Graduate Thesis Or Dissertation
 

The outcomes of participation in science project activities among ninth grade science students in Multnomah County, Oregon

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https://ir.library.oregonstate.edu/concern/graduate_thesis_or_dissertations/b2774024f

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  • This study was designed to reveal the outcomes of participation in science project activities such as Science Fair projects among ninth grade science students in Multnomah County, Oregon, during the second half of the 1963-1964 school year. A stratified sample of five public schools was selected to participate in this study. The total sample numbered 952. Students were pre-tested in January to control previous achievement and interest in science and post-tested in May to determine sub-group differences. Instruments utilized were: the STEP Science Test, Form 3A; the STEP Science Test, Form 2B; and the Occupational Interest Inventory, Intermediate Battery, 1956 Revision. The Student Rating Scale was given to determine the teachers' pre-rating of the students. The Teacher Inventory and the Student Inventory were given to determine involvement in science project activities. General intelligence was controlled by obtaining IQ scores secured earlier in the year. Students were stratified for experience in science project making, choice of science as a career, type of project made, type of award received, career choice, record of project making, teacher-school motivational factors, student motivational factors, and re-action to project making. The data were analyzed by the analysis of covariance and by descriptive percentages. The following major conclusions were drawn from the data obtained in this study: 1. Science project making was not proven as significantly contributing to a student's achievement in science or in crease in science interest as measured by standardized tests. 2. Students who chose science as a career were not proven as significantly superior in science achievement or science interest as measured by standardized tests. 3. Students who made science projects and/or who chose science as a career were not shown to receive significantly higher ratings from a teacher who considers project making a valuable activity. Students who made investigation type projects excelled in achievement over students who made construction projects but did not excel over students who made demonstration or no project at all as measured by standardized tests. This inconsistency suggests further study. The type of project made was not proven as significantly contributing to a student's interest in science as measured by standardized tests. The Science Fair type of award for project making was not proven as significantly contributing to the student's achievement or interest in science as measured by standardized tests. The larger the number of years that the student participated in project activities the greater the possibility that he has chosen science as a career and the lesser the possibility that he has chosen personal-social or mechanical careers. The data does not reveal whether the career orientation resulted from the project activity or vice versa.
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