Investigating the Impact of A Literacy-infused Science Intervention on Economically Challenged Students’ Science Achievement: A Case Study from A Rural District in Texas

Journal Title: Science Insights Education Frontiers - Year 2021, Vol 9, Issue 1

Abstract

In this empirical study we examined the effect of a literacy-infused science intervention on fifth grade economically challenged students’ science achievement in the curriculum-based and standardized assessments. A total of 27 treatment students and 20 comparison students from two intermediate schools in a rural district in South Texas in the United States participated in the present study. The intervention consisted of ongoing, structured, bi-weekly virtual professional development (VPD) with virtual mentoring and coaching (VMC) at the teacher level and literacy-infused science lessons with inquiry-based learning delivered at the student level. Results revealed a significant and positive intervention effect in favor of treatment students as reflected in higher normal curve equivalent scores in the standardized science assessment and higher scores in curriculum-based assessment. We conclude that the literacy-infused science intervention, inclusive of evidence-based curriculum, VPD, and VMC, is particularly beneficial for promoting science learning for the students in rural areas with educational and economical challenges due to geographic isolation.

Authors and Affiliations

Fuhui Tong

Keywords

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  • EP ID EP696348
  • DOI 10.15354/sief.21.or033
  • Views 89
  • Downloads 0

How To Cite

Fuhui Tong (2021). Investigating the Impact of A Literacy-infused Science Intervention on Economically Challenged Students’ Science Achievement: A Case Study from A Rural District in Texas. Science Insights Education Frontiers, 9(1), -. https://europub.co.uk/articles/-A-696348