Basic Science Achievement Profile among Early Childhood Teacher Education Students: Implications for Science Learning Management
DOI:
10.29303/jppipa.v10i9.16107Published:
2024-09-30Downloads
Abstract
Evidence about students’ science achievement can inform course improvement, but descriptive scores should not be interpreted as direct evidence of the effectiveness of learning-management practices. This study profiles basic science achievement among 80 Early Childhood Teacher Education students at Universitas Negeri Manado and uses the profile as an input to a theory-informed evidence-to-management translation framework. A descriptive quantitative cross-sectional design was employed using archived total scores from the Basic Science Concepts course assessment (0–100). Analysis focused on the mean, median, mode, standard deviation, range, and 95% confidence interval. The cohort mean was 77.88 (SD = 3.23), the median and mode were 78, the scores ranged from 71 to 89, and the 95% confidence interval was 77.16–78.59. The narrow observed dispersion indicates a clustered cohort-level score profile, but total scores do not identify domain-specific strengths, misconceptions, or causes of achievement. Accordingly, the management implications are explicitly theory-informed rather than empirical effects. The study proposes an evidence-to-management translation framework that separates what the observed scores directly support from literature-based actions for planning, organization, implementation, learning resources, and monitoring-evaluation. Because complete psychometric documentation and item-level response data were unavailable for re-analysis, findings are restricted to the observed achievement profile and no causal claim is made about science learning management.
Keywords:
Achievement profile Basic science Early childhood teacher education Learning management Science educationReferences
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