How Female-Oriented Teaching Strategies Impact the Attitude of Middle School Female Science Students

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. 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. 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. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]