An Experimental Study of the Relationship between Attitude toward and Knowledge of Educational Research¹

Abstract

An investigation of the relationship between gain in attitude toward and increases in knowledge of educational research was conducted. In addition, a comparison of two instructional styles was made. Preservice social studies teachers were randomly assigned to either an Individual Workbook or Lecture Workbook treatment. Two attitude measures were given before and after each ten week treatment. A knowledge measure was given as a final examination. Because of loss of one subject from each treatment and the small number of subjects, there were initial differences between treatment groups. Therefore, analysis of covariance tests were used. No significant differences between treatments were found. The results for the major question of the study indicated that increases in research knowledge did not result in gains in attitude toward educational research.