School size as a factor in the science achievement of grade twelve students

• Main Author: Simms, Robert Lloyd
• Other Authors: Memorial University of Newfoundland. Faculty of Education
• Format: Thesis
• Language: English
• Published: 1986
• Subjects: Science > Study and teaching (Secondary) > Newfoundland and Labrador; School size > Newfoundland and Labrador; Academic achievement; Newfoundland; Canada; Newfoundland studies; University of Newfoundland
• Online Access: http://collections.mun.ca/cdm/ref/collection/theses2/id/231888

Thesis (M.Ed.)--Memorial University of Newfoundland, 1986. Education Bibliography : leaves 83-89. The purpose of this study was to determine whether or not students in schools of different sites are achieving equally in high school science. The study analyzed, in addition to student achievement, human and material high school science resources as they exist in schools of different sizes. The focus of the study was on the small school. -- Student achievement was measured using the Level 18 science test from the battery of tests entitled “Form T - Test of Achievement and Proficiency. The test was completed and scored from 120 Grade 12 students in 120 schools throughout the province of Newfoundland and Labrador. Twelve characteristics associated with each of the schools chosen were collected by means of a teacher questionnaire and compared by school size. These characteristics included courses taken, courses offered, teacher experience, teacher training, teacher workload, school equipment and facilities, and class size. -- All data were subjected to analysis by use of programs contained within the Revised Edition of the Statistical Package for the Social Sciences (SPSSX). - No significant difference was found in the science achievement of Grade 12 students in relation to the size of school they attend. A significant difference was found between science achievement and the number of courses taken by students. A test of interaction between courses completed and school size also indicated that when school size and the number of courses taken interact together the science achievement levels are affected. -- In schools of different sizes a lack of balance was found to exist in the types of science courses offered to students and the types of courses taken. Significant differences were found as well in the human and material resources associated with the teaching of science in small, medium and large schools. -- The results of the study support the need for a high school program with characteristics designed to address the unique science conditions which exist in small schools.