STUDY OF THE RELATIONSHIP OF ALLOCATED INSTRUCTIONAL TIME AND OTHER SELECT FACTORS TO ACHIEVEMENT IN SCIENCE AT THE FIFTH GRADE LEVEL

The study was designed to determine the impact of time, materials and activities upon student achievement in science at the fifth grade level. The variables used represent factors which can be manipulated by educators. The sample included 1,393 fifth grade students and seventy-one teachers in nineteen elementary schools of a large, Florida school district. Assessment instruments included STEP Science, CAT Reading and student and teacher questionnaires. Statistical treatment of the data included Pearson product-moment correlation coefficients and multiple regression analysis using Fortran programming. Analysis of data revealed that time allotted for science varied considerably (15-180 minutes per week). Data reported by both students and teachers on the three variables represented positive and significant relationships. Student and teacher estimates of time allotted for science were positively correlated (r = 0.41, r = 0.30) with achievement in science. Reading achievement was significantly (r = 0.91) related to achievement in science. Regression analyses using teacher and student data revealed (r^2 = 0.84, r^2 = 0.82) that when time, materials and activities were partialled out, reading was the major predictor of science achievement. F-ratios were not significant at the .05 confidence level. While the statistical significance of this study is slight, some recommendations can be made both from the findings and from the insights gained as part of the process. Recommendations of the study include: (1) There is a need to define clearly the amount of time which should be allotted for science instruction at the fifth grade level to minimize discrepancies. (2) There is a need to further analyze the reasons behind the inconsistencies in instructional time allotted for science. (3) There is a need to investigate whether instruction designed to integrate reading in the content area of science results in greater gains in achievement in science and in reading. (4) There is a need to develop a system to implement, evaluate, and monitor the district's science program to prevent such reported inconsistencies in time, materials and activities. (5) There is a need to provide all students with the necessary materials for learning in science. (6) There is a need to continue with standardized testing information being disseminated to the parents and/or community.