The purpose of this correlational research study was to examine the attitudes toward science of students in Grades 11 and 12 and to investigate if there were differences resulting from gender, grade level, ethnicity, and the level of the curriculum received in average or advanced placement (AP) honors science. The participants of this study consisted of 50 randomly selected male and female high school students who were enrolled in AP and average science classes in an urban Southern state high school. The study used the Test of Science Related Attitudes (TOSRA) instrument to measure students’ attitudes toward science in seven categories including (a) Social Implications of Science, (b) Normality of Scientists, (c) Attitude Toward Scientific Inquiry, (d) Adoption of Scientific Attitudes, (e) Enjoyment of Science Lessons, (f) Leisure Interest in Science, and (g) Career Interest in Science. The quantitative component of the study allowed the researcher to determine whether there were gender differences in attitudes toward science based on the seven subscales and measuring different aspects of science attitudes. Statistical treatment of the TOSRA survey involved the use of descriptive statistics, Pearson correlation, and multiple and linear regression. Findings did not reveal significant gender differences on the total attitude scores although there were differences on several of the subscales. In addition, there were no significant differences in the mean attitude scores for grade level. However, the study did reveal differences in ethnicity and attitudes toward science. With regard to ethnicity, scores for Native Americans and Whites were higher than scores for Asians, African Americans, and Hispanics indicating that Native Americans and White students showed a more positive attitude toward science. Regarding the level of curriculum received by students who were exposed to advanced level science courses showed more positive attitudes toward science than those students who were enrolled in average science classes.
| Date of Award | Jan 1 2012 |
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| Original language | English |
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| Supervisor | John Kellmayer (Supervisor), Lucille Beisner (Advisor) & Ronald P. Kern (Advisor) |
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