The Effect of a Sustained Professional Development in Inquiry-Based Instruction on Student Academic Growth

• In Event: Inquiry-Based Professional Development in Science

Abstract

The current study examined the relationship between teacher participation in a sustained professional development intervention designed to improve the quantity and quality of guided inquiry-based instruction in middle school science classrooms and subsequent student academic growth. Utilizing a quasi-experimental design, the growth scores of students of teacher participants were compared to students of non-participating teachers and students from a similarly matched virtual comparison group (VCG) on a measure of science processes and content. Results indicate that students of participating teachers had significantly higher than expected growth in science processes and content relative to the VCG when compared to students of non-participants. This study supports prior research findings that inquiry-based instruction helps improve students’ achievement relative to scientific practices and content.

Authors

• Jeff C. Marshall, Clemson University

• Julie Brockman Smart, Clemson University

• Daniel M Alston, Clemson University