Teaching Method as a Determinant of Student Attitude

Abstract

The purpose of this study is to assess the effect on student attitude with respect to using a hands-on teaching method in the elementary school, but limiting hands-on experience in the middle school. The primary question addressed is this: do students' attitudes towards science decline in middle school when hands-on science methods are used less frequently? Student attitudes of grades three, five, seven, and eight are compared. Male and female students from two districts with presently two different approaches to teaching science are subjects of this study. An attitudinal survey comparing student attitude as it develops from grades three to eight was used. This study finds that student attitude of students consistently exposed to a hands-on teaching methods in grades three through eight do not decrease in seventh and eighth grade as students whose middle school teachers limit hands-on teaching and learning experience. This study concludes that once hands-on teaching methods are employed in a district at the elementary school, it is imperative to continue usage of hands-on teaching methods at all grade levels.