The purpose of this causal-comparative study was to examine the effect of using science specialists in elementary schools on science achievement scores. The sample population consisted of 282 fifth grade students enrolled in Georgia public schools. The data for this study was collected from four public elementary schools’ end-of-year state assessments and analyzed as archival data. An analysis of covariance (ANCOVA) was used to determine if there was a difference between science achievement scores in elementary schools that use science specialists compared to those that do not. Results indicate that no statistically significant difference exists between the science achievement scores of students enrolled in schools that use science specialists for science instruction compared to those that do not. Implications of the findings are discussed relating to education practice, administration, and needs for future study.
Roach, Wesley and Wendt, Jillian L.
"An Exploration of the Use of Science Specialists and Elementary Students’ Science Achievement,"
Journal of Mathematics and Science: Collaborative Explorations: Vol. 18:
1, Article 10.
Available at: https://scholarscompass.vcu.edu/jmsce_vamsc/vol18/iss1/10