What does the nation's report card say about early physics models?: using the National Assessment of Educational Progress High School Transcript Study 2009 (NAEP HSTS 2009) to examine inverted curriculum
Year: 2014
Type: article
Abstract: This study, using data from the National Assessment on Educational Progress (NAEP) High School Transcript Study 2009, examined the effect of inverted curriculum (IC) on 12th grade NAEP math assessment performance, algebra performance, and advanced math course taking among US high school students. Inverted curricular models introduce physics early in the high school sequence at the 9th grade rather than later at the 11th or 12th. Results of two-level hierarchical linear modeling (HLM) analysis revealed that students taught with a full-year, algebra-focused IC model significantly outperformed non-IC, conceptual-based IC, and half-year IC students on 12th grade NAEP math assessment performance, and algebra GPA. Further analyses revealed that 9th grade students taught with a conceptual-based IC model significantly underperformed non-IC students on NAEP math assessment performance. Implications of the findings are discussed related to educational practice and policy.
Author: Khaliqi, David Habib
Institution: University of Colorado Colorado Springs
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W1413291385