Date Approved
10-10-2012
Embargo Period
3-3-2020
Document Type
Thesis
Degree Name
M.A. Special Education
Department
Language, Literacy, and Special Education
College
College of Education
Advisor
Xin, Joy
Subject(s)
Science--Study and teaching; Learning disabled children
Disciplines
Special Education and Teaching
Abstract
The purposes of the study are to examine the effects of inquiry-based and teacher-centered instruction methods when teaching science for middle school students with learning disabilities. These two instructional methods were provided to 81 students in two middle schools located in southern New Jersey. Of those, 30 students with learning disabilities, 15 in each school participated in the study. Both groups were given a pre and post test prior to and after the three weeks of science instruction to evaluate student performance. In addition, a student and teacher survey was provided to examine their satisfaction. The results show that students with learning disabilities receiving teacher-centered instruction gained 11% higher on the posttest than those taught by inquiry-based instruction. However, students receiving inquiry-based instruction reported that they enjoyed their learning and would have a career in science.
Recommended Citation
Yorke-Servis, Jessica, "A comparison study on teacher-centered and inquiry-based instruction in science education of middle school students with learning disabilities: what is effective?" (2012). Theses and Dissertations. 231.
https://rdw.rowan.edu/etd/231
