An investigation of college student attitude change toward teaching through participation in a school health fair Public Deposited

http://ir.library.oregonstate.edu/concern/graduate_thesis_or_dissertations/zk51vk513

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  • Purpose of the Study: The School Health Fair is an experiential method used to supplement classroom theory in a teacher preparation course at the University of Wisconsin-La Crosse (UWL). The purpose of this study was to determine how this method affected student attitude toward teaching. The following null hypotheses were tested from pre- to post-test and then from pre- to post post-test: 1. There is no significant difference between the gain scores of the experimental group and the control group. 2. There is no significant difference between the gain scores of the school health majors in the experimental group and the school health majors in the control group. 3. There is no significant difference between the gain scores of the school health minors in the experimental group and the school health minors in the control group. 4. There is no significant difference between the gain scores of the community health majors in the experimental group and the community health majors in the control group. Procedures/Findings Subjects for this study included 98 randomly selected teacher preparation students in the Health Education Department at the UWL. The Minnesota Teacher Attitude Inventory (MTAI) was used to pre- and post-test these students at the beginning and end of one semester (Spring 1977). A post post-test using the MTAI was administered nine months from the pre-test date. All data were collected by the investigator. The Kruskal-Wallace one-way analysis of variance was used to test Null Hypothesis 1. Null Hypothesis 1 was accepted. There was no significant difference in attitude toward teaching between students in the control and experimental groups. The Mann-Whitney U test was used to test Null Hypotheses 2, 3, and 4. Null Hypotheses 2, 3, and 4 were also accepted. There were no significant differences in attitude change toward teaching between the school health majors, school health minors, and the community health majors in the control and experimental groups, respectively. Conclusions The school health fair seemed to be a useful experiential method in changing student attitude toward teaching. Rex (47) and Knoll (21) support this position. However, their findings are based on experiential learning only. When classroom theory and experiential learning were combined using the school health fair, the use of this method to change attitudes toward teaching becomes questionable.
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