Gender differences in middle school science were examined utilizing a mixed-methods approach. The intrinsic and extrinsic experiences of male and female non-gifted high-achieving students were investigated through the administration of the CAIMI, student interviews, teacher questionnaires, observations, and document examination.
Male and female students were selected from a rural Northeast Georgia school district based on their high performance and high growth during middle school science. Eighty-three percent of the student participants were white and 17% were Hispanic. Half of the male participants and one third of the female participants were eligible for free and reduced meals.
Findings revealed that male participants were highly motivated, whereas female participants exhibited varying levels of motivation in science. Both male and female students identified similar instructional strategies as external factors that were beneficial to their success. Due to their selection by both genders, these instructional strategies were considered to be gender-neutral and thereby useful for inclusion within coeducational middle school science classrooms.
|Commitee:||Cantrell, Martha, Gnecco, Don|
|School Location:||United States -- Georgia|
|Source:||DAI-A 77/08(E), Dissertation Abstracts International|
|Subjects:||Middle School education, Education, Science education|
|Keywords:||Academic achievement, Extrinsic motivation, Gender differences, Instructional strategies, Intrinsic motivation, Middle school science|
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