Findings From a Two-Year Effectiveness Trial of the Science Notebook in a Universal Design for Learning Environment

This cluster randomized control trial examines the effects of the Science Notebook in a Universal Design for Learning Environment (SNUDLE) on elementary school student science academic achievement and motivation outcomes. Multilevel analyses examined the impact of SNUDLE for all students and importa...

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Autores principales: Jennifer Yu, Xin Wei, Tracey E. Hall, Agatha Oehlkers, Kate Ferguson, Kristin H. Robinson, Jose Blackorby
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Lenguaje:EN
Publicado: Frontiers Media S.A. 2021
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Acceso en línea:https://doaj.org/article/e694f134e52a46ac9f2832c0dbc1efa0
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spelling oai:doaj.org-article:e694f134e52a46ac9f2832c0dbc1efa02021-11-04T09:30:53ZFindings From a Two-Year Effectiveness Trial of the Science Notebook in a Universal Design for Learning Environment2504-284X10.3389/feduc.2021.719672https://doaj.org/article/e694f134e52a46ac9f2832c0dbc1efa02021-11-01T00:00:00Zhttps://www.frontiersin.org/articles/10.3389/feduc.2021.719672/fullhttps://doaj.org/toc/2504-284XThis cluster randomized control trial examines the effects of the Science Notebook in a Universal Design for Learning Environment (SNUDLE) on elementary school student science academic achievement and motivation outcomes. Multilevel analyses examined the impact of SNUDLE for all students and important student subgroups. Overall, students who received the SNUDLE intervention had similar motivation and academic achievement in science to their peers who did not receive the SNUDLE intervention. However, relative to students with disabilities in the comparison group, students with disabilities who used SNUDLE scored significantly higher on motivation in science and science academic achievement, with effect sizes (ES) ranging from 0.82 to 1.01. Furthermore, SNUDLE appeared to have a small but statistically significant positive impact on science academic performance among students whose home language is other than English or Spanish with an ES of 0.35. Fidelity of implementation analysis shows sufficient teacher training but fidelity of teacher and student usage of SNUDLE needs to be improved. The qualitative analysis of teacher interviews suggests that teachers perceived benefits of SNUDLE in support language acquisition and science writing skills. Both quantitative and qualitative findings suggest that SNUDLE holds promise for improving academic performance in science and confidence and motivation among some of the most vulnerable student populations.Jennifer YuXin WeiTracey E. HallAgatha OehlkersKate FergusonKristin H. RobinsonJose BlackorbyFrontiers Media S.A.articleuniversal design for learningscience notebookelementary educationacademic outcomesmotivation for sciencestudents with disabilitiesEducation (General)L7-991ENFrontiers in Education, Vol 6 (2021)
institution DOAJ
collection DOAJ
language EN
topic universal design for learning
science notebook
elementary education
academic outcomes
motivation for science
students with disabilities
Education (General)
L7-991
spellingShingle universal design for learning
science notebook
elementary education
academic outcomes
motivation for science
students with disabilities
Education (General)
L7-991
Jennifer Yu
Xin Wei
Tracey E. Hall
Agatha Oehlkers
Kate Ferguson
Kristin H. Robinson
Jose Blackorby
Findings From a Two-Year Effectiveness Trial of the Science Notebook in a Universal Design for Learning Environment
description This cluster randomized control trial examines the effects of the Science Notebook in a Universal Design for Learning Environment (SNUDLE) on elementary school student science academic achievement and motivation outcomes. Multilevel analyses examined the impact of SNUDLE for all students and important student subgroups. Overall, students who received the SNUDLE intervention had similar motivation and academic achievement in science to their peers who did not receive the SNUDLE intervention. However, relative to students with disabilities in the comparison group, students with disabilities who used SNUDLE scored significantly higher on motivation in science and science academic achievement, with effect sizes (ES) ranging from 0.82 to 1.01. Furthermore, SNUDLE appeared to have a small but statistically significant positive impact on science academic performance among students whose home language is other than English or Spanish with an ES of 0.35. Fidelity of implementation analysis shows sufficient teacher training but fidelity of teacher and student usage of SNUDLE needs to be improved. The qualitative analysis of teacher interviews suggests that teachers perceived benefits of SNUDLE in support language acquisition and science writing skills. Both quantitative and qualitative findings suggest that SNUDLE holds promise for improving academic performance in science and confidence and motivation among some of the most vulnerable student populations.
format article
author Jennifer Yu
Xin Wei
Tracey E. Hall
Agatha Oehlkers
Kate Ferguson
Kristin H. Robinson
Jose Blackorby
author_facet Jennifer Yu
Xin Wei
Tracey E. Hall
Agatha Oehlkers
Kate Ferguson
Kristin H. Robinson
Jose Blackorby
author_sort Jennifer Yu
title Findings From a Two-Year Effectiveness Trial of the Science Notebook in a Universal Design for Learning Environment
title_short Findings From a Two-Year Effectiveness Trial of the Science Notebook in a Universal Design for Learning Environment
title_full Findings From a Two-Year Effectiveness Trial of the Science Notebook in a Universal Design for Learning Environment
title_fullStr Findings From a Two-Year Effectiveness Trial of the Science Notebook in a Universal Design for Learning Environment
title_full_unstemmed Findings From a Two-Year Effectiveness Trial of the Science Notebook in a Universal Design for Learning Environment
title_sort findings from a two-year effectiveness trial of the science notebook in a universal design for learning environment
publisher Frontiers Media S.A.
publishDate 2021
url https://doaj.org/article/e694f134e52a46ac9f2832c0dbc1efa0
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