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ERIC Number: EJ898648
Record Type: Journal
Publication Date: 2010-Oct
Pages: 18
Abstractor: As Provided
ISSN: ISSN-0950-0693
Effects of a Collaborative Science Intervention on High Achieving Students' Learning Anxiety and Attitudes toward Science
Hong, Zuway-R.
International Journal of Science Education, v32 n15 p1971-1988 Oct 2010
This study investigated the effects of a collaborative science intervention on high achieving students' learning anxiety and attitudes toward science. Thirty-seven eighth-grade high achieving students (16 boys and 21 girls) were selected as an experimental group who joined a 20-week collaborative science intervention, which integrated and utilized an innovative teaching strategy. Fifty-eight eighth-grade high achieving students were selected as the comparison group. The Secondary School Student Questionnaire was conducted to measure all participants' learning anxiety and attitudes toward science. In addition, 12 target students from the experimental group (i.e., six active and six passive students) were recruited for weekly classroom observations and follow-up interviews during the intervention. Both quantitative and qualitative findings revealed that experimental group students experienced significant impact as seen through increased attitudes and decreased anxiety of learning science. Implications for practice and research are provided. (Contains 3 tables and 2 figures.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Grade 8; Junior High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Taiwan