Date of Conferral

10-26-2025

Degree

Doctor of Education (Ed.D.)

School

Education

Advisor

Mary Kropiewnicki

Abstract

The problem addressed through this study was that 9th and 10th grade students’ Biology I state assessment scores continued to decline in a suburban South Carolina school district. The purpose of this basic qualitative study was to explore biology teachers’ perceptions of the low success rates on the Biology I state assessment and to identify recommendations for improvement. Vygotsky’s social constructivism theory provided the conceptual framework, emphasizing the role of social engagement and collaborative learning environments. Semistructured interviews with nine high school biology teachers were conducted and using Braun and Clark’s thematic analysis approach. Themes revealed that teachers are: (a) identifying deficiencies in reading comprehension and critical thinking, (b) facing educational challenges from time constraints, (c) experiencing assessment design issues, (d) combatting lack of student motivation and home support, (g) using interactive and differentiated instruction, and (f) implementing systemic changes to support instruction improvement. Based on these findings, a 3-day project was designed to provide educators with specific strategies to prepare students for the Biology I state assessment. The implications for positive social change include the potential to improve instruction which, in turn, could lead to student learning, increase graduation and career readiness, and enhance opportunities for postsecondary STEM pathways.

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