Title

The Impact of Integrated Process Skills Training On Inservice Junior High School Science Teachers' Integrated Process Skills, Abilities, Teaching, Anxieties, and Classroom Performance (Mississippi)

Date of Award

1986

Degree Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

Department

Center for Science and Math Education

First Advisor

Iva D. Brown

Advisor Department

Center for Science and Math Education

Abstract

The purpose of this study was to assess the impact of an inservice program known as Teaching Experimenting to Mississippi Teachers (TEMT) on junior high school science teachers' integrated process skills, and anxieties towards teaching science and teaching experimenting. In addition, the acquisition of integrated process skills and changes in science related attitudes by a student population were used to assess the impact of the inservice program on the teachers' classroom performance. The teacher population consisted of junior high school science teachers representing nine school districts in southeast Mississippi. The experimental treatment group consisted of 40 teachers who underwent intensive training in the integrated process skills. The control group consisted of 30 teachers that did not receive integrated process skills training. The student population consisted of 344 students in the experimental group that received integrated process skills training from the experimental group of teachers and 202 students in the control group that continued regularly scheduled science units. Based upon the findings, the following conclusions were drawn (p = 0.05): (1) The TEMT program significantly improved participating junior high school science teachers' integrated process skills; (2) The TEMPT program significantly reduced participating junior high school science teachers' anxieties regarding teaching science and experimenting; (3) A unit emphasizing the use of integrated process skills significantly improved junior high school science students' acquisition of the integrated process skills; and (4) A unit emphasizing the use of the integrated process skills did not significantly affect junior high school science students' science related attitudes.