The Impact of Literacy-Infused Science Intervention on Students' Science Learning and Motivation During the COVID-19 Crisis

• In Event: Agency, Affect, and Identity in Science Learning

Abstract

We examined the effect of a literacy-infused science intervention on fifth-grade economically challenged students’ science achievement. A total of 133 treatment students and 166 comparison students from nine schools in Texas participated in the present study. The intervention consisted of ongoing, structured, bi-weekly virtual professional development with virtual mentoring and coaching at the teacher level and a literacy-infused science curriculum with a list of online resources at the student level. Results revealed a significant and positive intervention effect in favor of treatment students as reflected in higher scores in the standardized science assessment and higher scores in motivated strategies in science learning. We concluded that the literacy-infused science intervention is beneficial for promoting students’ science learning.

Authors

• Rafael Lara-Alecio, Texas A&M University
  Presenting Author

• Beverly J. Irby, Texas A&M University
  Presenting Author

• Fuhui Tong, Texas A&M University
  Non-Presenting Author

• Cindy L. Guerrero, Texas A&M University
  Presenting Author

• Shifang Tang, Texas A&M University - Commerce
  Presenting Author

• Zhuoying Wang, University of Texas at Austin
  Presenting Author

• Ying Xu, Texas A&M University
  Non-Presenting Author

• Shuai Ma, Texas A&M University
  Non-Presenting Author