| Chapter 1: | Introduction |
|
|
- 3. Does the use of a contextualized science curriculum in an urban setting improve seventh-grade students' engagement in the science classroom as opposed to the use of a traditional science curriculum?
- 4. How do the participating teachers perceive and interpret students' attitudes toward science and students' content acquisition when using a traditional and a contextualized science curriculum?
- 5. How do the participating teachers perceive and interpret their self-efficacy when using a traditional and a contextualized science curriculum?
Research Hypotheses
The first three research questions necessitated the following research hypotheses:
Null Hypothesis 1
In the population, the content acquisition mean scores of seventh graders experiencing a contextualized science curriculum will not differ significantly from those of the group of students experiencing a traditional science curriculum.
Ho : μ1 = μ2 versus Ha : μ1 ≠ μ2
The null hypothesis was tested against the alternate hypothesis (Ha)
Null Hypothesis 2
In the population, the attitude scale mean scores of seventh graders experiencing a contextualized science curriculum will not differ significantly from those of seventh graders experiencing a traditional science curriculum.
Ho : μ1 = μ2 versus Ha : μ1 ≠ μ2
The null hypothesis was tested against the alternate hypothesis (Ha)