Do Mathematics and Reading Skills Impact Student Science Outcomes?

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.