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Multimedia Battery for Assessment of Cognitive and Basic Skills in Mathematics BM-PROMA
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Do Mathematics and Reading Skills Impact Student Science Outcomes?

Christian T Doabler1, Megan Rojo2, Jenna A Gersib1

  • 1The University of Texas at Austinat Austin, Austin, TX, USA.

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Summary

The Scientific Explorers (Sci2) science program showed strong benefits for all second graders, regardless of their initial math and reading abilities. Some specific vocabulary gains were larger for students with higher initial skills.

Keywords:
STEMcore instructiondifferential responseexplicit instructionlearning disabilitiesmoderation analysesscience instructionvocabulary instruction

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Area of Science:

  • Educational Psychology
  • Science Education
  • Learning Disabilities Research

Background:

  • Validating science programs for students with or at risk for learning disabilities necessitates examining treatment effects and differential response patterns.
  • The Scientific Explorers (Sci2) program is a whole-class, second-grade science intervention designed for broad applicability.

Purpose of the Study:

  • To investigate if initial mathematics and reading skills moderate the treatment effects of the Sci2 science program in second-grade students.
  • To explore differential response patterns to the Sci2 intervention based on students' baseline academic proficiencies.

Main Methods:

  • A cluster randomized controlled trial involving 294 U.S. second-grade students across 18 classrooms.
  • Analysis of treatment effects on interactive science assessments, distal science outcomes, science vocabulary, and proximal science content.
  • Examination of moderation effects using initial mathematics and reading skill levels as predictors.

Main Results:

  • No differential effects of Sci2 were observed for interactive or distal science assessments based on initial skill levels.
  • Moderation was found for science vocabulary, with higher initial reading and mathematics skills correlating with greater Sci2 effects.
  • Initial mathematics skills positively influenced outcomes on the proximal science content assessment.

Conclusions:

  • The Scientific Explorers (Sci2) program demonstrates robust positive effects for all students, irrespective of their initial mathematics and reading skill levels.
  • While overall effects are consistent, specific gains in science vocabulary may be more pronounced for students with higher baseline skills.
  • Findings support the broad efficacy of Sci2 and highlight the importance of exploring differential response in science intervention research.