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Impacting the Science Attitudes of Minority High School Youth
Author(s) -
Ellis Ronald S.
Publication year - 1993
Publication title -
school science and mathematics
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.135
H-Index - 2
eISSN - 1949-8594
pISSN - 0036-6803
DOI - 10.1111/j.1949-8594.1993.tb12270.x
Subject(s) - test (biology) , mathematics education , null hypothesis , psychology , science education , rank (graph theory) , sample (material) , mathematics , statistics , combinatorics , biology , chemistry , paleontology , chromatography
A study involving urban, minority high school students in a supplemental education program was conducted during 1989 to test the null hypothesis that no relationship exists between exposure to program activities and changes in mathematics performance or attitude towards science. The treatment activities integrated science, with language arts, mathematics, computers and counseling and enabled students to discuss matters of concern and the relationship of these concerns to their academic work and to future success in careers based in science and mathematics. Mathematics performance data were analyzed using ANOVA (premath X group, postmath X group), and t ‐test/pairs (premath vs. postmath). Pre‐ and postreatment data on attitude towards science were rank ordered, paired and analyzed using the Wilcoxin Matched‐Pairs Signed Ranks Test. The findings reveal a significantly positive treatment effect. In spite of the caution suggested by the limited sample, exposure to the treatment has resulted in an increased positive effect, not only upon attitude towards science , but also upon mathematics performance.