Superintendent

1
Superintendents Urban Principal Initiative
Charles R. Drew Middle SchoolRaising 8th
Grade Science Scores through Hands On Exploration
and Integrated Technology

• Dr. Gwen S. Coverson, Principal
• Dr. Andy Granados, Assistant Principal
• Ms. Darlene Mooney, Professional Partner
• June 9, 2008

2
Abstract of the Study

• A comparison analysis was done on student
  performance before and after the integration of
  technology and hands on activities in eighth
  grade science classes.
• As a result, student achievement in science
  increased after the infusion of technology and
  hands on activities.

3
Introduction/Background

• During the 2006-2007 school year, the FCAT scores
  at Charles R. Drew Middle School fell one letter
  grade, from a C to a D. This decline was
  primarily due in part to the inclusion of eighth
  grade science performance into the grade level
  equation.
• Progress was made throughout the year, but the
  school failed to meet standards as it pertained
  to new established learning gains and AYP
  criteria.

4
Introduction/Background (continued)

• Charles R. Drew Middle School serves a
  multi-cultural student, multi-ethnic student body
  and community. The current student body is
  comprised of approximately 635 students with an
  ethnic/racial make-up as listed below
• 95 percent Black (non-Hispanic)
• 4 percent Hispanic
• 1 percent White (non-Hispanic)

5
Research Question

• How will the introduction of hands on activities
  and the use of integrated technology affect
  overall motivation and performance in the eighth
  (8th) grade science classes?

6
Literature Review

• Technology improves performance when the
  application provides opportunities for student
  collaboration. (Scardamalia, M. Bereiter, C.
  (1996). Computer support for knowledge-building
  communities. In T. Kotchmann (Ed.), CSCI
  Theory and practice of an emerging paradigm.
  Mahwah, NJ Lawrence Erlbaum Association.)
• According to Scardamalia Bereiter, 1996,
  technology applications that enable student
  collaboration tend to result in improved
  achievement.

7
Literature Review (continued)

• Students introduced to technology applications
  performed better on standardized tests and on
  measures of depth of understanding, multiple
  perspectives and independent thought than
  students who were not introduced to the
  applications. (Scardamalia, M. Bereiter, C.
  (1996). Computer support for knowledge-building
  communities. In T. Kotchmann (Ed.), CSCI
  Theory and practice of an emerging paradigm.
  Mahwah, NJ Lawrence Erlbaum Association.)

8
Literature Review (continued)

• A study performed in 2003 by James A. Kulik
  indicated that
• Computer programs have positive effects on
  students writing, mathematics, and performance
  in the natural and social sciences. In fact,
  simply giving students greater access to
  computers and Internet resources often results in
  learning gains.
• The effectiveness of simulation programs for
  helping students to acquire higher order thinking
  skills can be increased with additional hands-on
  activities, and when the simulations are used as
  preparation for further instruction.
• The effects of using Integrated Learning Programs
  can be increased by providing more time for
  students to spend on the ILS instruction and by
  enabling students to work collaboratively on the
  ILS instruction, rather than individually.
• (Kulik, J. (2003). Effects of using
  instructional technology in elementary and
  secondary schools What controlled evaluation
  studies say. Arlington, Virginia SRI
  International Retrieved October 3, 2003 from
  http//www.sri.com/policy/csted/reports/sandt/it/K
  ulik_ITinK-12_Main_Report.pdf

9
Methodology/Intervention

• Initial surveys were administered to teachers and
  students to assess attitudes pertaining to
  teaching and learning styles in eighth grade
  science classes.
• Initial instruction consisted of hands on
  instruction (labs and demonstrations) and
  collaborative learning.
• Once initial interim assessments and mini exams
  were administered, hands on activities and the
  use of computer application (Gizmo) were
  introduced. In addition, students also worked in
  groups weekly on virtual labs.

10
Methodology/Intervention (continued)

• Through classroom observation and administration
  of interim assessments, instructional quality
  along with student performance was evaluated at
  various intervals.
• The goal was to determine whether student
  performance increased with the administration of
  hand on activities and technology application.
  If so, the increase may be attributed to the
  incorporation of hand activities and technology
  application.
• The two eighth grade science teachers were
  provided with professional development on the
  GIZMO technology and on hands-on science
  strategies.

11
Data Collection

• Teacher technology survey (Pre and Post)
• Student technology survey (Pre and Post)
• Interim test results/District Assessments
• Student Lab reports

12
Data
DATA SOURCE PURPOSE DATE USED
Instructional Focus Calendar Based on Science Benchmarks Provide information regarding administration of all assessments. August 2007 April 2008
Comparison of pre-test and 1st Bi-weekly assessment Provide quantitative data about performance of target group. September 2007 October 2007
Comparison of interim assessments and mock FCAT test Data Chat with Teachers Provide quantitative data about performance of target group after introduction of hands on activities and GIZMO application November 2007
13
DATA ANALYSIS

• Student Survey
• The Student survey administered after the
  intervention identified the following
  information.
• 63 of eighth grade students enjoy science.
• 100 of targeted students like science less when
  the teacher lectured only.
• 89 of students feel they work better in groups.
• 91 of students feel the use of computers and
  group activities help motivate them to learn
  better.
• 5 thought the material in science was too
  difficult.

14
DATA ANALYSIS

• Teacher Survey
• The Teacher survey identified the following
  information.
• 100 of Teachers surveyed reported that the
  availability of hands on activities and
  technology in their classrooms increased
  students motivation and interest in their
  lessons.
• 100 of teachers surveyed reported that students
  are more engaged in lessons involving labs and
  technology as opposed to lessons composed of
  lecturing and workbook activities
• 100 feel that using technology in the classroom
  enhance their ability to more effectively deliver
  instruction.

15
Data Analysis
16
Findings/Results

• Results of this study suggest that there is
  evidence that teachers and students are aware of
  the positive impact of the use of technology and
  hands on activities on academic achievement.
• Performance on interim assessments after the
  infusion of hands on activities and technology
  reflected an average increase of 16 percent
  while performance before the infusion showed only
  a three percent increase.
• The study supports the literature that technology
  applications that enable student collaboration
  tend to result in improved achievement and
  technology improves performance when the
  application provides opportunities for student
  collaboration (Scardamalia Bereiter, 1996).

17
Recommendations

• Because of the increase of student performance on
  the assessments, training will be implemented on
  technology applications (Gizmo) and extended to
  all science teachers.
• Hands on activities will be infused throughout
  the science curriculum in all grade levels.
• Based on literature, student collaboration tends
  to result in improved achievement. Therefore,
  teachers will be offered professional
  development on incorporating cooperative learning
  activities into the science curriculum.

18
References

• Kulik, J. (2003). Effects of using instructional
  technology in elementary and secondary schools
  What controlled evaluation studies say.
  Arlington, Virginia SRI International. Retrieved
  October 3, 2003 from http//www.sri.com/policy/cst
  ed/reports/sandt/it/Kulik_ITinK-12_Main_Report.pdf
  .
• Kulik, J. (2003). Effects of using instructional
  technology in elementary and secondary schools
  What controlled evaluation studies say.
  Arlington, Virginia SRI International. Retrieved
  October 3, 2003 from http//www.sri.com/policy/cst
  ed/reports/sandt/it/Kulik_ITinK-12_Main_Report.pdf
  .
• Means, B., Olson, K. (1997). Technology and
  education reform. Office of Educational Research
  and Improvement, Contract No. RP91-172010.
  Washington, DC U.S. Department of Education.
  Retrieved February 3, 2003, from
  http//www.ed.gov/pubs/SER/Technology/title.html.