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analysis and dependent t test using SPSS (version 10.0) and one-way analysis of covariance (ANCOVA) with the proficiency test scores as covariate was used to analyze the quantitative data.
Qualitative methods employed multiple sources of data collection including interviews with students and teachers, classroom observations, and artifact collection including students' sample responses. Interview transcriptions and journal entries by both the teacher and the researcher were coded around several themes. A constant-comparison method was used to analyze the data and multiple sources of data were used to establish data triangulation. Additionally, the expertise of another researcher was used to get multiple perspectives about data interpretation. Member checking was used systematically to check intentionality and revise interpretations.
Findings and Implications
Results of the dependent t test indicated a significant difference in content acquisition test scores and attitude scores from pre- to posttest in both the control and the experimental group. However, the results of ANCOVA between the experimental and the control group on content acquisition test scores and attitude scores were not significant. With respect to students' engagement scores in the science classrooms, results of dependent t test indicated statistically significant differences between the two groups.
Analysis of qualitative data indicated that teachers working with the experimental group perceived students' attitudes to be positive as the curriculum allowed students to view science through social perspectives with integrated content and process skills. Observational data further concluded that students in the experimental group engaged in activities that led to real-time data collection and teacher-facilitated discussions. This led to the students understanding new scientific terms and concepts as they were using these terms in a meaningful manner using the contextualized curriculum. Qualitative data analysis concluded that students in the control group also participated in hands-on experiences. However,