Theoretical Framework: Solving The Problem Of Low Science Te

Theoretical Framework: Solving the Problem of Low Science Test Scores at Hampton High School

The main purpose of the theoretical framework is to guide the research and allow the researcher to focus on a specific goal (Merriam & Tisdell, 2016). In addition, a solid theoretical framework is used to identify the problem related to the research topic, guide the development of the research questions, and determine the best type of research method for answering those questions. The theory used to explain this research was the measurement of intelligence theory by Binet and Simon (1916). The measurement of intelligence theory by Binet and Simon (1916) provides a framework and foundation for modern standardized tests. The theory posits that intelligence cannot be measured through a singular tool; rather, the broad nature of one’s intelligence can only be fairly measured when compared to others of similar backgrounds. In France, Binet was tasked with identifying students that needed additional assistance in their educational journey as compulsory attendance became mandatory (Cherry, 2019). This process led to the creation of the Binet-Simon scale, which later became known as the Stanford-Binet Intelligence Scale when it was standardized by Stanford University psychologist Lewis Terman (U.S. Congress, Office of Technology Assessment, 1992). Because many modern standardized tests are based on Binet and Simon’s measure of intelligence theory and, likewise, the Stanford-Binet Intelligence Scale, this theory is an appropriate choice for this study which seeks to improve standardized assessment scores.

Furthermore, this theoretical framework is relevant given the context of standardized testing at Hampton High School, where low scores on science assessments indicate a need for instructional improvement. According to Bertolini et al. (2012), multiple factors impact students’ test performance, including socioeconomic status, instructional quality, and engagement levels. As such, understanding these factors through a theoretical lens enables the development of targeted interventions. Binet and Simon’s theory emphasizes the importance of measuring intelligence as a multifaceted construct, aligning with the need to consider a variety of elements influencing student achievement on science tests. Recognizing that intelligence is not a single attribute but a collection of related skills supports the implementation of multifaceted instructional strategies aimed at improving test scores (Garcia & Thornton, 2014). By framing the problem through this theory, educators can focus on both cognitive and motivational factors that impact student performance, leading to more effective and tailored instructional approaches.

Justification for the Selection of the Theory

The selection of Binet and Simon's measurement of intelligence theory is justified for this research as it provides a comprehensive understanding of the diverse factors influencing student achievement, particularly in science. The theory's emphasis on the multifaceted nature of intelligence justifies exploring various educational strategies, such as improved instructional methods and student engagement activities, to address low test scores. Moreover, because standardized assessments underpin the Ohio Educational Assessment for Science, grounding interventions in a theory that informs the development and interpretation of these assessments enhances the research’s relevance and applicability (Cherry, 2019).

Application of the Theory to Educational Practice

This theoretical framework informs the development of targeted interventions aimed at improving science test scores. For example, teachers can utilize formative assessments to identify students’ specific areas of weakness and tailor instruction accordingly, aligning with Binet and Simon’s view that intelligence is diverse and multifaceted (Merriam & Tisdell, 2016). Additionally, professional development programs can focus on enhancing instructional strategies to foster a broader range of cognitive skills, such as critical thinking and problem-solving, which are essential for scientific understanding. By adopting an approach rooted in this theory, educators can better support diverse learners in mastering science content, ultimately leading to higher assessment scores and improved science literacy among students at Hampton High School.

Conclusion

In conclusion, Binet and Simon’s measurement of intelligence theory offers a valuable lens through which to examine and address low science test scores. Its emphasis on multifaceted intelligence aligns with the need for comprehensive instructional strategies that cater to diverse student needs. Integrating this theory into practice can support targeted interventions that enhance student learning and performance on standardized science assessments, fostering academic success and scientific literacy for all students.

References

• Bertolini, K., Stremmel, A., & Thorngren, J. (2012). Student achievement factors (ED569687). ERIC.
• Binet, A., & Simon, T. (1916). The development of intelligence in children: The Binet-Simon scale. Williams & Wilkins, Co.
• Cherry, K. (2019). Alfred Binet and the history of IQ testing. Very Well Mind.
• García, L. E., & Thornton, O. (2014, November 18). The enduring importance of parental involvement. NEA Today.
• Merriam, S. B., & Tisdell, E. J. (2016). Qualitative research: A guide to design and implementation (4th ed.). Wiley Publishing.
• U.S. Congress, Office of Technology Assessment. (1992). Testing in American schools: Asking the right questions. U.S. Government Printing Office.