The effects of utilizing NASA educational materials on student knowledge of science content

Scope and method of study. This study investigates the effects of utilizing NASA educational materials on student knowledge of science content. This research study uses a quasi-experimental post-test-only research design featuring nonequivalent comparison groups. The sample consists of fifth grade students in California, Texas, and Massachusetts. One control and one treatment school were compared in each state. Students at the treatment schools participated in lessons involving NASA educational materials. Students at the control schools did not participate in lessons involving NASA educational materials. Because all classes in a given state are subject to the same curriculum guidelines, all students in that state should have been exposed to the same science content during the school year. Data utilized for this study were retrieved from state standardized test databases and consist of individual student test scores and group performance indices. Individual student test scores were compared for schools in California and Texas using an independent samples t test. Trends in performance indices were examined for California, Texas, and Massachusetts.;Findings and conclusions. Analysis of data showed no significant difference in student knowledge of science content exists between students receiving instruction utilizing NASA educational materials and students receiving instruction utilizing traditional classroom science materials. Teachers may utilize NASA educational materials to teach science and accomplish the same student knowledge of content as if they had utilized traditional teaching materials.