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Examining the Relationship of Textbo...

Sugalan, Anacita Noromor.

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Examining the Relationship of Textbooks and Labs on Student Achievement in Eighth-Grade Science.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Examining the Relationship of Textbooks and Labs on Student Achievement in Eighth-Grade Science./
Author:	Sugalan, Anacita Noromor.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2017,
Description:	118 p.
Notes:	Source: Dissertation Abstracts International, Volume: 79-04(E), Section: A.
Contained By:	Dissertation Abstracts International79-04A(E).
Subject:	Educational leadership. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10637295
ISBN:	9780355361292

Examining the Relationship of Textbooks and Labs on Student Achievement in Eighth-Grade Science.
Sugalan, Anacita Noromor.

Examining the Relationship of Textbooks and Labs on Student Achievement in Eighth-Grade Science. - Ann Arbor : ProQuest Dissertations & Theses, 2017 - 118 p.

Source: Dissertation Abstracts International, Volume: 79-04(E), Section: A.

Thesis (Ed.D.)--Texas A&M University - Kingsville, 2017.

One of the most important objectives of teachers, parents, school administrators, and students is to improve student scores on standardized tests such as the State of Texas Assessment for Academic Readiness (STAAR) in eighth-grade science. This quasi experimental study examined the science achievement scores between schools that use textbooks and labs when delivering instruction. This study utilized a quantitative approach using archival data and survey design. Analysis of covariance (ANCOVA) and multiple regression were used to analyze the data while controlling STAAR eighth-grade reading scores to reveal significant differences between classes. The sample and population for this study were predominantly eighth-grade Hispanic students in South Texas.

ISBN: 9780355361292Subjects--Topical Terms:

529436
Educational leadership.

Examining the Relationship of Textbooks and Labs on Student Achievement in Eighth-Grade Science.
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500 $a Adviser: Don Jones.
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520 $a One of the most important objectives of teachers, parents, school administrators, and students is to improve student scores on standardized tests such as the State of Texas Assessment for Academic Readiness (STAAR) in eighth-grade science. This quasi experimental study examined the science achievement scores between schools that use textbooks and labs when delivering instruction. This study utilized a quantitative approach using archival data and survey design. Analysis of covariance (ANCOVA) and multiple regression were used to analyze the data while controlling STAAR eighth-grade reading scores to reveal significant differences between classes. The sample and population for this study were predominantly eighth-grade Hispanic students in South Texas.
520 $a Analysis of covariance showed that classes that used high labs got higher science scores and that the reading scores were significantly related to science scores. Multiple regression findings indicated that textbooks and labs were significant predictors of student achievement on the STAAR eighth- grade science class result in South Texas for Spring 2015. The findings of this study may serve as a catalyst for improving student achievement in science through changes in textbook adoption and doing labs in science. The result suggests the need to research further to investigate other contributing factors of student achievement.
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