Dissertation/Thesis Abstract

An evaluation of a foundational course in high school biology as measured by cognitive and affective factors
by Rudolph, Cynthia Thompson, Ed.D., Wingate University, 2016, 116; 10143687
Abstract (Summary)

There is little written about the use of foundational courses in high school science. This study seeks to identify if a foundational course in high school biology improves student outcomes as measured by Biology I EOC exam proficiency scale scores and student growth. Efforts were made to determine differences in cognitive skill areas and affective/conative skill areas as students progress from the foundational course of Greenhouse Biology (GH Bio) to Biology I. Three years of test score data from over 15,000 student participants are evaluated, as well as extant survey data from biology teachers and district student scheduling personnel. Findings from the study indicate GH Bio does make a difference in academic outcomes in students taking the foundational course before taking the Biology I course, and subsequently, the Biology I EOC exam. Findings also show there are cognitive, affective, and conative differences between the GH Bio students and their non-GH Bio peers while in Biology I. The study also seeks to determine why some students are scheduled for GH Bio and others are not. Findings indicate there are variances as to the reasons and intent for scheduling students into GH Bio. Some students who could benefit from the course are not being scheduled into the course.

Indexing (document details)
Advisor: Davis, Edward
Commitee: Compton, David, Nusinov, Charles
School: Wingate University
Department: Educational Leadership
School Location: United States -- North Carolina
Source: DAI-A 78/02(E), Dissertation Abstracts International
Subjects: Educational evaluation, Educational psychology, Secondary education, Science education
Keywords: Affective, Cognitive, Foundational course, Science, Self-efficacy, Student achievement
Publication Number: 10143687
ISBN: 978-1-339-98898-6
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