Midwest Journal of Education

The Effects of Pedagogy on Student Achievement in Science Classrooms

Brittany E. Kiser, Ed.D.

Abstract

This mixed-methods study was designed to determine whether a correlational relationship exists between student achievement on the Florida Grade Eight Statewide Science Assessment and the predominant pedagogical practice (student-centered, teacher-directed) found across the three grade levels (six, seven, eight) of associated middle schools. Data was gathered by mining historical public domain and Likert scale surveys of middle school (grades six through eight) science teachers (N = 97). Data analysis procedures included Spearman’s rho correlation coefficient utilizing the Statistical Package for Social Science. Concerning student performance on this assessment, significant differences were established in the following categories: use of formative assessment in the classroom setting, teacher providing traditional notes, and collaborative student group work. Additionally, significant differences were identified regarding school socioeconomic status and school-wide science pedagogical approach. Implications for instructional practices in science classrooms, as well as for teacher preparation programs and current educator professional development, are discussed.

Recommended Citation

Kiser, B.E. (2024). The effects of pedagogy on student achievement in science classrooms. Midwest Journal of Education, 1(2).

DOI

10.69670/mje.1.2.2

Corresponding Author

Brittany E. Kiser, Assistant Professor, Early Childhood Education Coordinator Donald E. and Helen L. Ross College of Education, Lynn University 3601 N. Military Trail, Boca Raton, Florida 33431 USA
Email: bkiser@lynn.edu