Teachers’ Perception of Anchoring Phenomenon and Its Effect on Students’ Science Proficiency: An Input for a Training Program


Anchoring phenomenon,
science proficiency
science units
descriptive quantitative

How to Cite

Alzate-Lynch, M. (2023). Teachers’ Perception of Anchoring Phenomenon and Its Effect on Students’ Science Proficiency: An Input for a Training Program. AIDE Interdisciplinary Research Journal, 7(1), 46–65. https://doi.org/10.56648/aide-irj.v7i1.101


This study explored teachers' perception of anchoring phenomena and its impact on students' science proficiency at Thomas Stone and Port Towns Elementary School in Prince George's County during the 2022-2023 school year. The research instrument was rigorously tested for reliability, and ethical clearance was obtained. Results indicate that most teachers have a positive interest in science, demonstrate mastery in teaching phenomena, and frequently incorporate anchoring phenomena in their science lessons. Students generally meet expectations in earth and space science, physical science, engineering, and technology but partially meet expectations in life science. The study also reveals a significant correlation between teachers' experience and their perception of anchoring phenomena. Furthermore, teachers' perception of anchoring phenomena significantly influences students' proficiency in all science units. These findings have implications for teacher training programs and the widespread adoption of the Anchoring Phenomenon approach in science education. One of the recommendations is to establish a teacher mentorship program and mentor-mentee training to maximize the use of anchoring phenomena. Additionally, a comprehensive review of life science lesson implementation is suggested to enhance pedagogical approaches in teaching life sciences.


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