Longitudinal study examining immersing students with IEPs in argument-based inquiry to improve the learning of science

Abstract

The purpose of this study was to examine the long-term effect of the Science Writing Heuristic (SWH) approach, an argument-based inquiry approach, on the science achievement growth of students with and without Individualised Educational Programmes (IEPs). Through a longitudinal study design students were divided into control (no or less than one-year of SWH experience) and treatment (at least one-year of SWH experience) groups. A polynomial growth mixed modelling was used to analyse a longitudinal data set collected from elementary (grade 4) to high school (grade 11)–utilising Iowa Assessment Test data. Two major outcomes emerged: younger students in the SWH approach had better achievement growth, and years of experience with the SWH approach resulted in a differential impact on science achievement for students with and without IEPs. The findings are consistent with previous studies on the importance of early intervention for students with disabilities in inclusive education settings.