| Summary |
In attempting to learn more about the status of science education in eastern North Carolina five different test instruments were administered to about 50 classes. The tests given were: the Physics Achievement Test, the Test On Understanding Science, the Semantic Differential Test, the Pupil Activity Inventory test, and the Learning Environment Inventory test. A questionnaire was also given to the teachers. Computer programs were written to score three of the five test instruments. The other two instruments were scored by a standard test grading program. Statistical analyses were run on each test separately. No attempt was made to intercorrelate the various test scores. Using one-way analysis of variance and a correlated (1) Students' understanding of "t"-test it was found that: science and physics achievement made a significant increase from the pre-test to post-test, (2) Project Physics classes and other physics classes are not significantly different in their understanding of science, (3) Project Physics classes and other physics classes are significantly different in their physics achievement; the Project Physics group attained a higher achievement in physics as measured by the PAT, (4) students generally do not participate frequently in any science related activities, (5) students feel science is both worthwhile and lively, (6) the classroom environment in eastern North Carolina does not compare favorably with schools in the northeastern United States. |
