<p> This dissertation investigated if the implementation of six different female-oriented teaching strategies had an effect on the attitude of middle school female science students. Female-oriented teaching strategies included single-sex groupings, student-teacher interactions, introduction of female role models, guided-inquiry teaching pedagogy, demonstration of real world relevance of science, and the implementation of more technology into science lessons.</p><p> Quantitative data was collected by an initial and final administration of an attitude survey. The survey consisted of 48 Likert-type questions and was separated into six attitude domains (perception of the science teacher, anxiety, self-concept, value, enjoyment and motivation). Qualitative data was obtained through student journaling and interviews. A two-tailed, paired t-test was run on the qualitative data to gauge a degree of change in attitude, while deductive coding methods were used to gain female students’ viewpoints of the strategies implemented.</p><p> The implementation of four of the six female-oriented teaching strategies had a positive effect on the female students’ attitude toward science. These strategies included grouping students in single-sex pairings, using guided-inquiry lessons, showing students the relevancy of science, and introducing female students to historical and current women in science.</p><p>
| Identifer | oai:union.ndltd.org:PROQUEST/oai:pqdtoai.proquest.com:10744452 |
| Date | 08 November 2018 |
| Creators | Werner, Alyssa G. |
| Publisher | Frostburg State University |
| Source Sets | ProQuest.com |
| Language | English |
| Detected Language | English |
| Type | thesis |
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