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Asia-Pacific Forum
on Science Learning and Teaching, Volume 11, Issue 1, Article 1
(Jun., 2010) |
Table 2 indicates comparisons of the differences for attitude toward science were made between students who were instructed in the STS and those in textbook-oriented classrooms. The results indicate that the average score on the pretest score is not different for the two groups. No significant differences were found in the two sections when there were two teaching methods used on the pretest scores for attitude toward science. However, significant difference were found between the two teaching methods on the post-test scores for attitude toward science found across grades six through nine. Students in classes taught with an STS approach developed more positive attitudes toward science when compared to students in classes taught with a textbook-oriented approach
Table 2: Comparisons between the STS and the Textbook-oriented Students concerning their Attitudes toward Science
STS Textbook-Oriented n Mean SD n Mean SD t p Grade 6 Pre test- Attitude 77 12.35 2.2 81 12.14 2.1 .34 .55 Post test- Attitude 77 20.10 3.0 81 11.42 2.6 370.39 .00* Grade 7 Pre test- Attitude 77 10.90 2.8 76 10.57 2.7 .54 .46 Post test- Attitude 77 18.08 3.8 76 10.41 3.2 179.40 .00* Grade 8 Pre test- Attitude 76 11.16 2.8 75 10.63 2.7 1.42 .24 Post test- Attitude 76 18.11 3.8 75 10.09 2.8 213.20 .00* Grade 9 Pre test- Attitude 71 11.65 2.3 76 11.71 2.2 .03 .86 Post test- Attitude 71 19.42 3.3 76 11.08 2.7 278.42 .00* *indicate significance at p < 0.05 level.
Table 3 indicates comparisons of pre- and post-test average scores for male students concerning attitude toward science in STS-oriented classes and textbook- oriented classes. No significant differences found on pretest scores between the two groups except for grade eight male students. A significant difference did exist with pretest scores between STS-oriented classes and textbook-oriented classes for grade eight male students. For male students, significant differences were found between the two teaching methods on the post-test scores for positive attitudes toward science across grade six through nine. Male students in classes taught with an STS approach were able to develop more positive attitudes toward science when compared to students in classes taught with a textbook-oriented approach.
Table 3: Comparisons between the Male STS Students and Their Textbook-oriented Counterparts concerning Attitudes toward Science
STS (Males) Textbook-Oriented (Males) n Mean SD n Mean SD t p Grade 6 Pre test- Attitude 36 14.11 1.4 42 13.43 1.6 4.14 .05* Post test- Attitude 36 21.17 3.0 42 12.24 2.7 198.18 .00* Grade 7 Pre test- Attitude 37 11.98 2.9 37 11.16 2.9 1.15 .29 Post test- Attitude 37 18.05 4.1 37 10.49 3.1 78.55 .00* Grade 8 Pre test- Attitude 39 12.79 2.1 37 11.11 3.2 7.66 .00* Post test- Attitude 39 18.31 3.2 37 10.24 3.1 123.96 .00* Grade 9 Pre test- Attitude 35 12.91 1.8 39 12.79 1.8 .08 .78 Post test- Attitude 35 19.60 3.0 39 11.57 2.7 149.72 .00* *indicate significance at p < 0.05 level.
Table 4 indicates comparisons of pre- and post-test average scores for female students concerning attitude toward science in STS-oriented classes and textbook- oriented classes. No significant differences found on pretest scores for the two groups. Significant differences were found between the two teaching methods on the post-test scores for attitude toward science across grades six through nine. Female students in classes taught with an STS approach were able to develop more positive attitudes toward science when compared to students in classes taught with a textbook-oriented approach.
Table 4: Comparisons between the Female STS Students and Their Textbook-oriented Counterparts concerning Attitudes toward Science
STS (Females) Textbook-Oriented (Females) n Mean SD n Mean SD t p Grade 6 Pre test- Attitude 41 10.80 1.5 39 10.77 1.8 .01 .09 Post test- Attitude 41 19.15 2.9 39 10.54 2.3 221.80 .00* Grade 7 Pre test- Attitude 40 9.96 2.4 39 10.00 2.5 .002 .96 Post test- Attitude 40 18.10 3.6 39 10.33 3.3 99.45 .00* Grade 8 Pre test- Attitude 37 9.43 2.4 38 10.16 2.1 1.98 .16 Post test- Attitude 37 17.89 4.5 38 9.95 2.5 90.78 .00* Grade 9 Pre test- Attitude 36 10.42 2.0 37 10.57 1.9 .11 .74 Post test- Attitude 36 19.24 3.6 37 10.62 2.8 131.50 .00* *indicate significance at p < 0.05 level.
Table 5 gender related differences for STS students are analyzed. Table 5 indicates comparisons between male and female students in classes taught with an STS approach concerning positive attitudes toward science. Although significant differences were found between the two teaching methods on the pre-test scores for attitudes toward science across grades six through nine, no significant differences were not found between male and female students for attitude toward science across grades six through nine for post-test scores except for six grade. The STS approach to science teaching works equally well for male and female students concerning developing more positive attitudes toward science.
Table 5: Comparisons between Male and Female Students Taught Using STS Approach concerning Attitudes toward Science
Male Female n Mean SD n Mean SD t p Grade 6 Pre test- Attitude 36 14.11 1.4 41 10.81 1.5 99.45 .00* Post test- Attitude 36 21.17 3.0 41 19.15 2.9 9.25 .00* Grade 7 Pre test- Attitude 37 11.89 2.9 40 9.98 2.4 10.14 .00* Post test- Attitude 37 18.05 4.1 40 18.10 3.8 .00 .96 Grade 8 Pre test- Attitude 39 12.80 2.1 37 9.43 2.4 43.23 .00* Post test- Attitude 39 18.31 3.2 37 17.89 4.5 .22 .64 Grade 9 Pre test- Attitude 35 12.91 1.8 36 10.42 2.0 31.37 .00* Post test- Attitude 35 19.60 3.0 36 19.25 3.6 .20 .66 *indicate significance at p < 0.05 level.
Table 6 gender related differences were tested for the textbook-oriented approach. Comparisons were made between achievement of males and females in attitude toward science using analysis of variance procedures. Significant differences were found between male and female students in textbook-oriented sections in grade six and nine for pre-test scores. No significant differences were found between male and female students across grades six through nine for post-test scores in terms of more positive attitudes toward science. A significant difference did only exist with posttest score between male and female students in grade six concerning more positive attitudes toward science.
Table 6: Comparisons between Male and Female Students Taught Using the Textbook-oriented Approach concerning Attitudes toward Science
Male Female n Mean SD n Mean SD t p Grade 6 Pre test- Attitude 42
13.43
1.6
39
10.77
1.8
51.07
.00*
Post test- Attitude 42
12.24
2.7
39
10.54
2.3
9.36
.00*
Grade 7 Pre test- Attitude 37
11.16
2.9
39
10.00
2.5
3.51
.06
Post test- Attitude 37
10.49
3.1
39
10.33
3.3
.04
.84
Grade 8 Pre test- Attitude 37
11.11
3.2
38
10.16
2.1
2.38
.13
Post test- Attitude 37
10.24
3.1
38
9.95
2.5
.21
.65
Grade 9 Pre test- Attitude 39
12.80
1.8
37
10.57
1.9
27.72
.00*
Post test- Attitude 39
11.51
2.7
37
10.62
2.8
2.03
.16
*indicate significance at p < 0.05 level.
High achieving students were defined as students who earned grades either of A or B in their coursework in both classes. Table 7 indicates comparisons of pre- and post-test average scores for high achieving students concerning attitude toward science in STS-oriented classes and textbook-oriented classes. No significant differences were found on pretest scores for the two groups. Significant differences were found between the two teaching methods on the post-test scores for more positive attitudes toward science across grades six through nine. High ability students in classes taught with an STS approach develop more positive attitudes toward science when compared to students in classes taught with a textbook-oriented approach.
Table 7: Comparisons between the STS High Achieving Students and Their Textbook-oriented Counterparts concerning Attitudes toward Science
STS Textbook-Oriented n Mean SD n Mean SD t p Grade 6 Pre test- Attitude 33 13.00 1.8 31 12.52 1.9 1.10 .30 Post test- Attitude 33 20.58 2.3 31 13.13 2.1 303.35 .00* Grade 7 Pre test- Attitude 32 11.75 2.1 31 11.42 2.3 .36 .55 Post test- Attitude 32 20.28 3.0 31 12.26 2.3 112.74 .00* Grade 8 Pre test- Attitude 30 12.33 2.2 28 11.75 3.3 .92 .33 Post test- Attitude 30 21.17 2.9 28 12.18 2.2 173.21 .00* Grade 9 Pre test- Attitude 27 12.43 2.2 33 12.09 2.0 .54 .42 Post test- Attitude 27 22.33 2.6 33 12.85 2.5 208.16 .00* *indicate significance at p < 0.05 level.
Students who earned a grade of C or lower in science classes or who are not interested and less motivated to achieve up to their capacity in a science classroom were defined as “low ability”. Average scores for low achieving students were also compared in this study. Table 8 indicates comparisons of pre- and post-test average scores for low achieving students concerning attitude toward science in STS-oriented classes compared to the situation in textbook-oriented classes. No significant differences found on pretest scores between the two groups. Significant differences were found between the two teaching methods on the post-test scores for more positive attitudes towards science across grades six through nine. Low-ability students in classes taught with an STS approach developed more positive attitudes toward science when compared to students in classes taught with a textbook-oriented approach.
Table 8: Comparisons between the STS Low Achieving Students and Their Textbook-oriented Counterparts concerning Attitudes toward Science
STS Textbook-Oriented n Mean SD n Mean SD t p Grade 6 Pre test- Attitude 44 11.86 2.4 50 11.92 2.3 .01 .91 Post test- Attitude 44 18.23 2.1 50 10.36 2.3 292.74 .00* Grade 7 Pre test- Attitude 45 10.29 3.1 45 9.98 2.9 .24 .62 Post test- Attitude 45 16.51 3.6 45 9.18 2.8 119.69 .00* Grade 8 Pre test- Attitude 46 10.39 2.9 47 9.96 2.7 .56 .46 Post test- Attitude 46 16.11 3.0 47 8.85 2.4 169.76 .00* Grade 9 Pre test- Attitude 44 11.14 2.2 43 11.42 2.3 .35 .55 Post test- Attitude 44 17.64 2.3 43 9.72 2.1 284.68 .00* *indicate significance at p < 0.05 level.
