Master's Theses

Department

Education

Degree Name

Master of Science (MS)

Abstract

The purpose of the researcher was to investigate the effect of three levels of hands-on science instruction, gender, and socioeconomic status on science content achievement of students in grade five. The independent variables studied were: method of science instruction participation status, pretest status, gender, and socioeconomic status. The dependent variable was scores from Sequential Tests of Educational Progress (STEP): Science, Series II. There were 66 grade five students in the sample. A total of five hypotheses were tested, two of which were post hoc hypotheses. A total of 15 comparisons were made, plus 3 recurring ones. Of the 15, 1 was statistically significant at the .05 level. The significant comparison was pretest status for the dependent variable scores from the STEP: Science, Series 11. The results from the significant comparisons indicated that students who had 60% or more hands-on instruction and scored in the upper 50% on the pretest had a significantly higher mean score on the posttest. The results of the present study appeared to support the following generalizations: 1. no association between amount of hands-on instruction and science content achievement, 2. no association between gender and science content achievement, 3. no association between socioeconomic status and science content achievement, 4. pretest status was associated with science content achievement.

Keywords

Elementary Education

Advisor

Robert E. Jennings

Date of Award

Fall 1993

Document Type

Thesis - campus only access

Rights

© The Author(s)

Comments

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