東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁

切換: 標籤 | MARC模式 | ISBD

Impact of Integrated Science and Eng...

Marks, Jamar Terry.

FindBook

Google Book

Amazon

博客來

Impact of Integrated Science and English Language Arts Literacy Supplemental Instructional Intervention on Science Academic Achievement of Elementary Students.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Impact of Integrated Science and English Language Arts Literacy Supplemental Instructional Intervention on Science Academic Achievement of Elementary Students./
作者:	Marks, Jamar Terry.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2017,
面頁冊數:	126 p.
附註:	Source: Dissertation Abstracts International, Volume: 79-03(E), Section: A.
Contained By:	Dissertation Abstracts International79-03A(E).
標題:	Science education. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10624331
ISBN:	9780355275827

Impact of Integrated Science and English Language Arts Literacy Supplemental Instructional Intervention on Science Academic Achievement of Elementary Students.
Marks, Jamar Terry.

Impact of Integrated Science and English Language Arts Literacy Supplemental Instructional Intervention on Science Academic Achievement of Elementary Students. - Ann Arbor : ProQuest Dissertations & Theses, 2017 - 126 p.

Source: Dissertation Abstracts International, Volume: 79-03(E), Section: A.

Thesis (Ed.D.)--Liberty University, 2017.

The purpose of this quasi-experimental, nonequivalent pretest-posttest control group design study was to determine if any differences existed in upper elementary school students' science academic achievement when instructed using an 8-week integrated science and English language arts literacy supplemental instructional intervention in conjunction with traditional science classroom instruction as compared to when instructed using solely traditional science classroom instruction. The targeted sample population consisted of fourth-grade students enrolled in a public elementary school located in the southeastern region of the United States. The convenience sample size consisted of 115 fourth-grade students enrolled in science classes. The pretest and posttest academic achievement data collected consisted of the science segment from the Spring 2015, and Spring 2016 state standardized assessments. Pretest and posttest academic achievement data were analyzed using an ANCOVA statistical procedure to test for differences, and the researcher reported the results of the statistical analysis. The results of the study show no significant difference in science academic achievement between treatment and control groups. An interpretation of the results and recommendations for future research were provided by the researcher upon completion of the statistical analysis.

ISBN: 9780355275827Subjects--Topical Terms:

521340
Science education.

Impact of Integrated Science and English Language Arts Literacy Supplemental Instructional Intervention on Science Academic Achievement of Elementary Students.
LDR:02420nmm a2200313 4500 001 2204228
005 20190709084845.5
008 201008s2017 ||||||||||||||||| ||eng d
020 $a 9780355275827
035 $a (MiAaPQ)AAI10624331
035 $a (MiAaPQ)liberty:11983
035 $a AAI10624331
040 $a MiAaPQ $c MiAaPQ
100 1 $a Marks, Jamar Terry. $3 3431063
245 1 0 $a Impact of Integrated Science and English Language Arts Literacy Supplemental Instructional Intervention on Science Academic Achievement of Elementary Students.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2017
300 $a 126 p.
500 $a Source: Dissertation Abstracts International, Volume: 79-03(E), Section: A.
500 $a Adviser: Jessica Talada.
502 $a Thesis (Ed.D.)--Liberty University, 2017.
520 $a The purpose of this quasi-experimental, nonequivalent pretest-posttest control group design study was to determine if any differences existed in upper elementary school students' science academic achievement when instructed using an 8-week integrated science and English language arts literacy supplemental instructional intervention in conjunction with traditional science classroom instruction as compared to when instructed using solely traditional science classroom instruction. The targeted sample population consisted of fourth-grade students enrolled in a public elementary school located in the southeastern region of the United States. The convenience sample size consisted of 115 fourth-grade students enrolled in science classes. The pretest and posttest academic achievement data collected consisted of the science segment from the Spring 2015, and Spring 2016 state standardized assessments. Pretest and posttest academic achievement data were analyzed using an ANCOVA statistical procedure to test for differences, and the researcher reported the results of the statistical analysis. The results of the study show no significant difference in science academic achievement between treatment and control groups. An interpretation of the results and recommendations for future research were provided by the researcher upon completion of the statistical analysis.
590 $a School code: 1052.
650 4 $a Science education. $3 521340
650 4 $a Early childhood education. $3 518817
650 4 $a Language arts. $3 532624
690 $a 0714
690 $a 0518
690 $a 0279
710 2 $a Liberty University. $b School of Education. $3 1017771
773 0 $t Dissertation Abstracts International $g 79-03A(E).
790 $a 1052
791 $a Ed.D.
792 $a 2017
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10624331