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Document Description
TitleFactors affecting student achievement in science : a study of teacher beliefs
AuthorHayes, Jonathan, 1973-
DescriptionThesis (M.Ed.)--Memorial University of Newfoundland, 2010. Education
Date2010
Paginationvii, 124 leaves
SubjectAcademic achievement; High school teaching; Science teachers--Attitudes; Science--Study and teaching (Secondary); Self-efficacy;
DegreeM.Ed.
Degree GrantorMemorial University of Newfoundland. Faculty of Education
DisciplineEducation
LanguageEng
NotesIncludes bibliographical references (leaves 102-106)
AbstractThis study employed a mixed methods and mixed model research design to explore secondary science teachers' beliefs. Specifically, this study focused on factors that secondary science teachers believe affect student achievement in science, and the extent to which teacher beliefs transfer to teacher practice. This study is significant because the outcomes may inform professional development and policy decisions at the school, district, and provincial level. -- Results from self-reporting data of 82 secondary science teachers indicate that teacher beliefs in each of the fourteen topics surveyed (Classroom Management, Learning Styles, Inclusion, Equity, Science-Technology-Society (STS), Formative Assessment, Summative Assessment, Constructivism, Thematic Approach, Hands-On/Minds-On Activities, The Nature of Science, Science Subject Matter, Electronic Learning and Cooperative Learning) are positive for most Prince Edward Island (P.E.I.) secondary science teachers. Furthermore, secondary science teachers reported having strong beliefs in their ability to affect student learning (self-efficacy beliefs). However, it is apparent from the survey and interview data that teachers believe there are other influential factors that are preventing some students from learning despite the teachers' best efforts and ability. -- Regarding implementation, this study indicates that beliefs and the enactment of beliefs in classroom practice are positively correlated. The data also shows that at least seventy percent of teachers reported that they implement practices consistent with all but two topics - The Nature of Science and Electronic Learning - at least once a week. The findings of this study are discussed in the context of the P.E.I, secondary science setting. Limitations and implications of this study are also addressed.
TypeText
Resource TypeElectronic thesis or dissertation
FormatImage/jpeg; Application/pdf
SourcePaper copy kept in the Centre for Newfoundland Studies, Memorial University Libraries
Local Identifiera3475088
RightsThe author retains copyright ownership and moral rights in this thesis. Neither the thesis nor substantial extracts from it may be printed or otherwise reproduced without the author's permission.
CollectionElectronic Theses and Dissertations
Scanning StatusCompleted
PDF File(15.34 MB) -- http://collections.mun.ca/PDFs/theses/Hayes_Jonathan.pdf
CONTENTdm file name43862.cpd