Inquiry-Based Laboratory Investigations and Student Performance on Standardized Tests in Biological Science

Inquiry-Based Laboratory Investigations and Student Performance on Standardized Tests in Biological Science by Usha Patke MS, Osmania University, India, 1978 BS, Osmania University, India, 1976 Doctoral Study Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Education Administrative Leadership for Teaching and Learning Walden University October 2013 Abstract Achievement data from the 3 International Mathematics and Sciences Study and Program for International Student Assessment in science have indicated that Black students from economically disadvantaged families underachieve at alarming rates in comparison to White and economically advantaged peer groups. The study site was a predominately Black, urban school district experiencing underachievement. The purposeAchievement data from the 3 International Mathematics and Sciences Study and Program for International Student Assessment in science have indicated that Black students from economically disadvantaged families underachieve at alarming rates in comparison to White and economically advantaged peer groups. The study site was a predominately Black, urban school district experiencing underachievement. The purpose of this correlational study was to examine the relationship between students’ use of inquiry-based laboratory investigations and their performance on the Biology End of Course Test, as well as to examine the relationship while partialling out the effects of student gender. Constructivist theory formed the theoretical foundation of the study. Students’ perceived levels of experience with inquiry-based laboratory investigations were measured using the Laboratory Program Variable Inventory (LPVI) survey. LPVI scores of 256 students were correlated with test scores and were examined by student gender. The Pearson correlation coefficient revealed a small direct correlation between students’ experience in inquiry-based laboratory investigation classes and standardized test scores on the Biology EOCT. A partial correlational analysis indicated that the correlation remained after controlling for gender. This study may prompt a change from teacher-centered to student-centered pedagogy at the local site in order to increase academic achievement for all students. The results of this study may also influence administrators and policy makers to initiate local, state, or nationwide curricular development. A change in curriculum may promote social change as students become more competent, and more able, to succeed in life beyond secondary school. Inquiry-Based Laboratory Investigations and Student Performance on Standardized Tests in Biological Science by Usha Patke MS, Osmania University, India, 1978 BS, Osmania University, India, 1976 Doctoral Study Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Education Administrative Leadership for Teaching and Learning Walden University October 2013 All rights reserved INFORMATION TO ALL USERS The quality of this reproduction is dependent upon the quality of the copy submitted. In the unlikely event that the author did not send a complete manuscript and there are missing pages, these will be noted. Also, if material had to be removed, a note will indicate the deletion. Microform Edition © ProQuest LLC. All rights reserved. This work is protected against unauthorized copying under Title 17, United States Code ProQuest LLC. 789 East Eisenhower Parkway P.O. Box 1346 Ann Arbor, MI 48106 1346 UMI 3600291 Published by ProQuest LLC (2013). Copyright in the Dissertation held by the Author. UMI Number: 3600291 Dedication This work is lovingly dedicated in memory to my wonderful mother, who instilled in me a belief in education and who always encouraged me to follow my dreams. Acknowledgments I would like to thank Dr. Franklin Campbelljones, the chair of my committee, for his unlimited assistance, unwavering support, and dedication in helping me succeed. I am grateful for your dedication to my learning, which has provided the necessary scaffolds to support my growth. To the members of my doctoral committee Dr. Patricia Hanrahan and Dr. Michelle Brown, I express my sincere thanks for providing invaluable advice, support, direction, and insightful suggestions throughout the development of this research. Most of all, I would like to thank my husband for standing by my side, giving me all my strength, and never letting me quit. Without his continued encouragement, I would not have been able to make this dream come true. I would like to thank my amazing daughter for listening to my frustrations and providing technological support. To my family and friends, I would like to express my deepest appreciation for providing support and encouragement throughout my doctoral journey.