Journal of Women and Minorities in Science and Engineering

ISSN for PRINT: 1072-8325

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Best Paper Award Selection - Editorial Board Site

2002, Volume8

Issue 2

151 pages

Issue price - $42.00

Michael P. Freedman
Fordham University, Graduate School of Education, Room 1102, 113 W. 60th Street, New York, NY 10023

This study investigated the use of a hands-on laboratory program to improve attitudes toward science and increase achievement levels in science knowledge among students in a ninth grade physical science course. An objective final examination measured achievement in science knowledge, and a Q sort survey measured attitude toward science. A t test compared the groups' differences in achievement and attitude toward science. An analysis of covariance determined the effect of the laboratory treatment on the dependent variable, with attitude toward science as the covariable. The findings showed that students with regular laboratory instruction scored significantly higher (p < .05) on achievement in science knowledge than those without laboratory instruction, girls with regular laboratory instruction scored significantly higher (p < .05) on achievement in science knowledge than those without laboratory instruction, and girls and boys within the treatment group did not differ significantly on achievement in science knowledge. No significant differences were reported in attitude toward science between or within groups.

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