The effect of lab based instruction on ACT science scores
Standardized tests, although unpopular, are required for a multitude of reasons. One of these tests is the ACT. The ACT is a college readiness test that many high school juniors take to gain college admittance. Students throughout the United States are unprepared for this assessment. The average high school junior is three points behind twenty-four, the ACT recommended score, for the science section. The science section focuses on reading text and, interpreting graphs, charts, tables and diagrams with an emphasis on experimental design and relationships among variables. For students to become better at interpreting and understanding scientific graphics they must have vast experience developing their own graphics. The purpose of this study was to provide students the opportunity to generate their own graphics to master interpretation of them on the ACT. According to a t-test the results show that students who are continually exposed to creating graphs are able to understand and locate information from graphs at a significantly faster rate.
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- In Collections
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Electronic Theses & Dissertations
- Copyright Status
- In Copyright
- Material Type
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Theses
- Authors
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Hamilton, Michelle
- Thesis Advisors
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Heidemann, Merle
- Committee Members
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Heidemann, Merle
- Date Published
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2015
- Subjects
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ACT Assessment
Inquiry-based learning
Science--Ability testing
Science--Study and teaching (Secondary)
Science
Graphic methods--Study and teaching (Secondary)
Michigan--Grand Ledge
- Program of Study
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Cell and Molecular Biology - Master of Science
- Degree Level
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Masters
- Language
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English
- Pages
- vi, 44 pages
- ISBN
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9781321707588
1321707584
- Permalink
- https://doi.org/doi:10.25335/art9-ta56