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.
No comments:
Post a Comment