The effect of teaching through next generation science storylines on factors that affect student learning

Abstract

The goal of this study was to determine if Next Generation Science Storylines could help to increase student engagement, motivation and attitude toward science. Students learned through two methods of teaching. First, they learned through teaching without Next Generation Science Storylines, and then they learned through Next Generation Science Storylines. Pre- and post-treatment daily exit tickets, surveys, interviews and an engagement rubric were used as data collection instruments for attitude, motivation and engagement. Data were processed using both quantitative and qualitative analysis strategies. The results suggested that overall there was no major positive or negative impacts from storyline teaching, however, attitude, engagement and motivation all increased to some degree.