ERIC Number: ED454070
Record Type: RIE
Publication Date: 2001
The Influence of Laboratory Instruction on Science Achievement and Attitude toward Science among Ninth Grade Students across Gender Differences.
Freedman, Michael P.
This study investigated the use of a hands-on laboratory program as a means of improving attitude toward science and increasing achievement levels in science knowledge among students in a ninth grade physical science course. Using a posttest-only control group design, a curriculum referenced objective final examination was used to measure student achievement in science knowledge, and a post-test Q sort survey was used to measure attitude toward science. A t test compared the treatment and control groups' differences in achievement and in attitude toward science. ANCOVA was used to determine the effect of the laboratory treatment on the dependent achievement variable with attitude toward science as the co-variable. The findings showed that: (a) students who had regular laboratory instruction scored significantly higher (p<.05) on the objective examination of achievement in science knowledge than students who had no laboratory experiences; (b) female students who had regular laboratory instruction scored significantly higher (p<.05) on the objective examination of achievement in science knowledge than female students who had no laboratory experiences; (c) female and male students within the treatment group did not differ significantly on the objective examination of achievement in science knowledge. This study recommends that science instruction include a regular laboratory experience as a demonstrated viable and effective instructional method for science teachers. This model of science instruction has been shown to be effective with all students of diverse backgrounds, especially females, who live within large, urban centers. (Contains 30 references.) (Author/YDS)
Publication Type: Reports - Research
Education Level: N/A
Authoring Institution: N/A
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