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Abstract
Formative experiments offer a novel approach to research educational interventions
in inclusion science classrooms. This research examined whether using a formative experiment design with an intervention called Peer-Assisted Learning Strategies (PALS) increased reading comprehension in grade-level biology text and science self-efficacy of students who had learning disabilities in reading in an inclusion biology classroom. Despite the small n, the results showed that there were statistically significant increases in the comprehension of grade-level biology text and science self-efficacy for the students with learning disabilities who participated in the study.
Recommended Citation
Alexander, K. Lea and Robinson, Marla K.
(2025)
"The Power of a Formative Experiment in an Inclusion Science Education Classroom,"
Journal of Science Education for Students with Disabilities: Vol. 28
:
Iss.
1, Article 7.
DOI: 10.14448/jsesd.17.0003
Available at:
https://repository.rit.edu/jsesd/vol28/iss1/7
Included in
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