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This article describes the effect of teacher comments, students' demographic information, and utilization of learning management system (LMS) on student academic performance in a K-12 virtual learning environment. Students who completed biology courses in a Midwestern state virtual school during 2007-08 and took the end of course test participated in this study. The hierarchical linear modeling (HLM) technique was employed for data analysis. The results show these factors can influence student academic performance in biology courses in different ways. The implications for teaching were addressed. Further research is proposed based on the results and limitations.
INTRODUCTION
Studies have shown there is a gap in student science achievement between the United States and other developed countries and even some developing countries (Morrone, 2001). In 2007, American students in 12th grade scored very low in international science tests as compared to their counterparts in other countries (Brainard, 2007). Even on the domestic test of science knowledge, the National Assessment of Educational Progress, about half of U.S. 12th graders did not reach the basic level of proficiency in 2005 (Brainard, 2007). Some international studies, such as Program for International Student Assessment (PISA), Trends in International Mathematics and Science Study (TIMSS), and national assessments such as the National Assessment of Educational Progress (NAEP) showed that U.S. students did not meet the academic standards in subjects such as mathematics, science, and literacy (Gonzales et al., 2004; HampdenThompson, Johnston, & American Institutes for Research, 2006). In a study on the integration of environmental health science into K- 12 curriculum, Morrone (2001) warned there was a science education crisis in the United States.
Science has been considered a very important force to push a society forward. Many countries emphasize the improvement of science knowledge and develop policies to attract more people into this field. However, a series of recent reports warned that the number of students in science fields and students' test scores in some countries are surpassing the United States (Brainard, 2007). The underachievement of U. S students in science subjects at K- 12 level could lead to the lack of preparation for students to pursue advanced degrees in these fields. One National Academy of Sciences report showed only 15% of U. S undergraduate students graduate with degree in...