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Thesis/Dissertation Information
- Degree Disciplines:
- Education
Notes
- Abstract:
- Purpose : The purpose of this research study was to examine whether four factors identified as potential predictors of students’ scores could predict a student’s score on the Florida Comprehensive Assessment Test – Science (FCAT – Science). The factors identified for this study were the level of teacher technology use and application in the classroom (defined as a teacher score on the Professional Competency Continuum [PCC] Assessment Tool); individual student’s cumulative science grade point average; cumulative mathematics GPA; and cumulative language arts GPA. These factors were chosen because research has shown that they are critical in the understanding of scientific concepts - Language arts as the basis for the communication and interpretation of ideas, mathematics and science as the basis for the understanding of numerical data on which science relies, and use of technology in teaching as the means to diversify instructional delivery education to meet the needs of 21st century students. Methodology : A correlational design for this study was used to determine whether the four independent variables predicted student scores on the FCAT – Science. Multiple regression was used because of its predictive power on one variable on the basis of scores on several other predictor variables. Data for the research study were collected from chemistry classes (N = 112) of the four teachers (N = 31, 24, 28, 29) selected to participate. They included mathematics, language arts, and science grade point averages, as well as teacher score on the PCC assessment tool. The results of the study showed that the four independent variables were statistically significant at predicting FCAT – Science scores. Statistical analysis confirmed that all predictors were significant at the p < .001 level, with language arts grade point average having the strongest correlation (R = .735) and PCC teacher score having the weakest correlation (R = .283). Findings : This study’s findings hope to impact teacher effective use of technology in the science classroom by placing emphasis on professional development that focuses on teacher training in the integration of technology, and not technology as a supplement or substitute for best practices in education. High-quality professional development (PD) is central to any education improvement effort, particularly those that seek to integrate technology in support of classroom instruction. Successful implementation of education technologies depends upon extensive, high-quality teacher PD and ongoing support. Also, the use of the potential predictive power of relationships such as the one found in this study, in which FCAT – Science scores were regressed on four independent variables, can be used to make baseline predictions about the students who can potentially be identified as deficient and thus not expected to obtain a passing score. Although there seems to be much research in the area of educational technology, more research still remains to be conducted to better understand the complex relationships between technology use and student achievement in science education.
- Thesis:
- Thesis (Ph.D.)--Barry University, 2012.
- Bibliography:
- Includes bibliographical references (leaves 107-123).
Record Information
- Source Institution:
- Barry University
- Holding Location:
- Barry University Archives and Special Collections
- Rights Management:
- Copyright Vladimir Baldelomar. Permission granted to Barry 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.
- Resource Identifier:
- LB3052.F6 B35 2012_BaldelomarVladimir ( BU-Local )
- Classification:
- LB3052.F6 B35 2012 ( lcc )
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