Memorial University DAI: Factors affecting student achievement in science : a study of teacher beliefs

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Document Description

Title	Factors affecting student achievement in science : a study of teacher beliefs
Author	Hayes, Jonathan, 1973-
Description	Thesis (M.Ed.)--Memorial University of Newfoundland, 2010. Education
Date	2010
Pagination	vii, 124 leaves
Subject	Academic achievement; High school teaching; Science teachers--Attitudes; Science--Study and teaching (Secondary); Self-efficacy;
Degree	M.Ed.
Degree Grantor	Memorial University of Newfoundland. Faculty of Education
Discipline	Education
Language	Eng
Notes	Includes bibliographical references (leaves 102-106)
Abstract	This 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.
Type	Text
Resource Type	Electronic thesis or dissertation
Format	Image/jpeg; Application/pdf
Source	Paper copy kept in the Centre for Newfoundland Studies, Memorial University Libraries
Local Identifier	a3475088
Rights	The 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.
Collection	Electronic Theses and Dissertations
Scanning Status	Completed
PDF File	(15.34 MB) -- http://collections.mun.ca/PDFs/theses/Hayes_Jonathan.pdf
CONTENTdm file name	43862.cpd