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Differences in science students' view of ideal and actual role behavior according to success and gender
Author(s) -
Kauchak Don,
Peterson Ken
Publication year - 1983
Publication title -
journal of research in science teaching
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 3.067
H-Index - 131
eISSN - 1098-2736
pISSN - 0022-4308
DOI - 10.1002/tea.3660200608
Subject(s) - psychology , ideal (ethics) , sort , affect (linguistics) , perception , mathematics education , curriculum , science education , significant difference , social psychology , developmental psychology , pedagogy , mathematics , statistics , communication , philosophy , arithmetic , epistemology , neuroscience
Information about how success and gender affect students' views of ideal and actual classroom role behavior can help both researchers and teachers better understand classroom components such as achievement and curriculum. A 20‐item double Q sort was used to measure differences in perceptions of high school science students according to letter grades and gender. Individual Q sort item rankings of 160 students were tested for significant differences according to letter grade received; item ratings were compared according to gender for 215 students. Differences in perception according to success were found for both ideal and actual behavior; 8 and 5 items, respectively, out of each 20‐item sort were found to be significant at the p = < 0.05 level. No such overall patterns of difference in view were found between boys and girls, although three ideal student items and one actual self‐report item were found to be significantly different at the p = < 0.05 level.