Date
4-2013
Department
School of Education
Degree
Doctor of Education (EdD)
Chair
Karen Parker
Primary Subject Area
Education, General; Education, Tests and Measurements; Education, Sciences; Education, Teacher Training; Education, Secondary; Education, Curriculum and Instruction; Education, Administration
Keywords
looping, middle school, quantitative, science, standardized achievement tests
Disciplines
Curriculum and Instruction | Education | Educational Administration and Supervision | Educational Assessment, Evaluation, and Research | Educational Methods | Science and Mathematics Education
Recommended Citation
Barger, Tammy, "Impact of Looping on Middle School Science Standardized Achievement Tests" (2013). Doctoral Dissertations and Projects. 689.
https://digitalcommons.liberty.edu/doctoral/689
Abstract
Looping may be defined as a teacher remaining with a group of students for multiple academic years. In this quantitative study, looping was examined as a factor on science achievement. State-wide eighth grade school level 2010 Pennsylvania System of School Assessment (PSSA) data were used. By responding to a mailing, school administrators indicated if 2010 eighth grade students had or had not been looped. The schools' percentage of advanced and proficient Science PSSA data were used to determine if the independent variable had a significant impact on science achievement. The results of the independent t-test analysis suggest that looping does not contribute to science achievement for this study sample.
Included in
Curriculum and Instruction Commons, Educational Administration and Supervision Commons, Educational Assessment, Evaluation, and Research Commons, Educational Methods Commons, Science and Mathematics Education Commons
