Abstract
This study investigated student perceptions of the 7th and 8th grade Adventist science education program and their relationship to achievement in science as defined by performance on the Iowa Test of Basic Skills. Findings revealed that students held generally poor perceptions of science education. Hierarchical regression analysis revealed 8 significant predictors of science achievement for multigrade and 2-grade classrooms and 5 significant predictors for single-grade classrooms. The 5 predictors shared across all classroom types included “complete assignments,” “environment conducive to study at home,” “read textbook ahead,” “teacher grades fairly,” and “subject made interesting."
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