A Longitudinal Analysis of the Effects of Teacher Instructional Practices on Students' Science Achievement

• In Event: 16.057 - Roundtable Session 5
  In Roundtable Session: 16.057-5 - Multilevel Examinations of STEM Education Using U.S. and International Data Sets

Abstract

The present study examined the longitudinal trajectory of students’ science achievement from 3rd to 8th grade and explored how science teachers’ instructional practices affect students’ achievement. Three waves of Early Childhood Longitudinal Study, Kindergarten Class of 1998-99 (ECLS-K) data with 7,478 students were used in present study. Four longitudinal linear models were used to address the research questions. African American students had lower science achievement at the initial status and lower growth rate than Caucasian American students. The teaching strategies that emphasize process skills and students’ interest had significantly positive influence on students’ science achievement after controlling for SES. Teaching for conceptual understanding was more beneficial for African American students than other students. The findings have implications for practice.

Authors

• Rongrong Yu, Virginia Polytechnic Institute and State University

• Kusum Singh, Virginia Polytechnic Institute and State University

• Yue Sun, Virginia Polytechnic Institute and State University