:degree_discipline

Language, Literacy, and Special Education

Year dc:date.available

2012

Author dc:creator

• Yorke-Servis, Jessica

Contributors dc:contributor

• Xin, Joy

• Science--Study and teaching; Learning disabled children
• Special Education and Teaching

Repository record dc:identifier

https://rdw.rowan.edu/etd/231

OAI identifier oai:identifier

oai:rdw.rowan.edu:etd-1230