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Differential Effectiveness of Alternative Middle-School Science Sequences for Students of Different Ethnicities

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Bibliographic Details
Title: Differential Effectiveness of Alternative Middle-School Science Sequences for Students of Different Ethnicities
Language: English
Authors: Long, Christopher S., Fraser, Barry J., Sinclair, Becky
Source: Learning Environments Research. Apr 2020 23(1):87-99.
Availability: Springer. Available from: Springer Nature. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Peer Reviewed: Y
Page Count: 13
Publication Date: 2020
Document Type: Journal Articles
Reports - Research
Education Level: Junior High Schools
Middle Schools
Secondary Education
Descriptors: Middle School Students, Middle Schools, Science Curriculum, Sequential Learning, Ethnic Groups, White Students, Hispanic American Students, Learner Engagement, Relevance (Education), Student Attitudes, Educational Benefits
DOI: 10.1007/s10984-019-09291-0
ISSN: 1387-1579
Abstract: For a sample of 367 middle-school students in the USA, learning environment criteria were used to evaluate two alternative science curriculum sequences (generalised/integrated and topic-based) and to investigate the differential effectiveness of the alternative sequences for two different ethnic groups (Caucasian and Hispanic). The six scales used were Personal Relevance, Student Cohesiveness, Teacher Support, Investigation/Involvement, Task Orientation, and Enjoyment of Science. Science was enjoyed more by both Caucasian and Hispanic students experiencing the topic-based sequence (effect size of 0.74 standard deviations). In terms of task orientation, Hispanic students benefitted more from the general curriculum model, but the two curriculum sequences were equally effective for Caucasian students.
Abstractor: As Provided
Entry Date: 2020
Accession Number: EJ1247865
Database: ERIC
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Abstract:For a sample of 367 middle-school students in the USA, learning environment criteria were used to evaluate two alternative science curriculum sequences (generalised/integrated and topic-based) and to investigate the differential effectiveness of the alternative sequences for two different ethnic groups (Caucasian and Hispanic). The six scales used were Personal Relevance, Student Cohesiveness, Teacher Support, Investigation/Involvement, Task Orientation, and Enjoyment of Science. Science was enjoyed more by both Caucasian and Hispanic students experiencing the topic-based sequence (effect size of 0.74 standard deviations). In terms of task orientation, Hispanic students benefitted more from the general curriculum model, but the two curriculum sequences were equally effective for Caucasian students.
ISSN:1387-1579
DOI:10.1007/s10984-019-09291-0