Computers and Traditional Teaching Practices: Factors influencing middle level students’ science achievement and attitudes about science

Abstract

The purpose of this study was to examine the association of middle school student science achievement and attitudes toward science with student-reported frequency of using computers to learn science and other classroom practices. Baseline comparison data were collected on the frequency of student-centred teaching practices (e.g. the use of group experiments during science class) and traditional teaching practices (e.g. having students copy notes during science class) to learn science. The student sample was composed of 294 seventh-grade students enrolled in middle school science. Multiple regression was used to investigate the association of attitudes toward science, student-centred teaching practices, computer usage, and traditional teaching practices with science achievement. Both attitudes toward science and student-centred teaching practices were positively associated with science achievement, and student-centred teaching practice was positively associated with attitude toward science. Computer usage was found to have a negative association with student achievement, which was moderated by traditional teaching practices.

Keywords:

• Middle level
• Computers
• Inquiry-based teaching

Notes

Students were enrolled in science courses taught by teachers who were among a subgroup from a Missouri Department of Higher Education Improving Teaching Quality Cycle-4 professional development grant.

The attitude factor was derived from the sum of SAISv.2 Items 1–7 (Table 1). The maximum was 35.