Research Design

The research design that I intend to pursue will consist of a mixed method study.

An Insight into Self-Directed Learning

 Good Morning Miss Toliver! is a wonderful video that expresses how meaningful teaching and instruction can be when students are guided by their own learning.

Research Questions

This study will seek to answer the following research questions:

   1. How effective is scaffolding and self-directed learning on elementary students’ science achievement?

   2. How does scaffolding and self-directed learning increase critical thinking skills in elementary students?

   3. How do students perceive the scaffolding and self-directed learning?

   4. What are teachers’ attitudes towards scaffolding and self-directed learning?

Purpose Statement

The purpose of this study is to determine how effective scaffolding and self-directed learning is on elementary students’ science achievement in a Title I school in the southeastern United States. According to the Georgia Department of Education (2011), the results from the 2010-2011 Criterion-Referenced Competency Test (CRCT) reported that on average 36.1% of the district’s elementary students did not meet science standards. In addition, the Georgia Department of Education (2011) further reflected that 47.2% of the elementary students, from the Title I school, did not meet standards on the science achievement test.

Problem Statement

Many fifth grade students receive low science achievement scores on standardized assessments.

My opinion- In many elementary schools across the nation, it is necessary for students in fifth grade to pass the reading and math sections of their state's standardized assessment in order to be promoted to the next grade level. With this, many educators that teach fifth grade focus on the two subject areas. This leaves science and social studies to be taught sparingly, leaving the students unfamiliar with the subjects. This unfamiliarity poses the problem of students failing these subjects.