| Summary |
The purpose of this study was to develop and implement strategies that would help raise the educational motivation in science of students now described as Phase III students or Low Academic Performers. This study attempted to answer the following question. Are there any significant differences in the science attitudes and attitudes toward school (specifically the science classroom) between students exposed to specialized activities for Low Academic Performers and a comparable non-treatment group? The study group consisted of 152 students who were enrolled in Phase III physical science classes during the 1977-78 academic year at Tarboro High School. The general method and instruments employed in this study were: Students were pre-tested in August, 1977, for their attitudes toward science and science instruction. Instruments employed were the Instructional Objective Exchange's School Sentiment Index (Intermediate Level), the Instructional Objective Exchange's Self Appraisal Inventory (Intermediate Level) and Moore's Science Attitude Inventory. The study group was exposed to a series of specialized activities designed to improve their interest and attitudes toward school science. Some of the techniques developed and implemented in science classes for the Low Academic Performers were: classroom debates and student presentations designed to improve the classroom environment by increasing positive involvement of students, 1.2.focusing on the science topics that interest the students and that seem relevant to their lives, 3. using pre-test team competition and a grading system that reinforces correct responses, 4. posting a top twenty grade board to be used to aid in raising academic incentive, 5. providing extra instruction sessions as a means of corrective education. Three null hypotheses were tested in this study. Statistical analysis yielded the following results. 1. Using the t-test, there was a significant difference in attitudes toward school (specifically the science classroom) between students exposed to specialized activities for Low Academic Performers and a comparable non-treatment group, as measured by the Instructional Objective Exchange's Self Appraisal Inventory (Intermediate Level). 2. Utilizing chi square, there was a significant difference in attitudes toward science at a 70% criterion level between students exposed to specialized activities for Low Academic Performers and a comparable non-treatment group, as measured by the Instructional Objective Exchange's School Sentiment Index (Intermediate Level). 3. Using the t-test, no significant difference was found in science attitudes between students exposed to specialized activities for Low Academic Performers and a comparable non-treatment group, as measured by the Moore's Science Attitude Inventory. |
| Local note | Joyner-"Presented to the faculty of the Department of Science Education ... in partial fulfillment of the requirements for the degree Master of Arts in Education." |
| Local note | Joyner-"Presented to the faculty of the Department of Science Education ... in partial fulfillment of the requirements for the degree Master of Arts in Education." |
| Local note | Joyner-"Presented to the faculty of the Department of Science Education ... in partial fulfillment of the requirements for the degree Master of Arts in Education." |
| General note | Presented to the Faculty of the Department of Science Education |
| General note | Advisor: Charles R. Coble |
| Dissertation note | M.A. East Carolina University |
| Bibliography note | Includes bibliographical references (leaves 46-47). |
| Genre/form | Academic theses. |
| Genre/form | Academic theses. |
| Genre/form | Thèses et écrits académiques. |
