Investigating level of the scientific literacy of primary school teacher candidates

In this section findings about the characteristics of the distribution of scores were examined. Furthermore, simple statistical procedures were used to assess the significance of differences between genders within the sample (independent samples t-test). Independent t-tests were conducted at the 0.05 level of significance for all data.

Table II. Distribution of gender-related frequency of true answers

	Female	Male	Total
	%	%	%
Physical Science	53.78	48.57	52.12
Life Science	47.11	57.14	50.30
Earth Science	48.22	56.19	50.76
Nature of Science	74.89	73.81	74.55
Scientist Properties	73.56	77.14	74.70
Science and Technology	38.22	42.86	39.70
Social Perspective of Science	52.89	59.05	54.85

General total	55.52	59.25	56.71

As seen in Table II, the highest average is the nature of science (74.55 %) and scientist properties (74.70 %) items, and the lowest average is on the science and technology (39.70 %) items.

Table III. Distribution of gender-related t-test scores on physical science items

Gender	N	Mean	Std. Deviation	df	t	Sig. (2-tailed)
Female	90	2.69	1.03	130	1.242	.217
Male	42	2.43	1.29

Table III indicated the significant gender-related difference in scores on physical science test items [t₁₃₀=1.242, p>0.05]. Although the mean score of females (2.69) was higher than males (2.43), the difference is not meaningful.

Table IV. Distribution of gender-related t-test scores on life science items

Gender	N	Mean	Std. Deviation	df	t	Sig. (2-tailed)
Female	90	2.36	.94	130	-2.820	.006
Male	42	2.86	.98

Table IV indicated the significant gender-related differences in scores on life science test items [t₁₃₀=-2.820, p<0.05]. The mean score of males (2.86) was significantly higher than the females (2.36), and the difference is meaningful.

Table V. Distribution of gender-related t-test scores on earth science items

Gender	N	Mean	Std. Deviation	df	t	Sig. (2-tailed)
Female	90	2.41	1.12	130	-1.874	.063
Male	42	2.81	1.17

Table V indicated the significant gender-related difference in scores on the earth science test items [t₁₃₀= -1.874, p>0.05]. Although the mean score of males (2.81) was higher than the females (2.41), the difference is not meaningful.

Table VI. Distribution of gender-related t-test scores on nature of science items

Gender	N	Mean	Std. Deviation	df	t	Sig. (2-tailed)
Female	90	3.74	.79	130	.373	.710
Male	42	3.69	.75

Table VI indicated the significant gender-related difference in scores on nature of science test items [t₁₃₀=.373, p>0.05]. Although the mean score of females (3.74) was higher than the males (3.69), the difference is not meaningful.

Table VII. Distribution of gender-related t-test scores on scientist properties items

Gender	N	Mean	Std. Deviation	df	t	Sig. (2-tailed)
Female	90	3.68	1.05	130	-.936	.351
Male	42	3.86	.98

Table VII indicated the significant gender-related difference in scores on scientist properties test items [t₁₃₀=-.936, p>0.05]. Although the mean score of male (3.86) was higher than the female (3.68), the difference is not meaningful.

Table VIII. Distribution of gender-related t-test scores on science and technology items

Gender	N	Mean	Std. Deviation	df	t	Sig. (2-tailed)
Female	90	1.91	1.03	130	-1.238	.218
Male	42	2.14	.93

Table VIII indicated the significant gender-related difference in scores on science and technology test items [t₁₃₀=-1.238, p>0.05]. Although the mean score of males (2.14) was higher than the females (1.91). the difference is not meaningful.

Table IX. Distribution of gender-related t-test scores on social perspective of science items

Gender	N	Mean	Std. Deviation	df	t	Sig. (2-tailed)
Female	90	2.64	1.03	130	-1.492	.138
Male	42	2.95	1.25

Table IX indicated the significant gender-related difference in scores on social perspective of science test items [t₁₃₀=-1.492, p>0.05]. Although the mean score of males (2.95) was higher than the females (2.64), the difference is not meaningful.