The Relationship between Students’ Perceptions of the Teaching and Learning Process and Academic Performance in Science of Seventh and Eighth Graders Enrolled in Seventh-day Adventist Schools

Document Type

Article

Publication Date

1-1-2005

Abstract

Editor’s note: This article was submitted for publication before Burton was named editor of JRCE. It was shepherded through the regular referee process by Lyndon G. Furst, the previous JRCE editor. This study investigated student perceptions of the 7th and 8th grade Adventist science education program and their relationship to achievement in science as defined by performance on the Iowa Test of Basic Skills. Findings revealed that students held generally poor perceptions of science education. Hierarchical regression analysis revealed 8 significant predictors of science achievement for multigrade and 2-grade classrooms and 5 significant predictors for single-grade classrooms. The 5 predictors shared across all classroom types included "complete assignments," "environment conducive to study at home," "read textbook ahead," "teacher grades fairly," and "subject made interesting.". © 2005, Taylor & Francis Group, LLC. All rights reserved.

Journal Title

Journal of Research on Christian Education

Volume

14

Issue

2

First Page

177

Last Page

212

DOI

https://doi.org/10.1080/10656210509484988

First Department

Teaching, Learning and Curriculum

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