The relationships between tracking levels and teacher and student perceptions of their high school introductory science course quality.

Abstract

The primary purpose of this study was to determine whether or not there is a relationship between tracking levels and teacher/student perceptions of their high school introductory science course quality. The sample consisted of 12 teachers and their 681 students from nine urban, suburban, and rural high schools in southeastern Michigan. All teachers selected taught both upper and lower level groups. The students, 82% in ninth or tenth grade, were enrolled in upper or lower level introductory general science, biology, earth science or physical science classes. Separate, but correlated, teacher and student questionnaires were designed to measure perceptions of science course quality. Respondents evaluated each course quality indicator item on the basis of "desirability" and class "achievement". In addition, all students completed an Attitude Toward School (ATS) instrument. Based discriminant analysis, Hotelling's T$\\sp2$ and separate t-tests, teacher ratings of their upper and lower level classes did not differ significantly; however, there were significant variations between upper and lower level student scores: (1) Upper level students showed significantly higher overall ratings on several variables relative to both "desirability" and class "achievement" of the course quality indicators used in the study. (2) Scores on the ATS questionnaire were significantly higher in the upper level group. In general, teacher ratings were significantly higher than those of their students. There was no conclusive evidence to link possible differences in either perceptions of science course quality or attitude toward school with a particular demographic region or socioeconomic community status. Lowest "achievement" and "desirability" ratings given by both teachers and students related to use of computer technology in science education, and involvement of students in the design of experiments. Both teachers and students, however, rated "desirability" of these variables significantly higher than "achievement". Further research is needed to determine possible reasons for such perceptions. Regarding differences in student perceptions, while causality cannot be established from these research data, educators need to seriously consider possible reasons for the variations revealed. If "ability grouping" is deemed to be a significant factor, then research-based alternative teaching strategies may need to be explored.