| This case study involved using the Second International Science Study test to evaluate the science achievement of a select sample population. The purpose was to investigate the reasons why students achieve in science.;Only one of the ten hypotheses was not supported. This was the expectation that the sample would score higher than the national average on the 60-item SISS test. The sample's mean score was 33.5 compared to the national mean of 36.8.;As expected, ninth grade science students performed in relation to the level of science in which they were enrolled. Mean test scores were: honors biology 49.0, regular biology 34.9 and life science 21.1. As in the national study, males outperformed females on the SISS test 56.2 percent correct to 55.3 percent correct. However, as expected, the sample's gender difference (0.9 percent) was less significant than the national difference (6.2 percent).;As expected, the amount of science homework was correlated with science achievement (.11), and there was an inverse relationship between a student's class size and achievement (-.25).;This study was performed in June of 1985 at a New England junior high school. The sample population consisted mostly of above average, college-bound ninth grade students from a nationally recognized school system. There were six different subgroups among the 233 students tested: males, females, honors biology, biology, life science and non-science students.;It was found that students performed better on biological test items (58.1 percent correct) than on physical science items (51.9 percent correct). Also, students performed better on items which were included in their curriculum.;As expected, the number of books in the home was correlated with science achievement (.41), and students' performance on the SISS word knowledge test (which evaluated verbal ability) was correlated with achievement (.68). Finally, a student's predicted years of further education was positively related to science achievement (.31).;This case study had proven the importance of the continuous improvement of science education, especially in the area of curriculum development. It had also supported the various student, classroom and home achievement factors which were found in the 1983 national study. |
