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Dissertation/Thesis Abstract

Examining the effects of physics second on high school science achievement
by Bermudez, Julia V., M.S., California State University, Long Beach, 2014, 63; 1527677
Abstract (Summary)

In 2007 Pioneer High School, a public school in Whittier, California changed the sequence of its science courses from the Traditional Biology-Chemistry-Physics (B-C-P) to Biology-Physics-Chemistry (B-P-C), or "Physics Second." The California Standards Tests (CSTs) scores in Physics and Chemistry from 2004-2012 were used to determine if there were any effects of the Physics Second sequencing on student achievement in those courses. The data was also used to determine whether the Physics Second sequence had an effect on performance in Physics and Chemistry based on gender.

Independent t tests and chi-square analysis of the data determined an improvement in student performance in Chemistry but not Physics. The 2x2 Factorial ANOVA analysis revealed that in Physics male students performed better on the CSTs than their female peers. In Chemistry, it was noted that male and female students performed equally well. Neither finding was a result ofthe change to the "Physics Second" sequencing.

Indexing (document details)
Advisor: Henriques, Laura
School: California State University, Long Beach
Department: Science Education
School Location: United States -- California
Source: MAI 52/06M(E), Masters Abstracts International
Subjects: Secondary education, Science education, Curriculum development
Keywords: Chemistry, Course sequencing, Physics first, Physics second, Science sequencing
Publication Number: 1527677
ISBN: 978-1-303-92531-3
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