Assessing the Effect of Inquiry-Based Professional Development on Science Achievement Tests Scores.

This study analyzed student test scores to determine if teacher participation in an inquiry-based professional development was able to make a statistically significant difference in student achievement levels. Test scores for objectives that assessed the critical thinking skills and problem-solving strategies modeled in a science inquiry institute were studied. Inquiry-based experiences are the cornerstones for meeting the science standards for scientific literacy. State mandated assessment tests measure the levels of student achievement and are reported as meeting minimum expectations or showing mastery for specific learning objectives.Students test scores from the Texas Assessment of Academic Skills Test (TAAS) for 8th grade science and the Biology End Of Course (EOC) exams were analyzed using ANCOVA, Chi Square, and Logistic Regression, with the Iowa Test of Basic Skills (ITBS) 7th Grade Science Subtest as covariate. It was hypothesized that the students of Inquiry Institute teachers would have higher scale scores and better rates of mastery on the critical thinking objectives than the students of non-Institute teachers. It was also hypothesized that it would be possible to predict student mastery on the objectives that assessed critical thinking and problem solving based on Institute participation. This quasi-experimental study did not show a statistically significant difference between the two groups. The effects of inquiry-based professional development may not be determined by analyzing the results of the standardized tests currently being used in Texas. Inquiry training may make a difference, but because of factors such as the ceiling effect, insufficient time to implement the program, and test items that are intended to but do not address critical thinking skills, the TAAS and EOC tests may not accurately assess effects of the Inquiry Institute. The results of this study did indicate the best predictor of student mastery for the 8th grade science TAAS and Biology EOC may possibly be prior knowledge acquired in elementary school and as demonstrated on the 7th grade ITBS science subtest.

Grantor dc:publisher

University of North Texas

Year dc:date

2002

Author dc:creator

• Dickson, Teresa K.

Contributors dc:contributor

• Laney, James D.
• Huffman, Jane B.
• Crocker, Betty

• Science -- Study and teaching.
• Academic achievement.
• Science teachers -- Training of.
• TAAS
• ITBS
• staff development
• inquiry
• critical thinking
• student achievement

Statement dc:rights

• Public
• Copyright
• Dickson, Teresa K.
• Copyright is held by the author, unless otherwise noted. All rights reserved.

Language dc:language

English

Identifier

oclc: 52043155
https://digital.library.unt.edu/ark:/67531/metadc3348/
ark: ark:/67531/metadc3348

OAI identifier oai:identifier

info:ark/67531/metadc3348