Efficacy of a second grade science program: increasing science outcomes for all students

Christian T. Doabler*, William J. Therrien, Maria A. Longhi, Greg Roberts, Katherine E. Hess, Steven A. Maddox, Jasmine Uy, Gail E. Lovette, Anna-maria Fall, Georgia L. Kimmel, Sarah Benson, Victoria J. Vanuitert, Sarah Emily wilson, Sarah R. Powell, Victor Sampson, Paul Toprac

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

Abstract

This study, which was reviewed through the Registered Report process, examined the initial efficacy of the Scientific Explorers program (Sci2) on second-grade students’ science achievement. Sci2 is grounded in the growing body of empirical research on science instruction, embedding principles of explicit instruction within a guided inquiry-based design framework. Eighteen second-grade classrooms were randomly assigned to treatment or control conditions. A cluster randomized controlled trial was employed, with 294 students nested within classrooms and classrooms nested within condition. The Sci2 program was implemented for a total of 10 lessons (5 hr) in treatment classrooms, whereas control classrooms provided business-as-usual science instruction. Overall treatment effects were observed on three of four science outcome measures. The reported effects were moderate to large, with effect sizes (Hedges’ g) ranging from 0.48 to 0.94. Moderation analyses indicated that science knowledge at pretest did not moderate Sci2’s effects. Implications for practice and research are discussed.
Original languageEnglish
Pages (from-to)140-154
Number of pages15
JournalRemedial and Special Education
Volume42
Issue number3
Early online date15 Feb 2021
DOIs
Publication statusPublished - Jun 2021

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