An Investigation into the Efficacy of the Studio Model at the High School Level

Abstract

The Studio Model was developed at Rensselaer Polytechnic Institute (RPI) to improve teaching and learning in introductory science classes. The study reported in this article explored the efficacy of the Studio Model at the high school level. The Studio Model combines collaborative learning with the use of online materials designed to support and augment in-class activities. The study explored the effects of the Studio Model on student learning of Earth Science concepts. In addition, the research investigated the potential attribution of such effects to either of the Studio Model's component parts (collaborative learning or online materials) by comparing student learning and attitudes across four treatment groups: a Studio Model group, a Cooperative Only group, an Online Materials Only group, and a Control group who received traditional science instruction. Findings demonstrate the superiority of the Studio Model, and the Studio Model alone, over traditional science instruction. They suggest the Studio Model may be an important new method for increasing learning in high school science, and that its positive effect may derive from the support it gives to collaboration within and beyond science classes.