The Effect of Attitude during the Maturation of Female Students during the Middle-School Years on their Achievement in Science. Jeanine M. Vignone/Felician College, 2008-2009. Interest.
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Jeanine M. Vignone/Felician College, 2008-2009
I attended an NSTA Convention where Sally Ride gave a lecture where she spoke about engaging girls in the fields of science, mathematics, and technology, primarily in the fifth through eighth grades. She placed an emphasis on the significance of becoming a good role model for female students and developing and encouraging a positive attitude towards the field of science.
Sally Ride’s research on the topic of girls and science was enlightening. She reported that data, “from the National Center for Education Statistics (NCES) reveal that approximately the same number of girls as boys in the 4th grade enjoy math and science, yet boys in the 8th grade are twice as likely to be interested in math and science than girls of the same age.” (“A key part of our corporate mission is to make a difference in girls’ lives,” www.sallyride.org).
I asked each incoming fifth grade class from 2004-2008 to draw a scientist. As of March 2008, the total population of students who drew a scientist equaled 298 samples.
2004 – 179 students 2005 - 32 students
2006 - 35 students 2007 - 34 students
2008 - 18 students
249 students drew samples that resembled the following…
Is there effect of interest and/or attitude during the maturation of female students during the middle-school years on their achievement in Science?
This study was developed in the efforts to test attitude and interest towards science, and to show that in fact, a correlation between negative attitude and a decline in science achievement does exist; With negative attitudes developing more so during the middle-school years.
The first part of the research conducted, a comparison of female students was evaluated on their science grades from 2nd grade through 8th grade. Convenience samples of 32 participants were evaluated. The participants were recent graduates of a private, Catholic, middle-school, located in an urban setting outside of Newark, New Jersey. Of the 32 female students, 50% were Caucasian and 50% Hispanic. All participants were from a regular classroom; none were receiving special education services.
Fifth Grade: 10 Participants
Sixth Grade: 10 Participants
Seventh Grade: 6 Participants
Eighth Grade: 8 Participants
In 1992, Mattel Toys put the first talking Barbie doll on the market. Barbie’s first words were, “Math class is tough”. Many parents and teachers, thought, Barbie should keep her mouth shut. As a result, Barbie stopped talking. (NNCC, 1998). Thank-you