The preparation and attitudes of calculus-based Physics 227 and algebra-based Physics 103 students
by Jacqueline Alean Stelzl
A thesis submitted in partial fulfillment of the requirements for the degree of Doctor of Education
Montana State University
© Copyright by Jacqueline Alean Stelzl (1986)
Abstract:
The problem of this study was fivefold: (a) to deter- mine sex-related differences in preparation for the
study of physics; (b) to determine relationships between preparation for and grades in physics by sex;
(c) to determine sex-related differences in attitudes toward physics; (d) to determine relationships
between attitudes toward physics and grades in physics by sex; and (e) to compare the attitudes of
science and engineering students to those of nonscience and nonengineering students toward phy si cs
by sex.
This investigation was carried out in the following manner. A survey was distributed to students in
Physics 227 and 103 at Montana State University during the winter quarter of 1981. The survey
instrument was a modified version of the Fennema-Sherman Mathematics Attitudes Scales. The scales
were modified to pertain to the study of physics rather than mathematics. Letter grades assigned after
completion of the course were compared to survey responses. Data were analyzed using the
Pearson-product-moment correlation coefficient and a t test of significance between the means.
Hypotheses were tested at the 0.05 level.
Each of the following math and science preparation, was found to be correlated to grades in physics for
some groups: the number of years of high school math, science, and physics; and the number of quarter
hours of college math. The following attitudes were correlated to grades in physics for some groups:
positive attitudes toward women in physics; confidence; low anxiety; the perceived usefulness of
physics; and the active enjoyment of physics. Some significant differences were found between the
math preparation, science preparation, and attitudes of males as compared to those of females. Also, a
few significant differences were found between the attitudes of Physics 227 students as compared to
those of Physics 103 students.
I • It is noteworthy that some attitudes which this study indicated as significantly affecting one's grades
in physics were also found to be sex dependent. Thus, instructors should examine their teaching
methods to ensure that they are not discouraging capable students from this discipline. THE PREPARATION AND ATTITUDES OF CALCULUS-BASED PHYSICS 22?
AND ALGEBRA-BASED PHYSICS 103 STUDENTS
by
Jacqueline
Alean S t e l z l
A t h e s i s s u b m itte d in p a r t i a l f u l f i l l m e n t
of th e r e q u i r e m e n t s f o r the degree
of
Doctor
of E d u c a t i o n
MONTANA STATE UNIVERSITY
Bo z e ma n , M o n t a n a
Febr uar y
1986
D372
ii
APPROVAL
of a t h e s i s
Jacqueline
by
Alean S t e l z l
T h i s t h e s i s h a s b e e n r e a d by e a c h m e m b e r o f t h e
t h e s i s c o m m i t t e e a n d h a s b e e n f o u n d t o be s a t i s f a c t o r y
regarding
content,
English
usage,
format,
citations,
b i b l i o g r a p h i c s t y l e , and c o n s i s t e n c y , and i s r e a d y f o r
s u b m i s s i o n t o t h e C o l l e g e of G r a d u a t e S t u d i e s .
Date
Graduate
Approved
3
'
7
for
t h e Major De par t ment
'
Date
Head,
Appr oved
Date
Committee
for
the
College
Maj or D e p a r t m e n t
of Graduat e
Graduate
Dean
Studies
iii
STATEMENT OF PERMISSION TO USE
In p r e s e n t i n g
the
requirements
U niversity,
available
further
for
to
extensive
Road,
U. S.
or
Ann
of
to
Signature.
Copyright
Microfilms
Michigan
right
and
to
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Library.
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allowable
with
"fair
Law.
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distribute
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use"
thesis
International,
in and from
only
Requests
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reproduce
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Dat e.
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ACKNOWLEDGMENT
I would l i k e
the
other
member s
Dr .
L.
W.
Johnstone,
t o t h a n k my a d v i s e r ,
of
my G r a d u a t e
D. K i r k p a t r i c k ,
support
throughout
I
their
a n d Dr .
would
help
the
like
and
to
Dr .
Committee,
D. P e t e r s ,
W. C h a r a c k l i s
duration
thank
of
the
cooperation
in
D r . M. W e s s e l ,
Dr .
Dr .
G. G r e g g ,
for th e ir
this
F. D.
and
Lee,
Prof.
advice
and
Department
for
project.
Physics
conducting
this
research
G eorgia
Ziem ba,
project.
I
would
Statistical
help with
also
Consultant
the
like
to
for the
statistical
thank
MSU C o m p u t i n g C e n t e r
analyses.
for her
vi
TABLE OF CONTENTS
Page
L i s t o f t a b l e s .......................................... ...................................... ..
A b s t r a c t .................................. ..................................................................
Chapter
Chapter
I:
ix
xiii
INTRODUCTION.............................................................
I
S t a t e m e n t o f ; t h e P r o b l e m . . . . ...........................
A p p l i c a t i o n . .....................................................................
G e n e r a l Q u e s t i o n s ........................................................
G e n e r a l P r o c e d u r e . ... ..................................................
L i m i t a t i o n s a n d D e l i m i t a t i o n s ........................
D e f i n i t i o n o f T e r m s ..................................................
S u mm a r y .........................................
3
4
5
7
7
8
9
II:
THE REVIEW OF LITERATURE; . ...............
A General D i s c u s s i o n of S e x - r e l a t e d
D i f f e r e n c e s P e r t a i n i n g t o Mat h a n d
S c i e n c e . ..........................................................................
G e n e r a l I n f o r m a t i o n ..........................................
H e r e d i t y . ....................................................
C u l t u r e .................................................................................
The E f f e c t o f P r e p a r a t i o n on A c a d e mi c
P e r f o r m a n c e in. Ma t h a n d S c i e n c e . . . . . .
G e n e r a l D i s c u s s i o n o f Ma t h a n d
S c i e n c e P r e p a r a t i o n f o r P h y s i c s .........
Mathematics P r e p a r a tio n for P h y s i c s . . . .
S c i e n c e P r e p a r a t i o n f o r P h y s i c s ...................
The E f f e c t o f A t t i t u d e s on Ac a d e mi c
P e r f o r m a n c e i n Ma t h a n d S c i e n c e . . . . . .
Ge nera l D i s c u s s i o n of S e x - r e l a t e d
A t t i t u d e s Towa r d Ma t h and. S c i e n c e . . . .
S e x - r e l a t e d and P e r f o r m a n c e - r e l a t e d
A t t i t u d e s .......................................................................
The A t t i t u d e o f C o n f i d e n c e ................................
A t t i t u d e s Towa r d S u c c e s s ............................
P e r c e i v e d M a s c u l i n i t y ...............................
F e e l i n g s o f F e a r ..................................................
P e r c e i v e d U s e f u l n e s s .......................................... . .
A c t i v e E n j o y m e n t ..................
S u mm a r y .................................................
11
II
11
12
15
18
18
19
21
23
23
25
27
30
33
36
37
37
38
vii
TABLE OF COMTENTS-C o n t i n u e d
Page
Chapter I I I :
PROCEDURE .....................
P o p u l a t i o n D e s c r i p t i o n ..................................
I n v e s t i g a t i v e C a t e g o r i e s . . . ..............................
Me t h o d o f D a t a C o l l e c t i o n . . . . . .....................
R e l i a b i l i t y ..................
V a l i d i t y .......................................
Me t h o d o f O r g a n i z i n g D a t a ..................................
S t a t i s t i c a l H y p o t h e s e s ..........................................
D a t a A n a l y s i s .......................................
P r e c a u t i o n s f o r A c c u r a c y .....................................
S u mma r y ....................................................................
Chapter
I V:
RESULTS*..................................
Mat h a n d S c i e n c e P r e p a r a t i o n f o r
Phy s i c s ...........................................................................
A t t i t u d e s To wa r d P h y s i c s . . . . .............
A C o m p a r i s o n o f t h e A t t i t u d e s of
P h y s i c s 227 S t u d e n t s t o t h o s e of
P h y s i c s 10 3 S t u d e n t s ................ .........................
S u m m a r y ...........................................................
C h a p t e r V:
CONCLUSIONS............................. ...................... ..
Mat h a n d S c i e n c e P r e p a r a t i o n f o r
P h y s i c s by S e x ................
Mat h a n d G r a d e s i n P h y s i c s ..................
S c i e n c e a n d G r a d e s i n P h y s i c s . . . ................
Previo us Physics Courses and Grades i n
Phy s i c s ..................................................
Mat h P r e p a r a t i o n of M a l e s , a s
Compared t o t h a t of F e m a l e s . . . . . . . .
S c i e n c e P r e p a r a t i o n of M a l e s a s
Compa r e d t o t h a t of F e m a l e s ........................
P h y s i c s P r e p a r a t i o n of M a l e s a s
Co mp a r e d t o t h a t of F e m a l e s ........................
A t t i t u d e s To wa r d P h y s i c s by S e x . ..............
A t t i t u d e s To wa r d S u c c e s s i n P h y s i c s . . . .
The P e r c e i v e d M a s c u l i n i t y of P h y s i c s . . .
3-9
39
40
41
44
45
46
46
49
52
53
54
57
7I
I OO
110
I I4
114
114
115
116
117
118
I 18
118
118
119
viii
TABLE OF CONTENTS-C o n t i n n e i i
Page
C o n f i d e n c e i n O n e ' s A b i l i t y t o Do
Phy s i o s ............................................................................
I 20
The P e r c e i v e d U s e f u l n e s s of P h y s i c s . . . .
121
F e a r of P h y s i c s . . . . ................... ............ ..
I 22
The A c t i v e E n j o y m e n t of P h y s i c s ...................
122
Comparison of t h e A t t i t u d e s . o f P h y s i c s
227 S t u d e n t s t o Th o s e of P h y s i c s 103
S t u d e n t s by S e x ..................................... ..................
I 23
C o n f i d e n c e . . . . . ............................................................
I 23
M a s c u l i n i t y . . . . ..................................... ......................., 124
U s e f u l n e s s . . . ..................... ........................ ..
I 24
A c t i v e E n j o y m e n t . .............. ................................ ..
.125
F e a r of P h y s i c s ................ ...........................................
12 5
S u c c e s s i n P h y s i c s ............................................. .. . .. I 25
Re c o m m e n d a t i o n s ................ ...........................................
I 26
S u mma r y .................................................................................... I 27
R e f e r e n c e s C i t e d .........................................................
129
Appe n d i x . ................................ .............................................. I 37
ix
LI ST OF TABLES
Table
1.
Page
A Compa r i s on of t h e A t t i t u d e s of Mal es
a nd F e m a l e s Towa r d t h e F i e l d s o f P h y s i c s
o f Ma t h , E n g l i s h , S c i e n c e , a n d S o c i a l
S t u d i e s .........................................................................................................
29
D i s c r e p a n c i e s Bet ween C a r e e r A s p i r a t i o n s
a n d E x p e c t a t i o n s o f M a l e s a n d F e m a l e s ................
32
3.
Me t hod f o r S c o r i n g S u r v e y
R e s p o n s e s . . ...........................
44
4.
P e r c e n t of
S t u d e n t s Who r e s p o n d e d . . . . ...........................
56
5.
Description
6.
C o r r e l a t i o n s o f t h e Amount o f Hi g h S c h o o l
Mat h P r e p a r a t i o n f o r P h y s i c s t o G r a d e s
R e c e i v e d i n P h y s i c s .................................. ............................... ..
58
C o r r e l a t i o n s o f t h e Amount o f Hi g h S c h o o l
Science P r e p a r a t i o n f o r P h y s ic s to Grades
R e c e i v e d i n P h y s i c s .........................................................................
58
C o r r e l a t i o n s o f t h e Amount o f Hi gh S c h o o l
Ph ysic s P r e p a r a t i o n for Physic s to Grades
R e c e i v e d i n P h y s i c s . . . . . ......................................................
60
C o r r e l a t i o n s o f t h e Numbe r o f Q u a r t e r
H o u r s o f C o l l e g e Mat h t o G r a d e s i n P h y s i c s .................
61
C o r r e l a t i o n s o f t h e Numbe r o f Q u a r t e r
Hour s o f C o l l e g e S c i e n c e t o G r a d e s i n
P h y s i c s ............................................................................. ...................... .
62
C o r r e l a t i o n s o f t h e Number o f Q u a r t e r
Ho u r s o f C o l l e g e P h y s i c s t o G r a d e s i n
P h y s i c s ..........................
64
A t T e s t of t h e S i g n i f i c a n c e Bet ween
t h e Mea ns
f o r t h e Number o f Y e a r s
o f Hi g h S c h o o l Mat h T a k e n by M a l e s a s
Co mp a r e d t o T h a t T a k e n by F e m a l e s . . . . . . . . . . . . . . .
65
A t T e s t of t h e S i g n i f i c a n c e Bet ween
t h e Means f o r t h e Number o f Q u a r t e r
Ho u r s o f C o l l e g e Mat h T a k e n by Ma l e s
a s Co mp a r e d t o T h a t T a k e n by F e m a l e s ....................
66
2.
7.
8.
9.
10.
11.
12.
13•
o f S t u d e n t s ..................
53
X
LI ST OF TABLES-C o n t i n u e d
Table
14.
15.
16.
17•
18.
Pa g e
A t
the
of
as
T e s t of t h e S i g n i f i c a n c e Bet ween
Me a ns f o r t h e Number o f Y e a r s
H i g h S c h o o l S c i e n c e T a k e n by M a l e s
Co mp a r e d t o T h a t T a k e n by F e m a l e s .
...........
67
A t T e s t o f t h e S i g n i f i c a n c e Bet ween
t h e Mea ns f o r t h e Number o f Q u a r t e r
Hours
o f C o l l e g e S c i e n c e T a k e n by
M a l e s a s Compa r e d t o T h a t T a k e n by
F e m a l e s .................................................................................................... .. .
69
A t T e s t of the. S i g n i f i c a n c e Bet ween
t h e Mea ns f o r t h e Number o f Y e a r s o f
Hi g h S c h o o l P h y s i c s T a k e n by M a l e s a s
Co mp a r e d t o T h a t T a k e n by F e m a l e s ..........................
7O
A t T e s t of t h e S i g n i f i c a n c e Bet ween
t h e Mea ns f o r t h e Number o f Q u a r t e r
Ho u r s o f C o l l e g e P h y s i c s T a k e n by M a l e s
As Co mp a r e d t o T h a t T a k e n by F e m a l e s .............................
72
The M o d i f i e d
74
S u c c e s s S c a l e ........................................................
19.
The
Modified
20.
The
21.
22.
Ma l e Do ma i n
S c a l e ..................................
76
Modified Confidence
S c a l e . . . .....................................
78
The
Modified Usefulness
S c a l e . ...............................
80
The
Modified Anxiety
S c a l e ..........................................
82
23«
The
S c a l e .................
84
24.
C o r r e l a t i o n s o f A t t i t u d e s Towa r d
S u c c e s s i n P h y s i c s t o G r a d e s i n P h y s i c s .....................
8.7
C o r r e l a t i o n s of t he P e r c e i v e d
M a s c u l i n i t y of P h y s i c s t o Grades in
P h y s i c s . . . . . ......................................................................................... .
85
C o r r e l a t i o n s o f A t t i t u d e s To wa r d
One’ s
Own A b i l i t y t o do P h y s i c s t o G r a d e s
i n P h y s i c s ................ ..................................................................... ..
87
C o r r e l a t i o n s of the Pe rc eiv ed U se fu l n ess
o f P h y s i c s t o G r a d e s i n P h y s i c s ..........................................
88
25.
26.
27.
Modified Effectance
Motivation
xi
L I S T OF TABLES-C o n t i h u e d
Table
28.
29.
30.
31•
32.
33.
34.
35.
36.
37.
Page
C o r r e l a t i o n s o f F e a r To wa r d P h y s i c s t o
G r a d e s i n P h y s i c s . . . . . . . . . .................................................
90
C o r r e l a t i o n s of t h e A c t i v e Enj oyment of
P h y s i c s t o G r a d e s i n p h y s i c s . . .......................... .................
91
A t T e s t of S i g n i f i c a n c e Between t h e
Mea ns f o r A t t i t u d e s Tb wa r d O n e ' s Own
A b i l i t y t o do P h y s i c s ( M a l e s v s . F e m a l e s ) ................
93
A t T e s t of S i g n i f i c a n c e Between t h e
Me a ns f o r t h e P e r c e i v e d M a s c u l i n i t y
o f P h y s i c s ( M v s . F ) ............................................................... . . .
9.4
A t T e s t of S i g n i f i c a n c e Between t h e
Medns f o r t h e P e r c e i v e d U s e f u l n e s s o f
P h y s i c s (M v s . F ) ..............................................................................
95
A t T e s t of S i g n i f i c a n c e Between t h e
Me a ns f o r t h e A c t i v e E n j o y m e n t o f
P h y s i c s (M v s . F ) ...............................................................................
96
A t T e s t of S i g n i f i c a n c e Between t h e
Mea ns f o r A n x i e t y o f P h y s i c s ( M v s . F ) ........................
98
A t T e s t of S i g n i f i c a n c e Bet ween t h e
Mea ns f o r A t t i t u d e s To wa r d S u c c e s s
i n P h y s i c s (M v s . F
................ ..
99
A t T e s t of S i g n i f i c a n c e Between t h e
Me a ns f o r A t t i t u d e s To wa r d O n e ' s Own
A b i l i t y t o do P h y s i c s ( S c i e n c e v s .
N o n s c i e n c e C o u r s e ) .......................................................... .................
101
A t T e s t of S i g n i f i c a n c e Between t h e
Me a ns f o r t h e P e r c e i v e d M a s c u l i n i t y
o f P h y s i c s ( S c i . v s . N o n s c i . ) ...............................................
1 02
38.
A t T e s t of S i g n i f i c a n c e Bet ween t h e
Mea ns f o r t h e P e r c e i v e d U s e f u l n e s s of
P h y s i c s ( S c i . v s . N o n s c i . ) .................................................. .. . 1 04
,39 .
A t T e s t of S i g n i f i c a n c e Between t h e
Me a ns f o r t h e A c t i v e E n j o y m e n t o f P h y s i c s
( S c i . v s . N o n s c i . ) ...........................................................................
1 05
xii
LI ST OF TABLES- C o n t i n n e d
Table
40.
41.
Page
A t T e s t of S i g n i f i c a n c e Bet ween t h e
Mea ns f o r A n x i e t y o f P h y s i c s ( S c i . v s .
N o n s c i . ) ....................................... .............................. ..
.. . . 106*
A t T e s t of S i g n i f i c a n c e Between t h e
Me a ns f o r A t t i t u d e s To wa r d S u c c e s s i n
P h y s i c s ( S c i . v s . N o n s c i ) . . . . . . ..........................................
I 08
xiii
ABSTRACT
The p r o b l e m o f t h i s s t u d y wa s f i v e f o l d : ( a ) t o d e t e r ­
mi ne s e x - r e l a t e d d i f f e r e n c e s i n p r e p a r a t i o n f o r t h e s t u d y
of p h y s i c s ;
(b ) to d eterm in e r e l a t i o n s h i p s
between
p r e p a r a t i o n , f o r a n d g r a d e s i n p h y s i c s by s e x ;
(c ) to
determ ine s e x - r e l a te d d if f e r e n c e s in a t t i t u d e s toward
physics;
( d) t o d e t e r m i n e r e l a t i o n s h i p s b e t w e e n a t t i t u d e s
t o w a r d p h y s i c s a n d g r a d e s i n p h y s i c s by s e x , ; a n d ( e ) t o
compar e t h e a t t i t u d e s of s c i e n c e and e n g i n e e r i n g s t u d e n t s
t o t h o s e of n o n s c i e n c e and n o n e n g i n e e r i n g s t u d e n t s t o w a r d
phy s i cs by s e x.
T h i s i n v e s t i g a t i o n was c a r r i e d o u t i n t h e f o l l o w i n g
manner.
A s u r v e y was d i s t r i b u t e d t o s t u d e n t s i n P h y s i c s
2 2 7 a n d 10 3 a t M o n t a n a S t a t e U n i v e r s i t y d u r i n g t h e w i n t e r
q u a r t e r o f 1981.
The s u r v e y i n s t r u m e n t w a s a m o d i f i e d
v e r s i o n of t h e Fennem a - Sherm an M a t h e m a t i c s A t t i t u d e s
Scales.
The s c a l e s w e r e m o d i f i e d t o p e r t a i n t o t h e s t u d y
of p h y s i c s r a t h e r t h a n m a t h e m a t i c s .
Letter grades assigned
a f t e r c o m p l e t i o n of t h e c o u r s e w er e c o m p a r e d t o s u r v e y
responses.
Data we r e a n a l y z e d u s i n g t h e P e a r s o n - p r o d u c t mo me n t c o r r e l a t i o n c o e f f i c i e n t a n d a t t e s t o f s i g n i f i c a n c e
betw een th e means.
H y p o t h e s e s w ere t e s t e d a t t h e 0.05
level.
Each of t h e f o l l o w i n g m a t h and s c i e n c e p r e p a r a t i o n
w a s f o u n d t o be c o r r e l a t e d t o g r a d e s i n p h y s i c s f o r s o m e
g r o u p s : t h e number of y e a r s of h ig h s c h o o l m a t h , s c i e n c e ,
and p h y s i c s ; and th e number of q u a r t e r h o u r s of c o l l e g e
mat h.
The f o l l o w i n g a t t i t u d e s w e r e c o r r e l a t e d t o g r a d e s i n
p h y s i c s f o r s ome g r o u p s : p o s i t i v e a t t i t u d e s t o w a r d wome n i n
p h y s i c s ; c o n f i d e n c e ; low a n x i e t y ; t h e p e r c e i v e d u s e f u l n e s s
of p h y s i c s ;
a n d t h e a c t i v e e n j o y m e n t of p h y s i c s .
S o me
significant
differences
were
found
between th e math
p r e p a r a t i o n , s c i e n c e p r e p a r a t i o n , and a t t i t u d e s of m a l e s a s
c o m p a r e d t o t h o s e of f e m a l e s .
Also, a few s i g n i f i c a n t
d i f f e r e n c e s w e r e f o u n d b e t w e e n t h e a t t i t u d e s o f P h y s i c s 227
s t u d e n t s a s c o m p a r e d t o t h o s e o f P h y s i c s 103 s t u d e n t s .
I t i s n o t e w o r t h y t h a t s o me a t t i t u d e s w h i c h t h i s s t u d y
i n d i c a t e d as s i g n i f i c a n t l y
affecting
one's grades in
p h y s i c s w e r e a l s o f o u n d t o be s e x d e p e n d e n t .
Thus,
i n s t r u c t o r s should examine t h e i r t e a c h i n g methods t o e n s u r e
t h a t they are not d i s c o u r a g i n g c ap a bl e s t u d e n t s from t h i s
discipline.
I
Chapter I
INTRODUCTION
Traditionally,
be
a
m a n ’s
physics
as
field,
who c h o o s e
19 7 8 - 7 9 ,
b a c h e l o r ’s
19 8 0 ) .
me n
has
than
field
to major
for
degrees
Such
been c o n si d e re d
w o me n
a nd
so
in
this
reflect
examined
the
latter
attempt
to
although
there
account
for
Since
the
examine
is
that
to
have
selected
great
majority
discipline
s ome
and
grades
of
school
in
today
physics
( AI P
Report,
of
me n a n d w o me n
in
ab ility
innate
ability
in
the
to
It
do
research
differences
for,
This stu d y
possibilities.
evidence
did
not
physics,
literature
may p a r t i a l I y
differences.
are
part
how much d o e s
college?
Certain
of
toward physics.
of t h e s e
science
science
w o me n
differences
physiological
mat h
to
12. 8/ 5
representation
one’s
sex-related
physics
chemistry.
t wo
only
awarded
or a t t i t u d e s
for stu dy in p h y s ic s ,
high
were
sex-related
for,
suggest
example ,
a disparate
preparation
to
physics
male.
In
may
more
an o c c u p a t i o n a l
of s t u d e n t s
are
because
to
Brasted
affect
implications
of
this
one’s p r e p a r a t i o n
preparation
(1975)
found
performance
the
in
might also a r i s e
affect
taking
college
regarding
2
the
sex
of
encouraged
the
with
males
school.
Research
male and
female
amount
of
math
education.
and
student
such
affect
Risk.
by
the
take
as
and
If
as
are
then
National
for
W i l l b e c o me d i s e n f r a n c h i s e d .
from math r e l a t e d
mat h a n x i e t y
true
when
for
goes
ma ny
those
me n .
to
jobs
career
must
that
of
choices
for
him self
that
one
ma y
from
high
same
school
math
participating
in
these
in
skills
areas
"A N a t i o n
Reform,"
cause
(released
Education,
and
training
in
This
is
who a r e
(Morris,
1981).
was
mathematics,
tolerable
but
iso la ted
today,
from
fu ll
society.
which
of
ma y
be
generally
the s u b je c t-m a tte r
physics.
herself
ma kes .
For example,
those
avoidance
physics,
or
the
serious effects.
become
study
that
to the re p o rt
such
math
a technological
toward
shows
much mo r e
be r e m o v e d .
little
math
high
W h a t e v e r b a r r i e r s k e e p wome n
one’s p e r c e p t i o n s
important
perception
say
take
math-avoiders
required
in
Attitudes
are
become
avoid
participation
as
in
in
receive
Excellence
Mat h a n x i e t y
on t o
who
described
careers
to
equally
science
knowledge
among wome n c a n h a v e
math-anxious
Morris
of
on
lacking
not
their
Educational
Commission
who a r e
of
discouraged
According
The I m p e r a t i v e
and
always
part
lack
lives.
are
by Have n ( 1 9 7 0 ) ,
do n o t
science
women
their
1983) p e o p l e
also
math
that
students
i n mat h and s c i e n c e ,
at
to
fem ales
M a l e s may be e n c o u r a g e d
science.
will
if
An
may a l s o
Influencing
field;
i n d i v i d u a l ’s
influence
these
the
choices
3
may b e :
attitudes
toward
success
the perceived
u s e f u l n e s s of p h y s i c s ,
of a n x i e t y ,
and t h e
enjoyment
Fennema
their
and
sex-related
Sherman
work d i d
a closely
not
related
carries
many
If
discipline,
of
its
than
performance
deficient
of
in
men
college
negative
these
physics
opportunity
that
in
may
affect
could
In s h o r t ,
men h a v e
conducted
to
it
examined
a field
physics
this
take
which
physics.
because
they
field,
then
these
physics,
be
courses
if
it
used
well
their
hindered
appears
academic
be
and
greatly
to
by
Although
Women ma y be l e s s
S im ilari Iy,
stategies
attitudes.
in
advised to
study
attitudes
instructional
Extensive
into
to pursue
studies.
preparation.
over
to
feelings
(1979).
mathematics,
necessary
for
been
Fox
principles
academic
physics.
has
by
ability
to physics d i r e c t l y ,
be mo r e s t r o n g l y
in t h e i r
prepared
then
and
women a r e u n d e r r e p r e s e n t e d
women s h o u l d
certain
(1977)
pertain
lack the p re p a ra tio n
early
attitudes
of
o n e ’s
perceived
do p h y s i c s ,
active
toward
the
of
on
attitudes
physics,
masculinity
research
physics,
in
by
that
performance,
change
s o me
w o me n s h o u l d h a v e t h e s a m e
pursue
their
interests
in
the
(a)
to
field.
S ta te m e n t 6 f the Problem
The
determine
problem
of
sex-related
this
study
differences
was
fivefold:
in p r e p a r a t i o n fo r the
4
study
of
physics;
preparation
determine
physics;
toward
for
and
to
and
attitudes
in
relationships
physics
differences
determine
physics
in
toward
students
nonengineering
students
in
physics
physics
to
enrolled
in
sex;
between
by s e x ;
by
those
by
between
(c)
attitudes
relationships
grades
engineering
school
determine
grades
sex-related
( d)
compare
(b) to
sex
of
of
to
toward
attitudes
and
(e)
science
and
nonscience
physics
during
to
and
the
1981
year.
Application
Th e
results
advisement
and
strategies.
If
most
of
study
the
improvement
for
it
advantageous
counselors
this
c a n be d e t e r m i n e d
for
at
the
students
deficiencies
prior
be
planned
s ig n ific a n tly
Instructional
correct
attitudes
to
school
could
to
encourage
strategies
negative
toward
be
one’s
could
attitudes.
physics
improve,
for
made
in
used
of
what
level.
enrolling
affect
be
achievement
information
high
advisem ent,
could
high
coul d use the
especially
can
in
preparation
physics,
student
the
aware
which
physics.
moderate
preparation
grades might
their
Curricula
in
to
then
proper
of
attitudes
be d e v i s e d
is
advisement
With
.success
student
instructional
physics.
those
As
for
for
improve.
or
and
5
General
The f o l l o w i n g q u e s t i o n s
I.
physics
Wha t
and
the
were exami ned:
are
following
Questions
the
relationships
subcategories
physics:
of
between
preparation
grades
for
’
(a)
The
number
of y e a r s
of
high school
mat h,
( b)
The
number of y e a r s
of
high school
science,
(c)
The
number
of h i g h s c h o o l
physics,
( d)
The
number o f q u a r t e r
(e)
The
of ye a r s
number
of
hours
of
quarter
college
hours
of
math,
college
science,
prior
to
(f)
The n u m b e r o f q u a r t e r
the
present
2.
physics
How
p r e p a r a t i o n of males
3•
physics
What a r e
and
the
hours
the
amount
compare t o t h a t
(a)
Attitudes
( b)
The
toward
(c)
Attitudes
( d)
The
success
math
(e) F e e l i n g s
of
one’s
usefulness
of a n x i e t y
( f ) The a c t i v e
enjoyment
grades
in
physics,
own
of
toward
of
science
in physics,
ability
physics,
perceived
and
of a t t i t u d e s :
masculinity
toward
of
between
subcategories
perceived
physics
of f e m a l e s ?
relationships
following
college
course?
does
the
of
physics,
physics,
physics?
to
do
in
6
4.
How do t h e a t t i t u d e s
of
males
compare to th o s e
of f e m a l e s ?
5.
students
How
do
attitudes
compare t o a t t i t u d e s
Several
was e x p e c t e d
t a k e n by a n i n d i v i d u a l
be h i s
or her
B. M a l e s
of o t h e r
that
prior
the
in
were e x pe ct e d
Positive
attitudes
the
and
active
expected
t o have a p o s i t i v e
Feelings
of
affect
fear
o n e ’s
as
toward
academic
a masculine
the
physics,
college
toward
of
physics,
more m a t h and s c i e n c e
the b e tte r
physics.
preparation
than females.
t o do p h y s i c s ,
physics
engineering
t o have a b e t t e r
o n e ’ s o wn a b i l i t y
affect
and
students?
to college
performance
i n m a t h a nd s c i e n c e
C.
science
out comes were p r e d i c t e d .
A. I t
will
of
academic
the
success
perceived
enjoyment
effect
physics
are
Th e
usefulness
were
performance.
to
negatively
perception
expected
of
physics,
physics
expected
was
performance
of
on a c a d e m i c
performance.
field
in
to
females
of
negatively
but
not
of
to
be
males.
D.
different
Th e
from
E.
attitudes
the a t t i t u d e s
The
students
were
attitudes
of
of
attitudes
expected
other
to
students.
males
were
expected
of f e m a l e s .
of
be
science
more
and
engineering
positive
than
the
7
General
These
research
Procedure
questions
were
following
manner.
A questionnaire
the
week
the
second
students
for
in
of
Physics
science
and
winter
22 7
(a
course
nonengineering
majors)
at
MSU.
one
to
distributed.
The
survey,
about
c o u r sew o r k
in
physics.
end
of
majors)
two
and
the
quarter.
instrum ent
gave
Student
me
the
were
they
and
all
I 03
nonscience
constructed
personal
about
designed
Physics
after
science,
Grades were o b ta in e d
and
the.
19 8 1 t o
course
Responses
was
the students*
math
of
for
weeks
in
distributed
quarter
designed
approxim ately
information
wa s
calculus-based
engineering
algebra-based
approached
(an
and
returned
had
to
been
obtain
backgrounds,
attitudes
prior
toward
from th e c l a s s
role
at the
signatures
the
survey
authority
on
to
obtain
this
information.
L i m i t a t i o n s and D e l i m i t a t i o n s
This
study
collected.
source
of
accurate
Second,
teach
was
lim ited
The s u r v e y
the
data.
It
descriptions
the
study
Physics
relies
is
of
10 3.
of
upon the
assumed
that
all,
by
all
data
as t h e
responses
were
and a t t i t u d e s .
by t h e f a c u l t y
Faculty
the
individual
one’s background
was l i m i t e d
22 7 a n d
first
m e m b e r s wh o
are assigned
to classes
8
by t h e
Department
different
10 3«
Chairman.
instructor
Since
the
and a h a l f
into
influence
of
from the
survey
the
the
assistants
in
the
laboratory
sections
students
that
laboratory
and
of
The
studied.
of
study
The
sections
22 7
Because
the
of
request
in
of
Also,
was
for
the
to
conduct
was
class
90% o r m o r e
of
student
teaching
Physics
227.
by
it
is
The
several
gender-related
nature
attitudes
also
of
assumed
assistants
of
Physics
22 7
by
the
the
did
a nd t h a t
of
not
winter
the
be
103
Also,
the
quarter,
by t h e g e o g r a p h i c
c hosen as
to
Physics
be e x a m i n e d .
date,
wa s
population
1981.
location.
c a m p u s on w h i c h
investigation.
o f T e r ms
A c a d e m i c p e r f o r m a n c e wa s d e t e r m i n e d
grades
by t h e
personal
by
Definition
Letter
that, any
on t h e
taught
teaching
delimited
University
this
Physics
the respondents.
delimited
State
assumed
of
physics,
t h e s t u d y was d e l i m i t e d
Mont ana
is
were
the
were chosen as the p o p u l a t i o n s to
study
it
by.a
o n l y a b o u t a week
wa s l i m i t e d
Physics
personalities
answers
who t a u g h t
personality
study
upon e n r o l l m e n t
the
affect
the
assistants.
sbrvey
quarter,
instructor's
Third,
of t h i s
instructor
was d i s t r i b u t e d
winter
wa s m i n i m a l .
teaching
P h y s i c s 22 7 w a s t a u g h t
were
all
assigned
available
as
follows.
points
for
by l e t t e r
grades.
Students
earning
the
quarter
were
9
assigned, the grade
points
the
were
assigned
grade
those
A.
C,
the
those
earning
less
Attitudes
grade
than
were
60$
a
influences
new
his
defined
those
grade
as
in
it
need not
7 0% t o
grade
such
that
previous
( Ne wc o mb ,
and
to
process
when
one
experience
19 6 6 ) .
as a s i t u a t i o n
be l i m i t e d
D,
79%
F.
a psychological
that
was d e f i n e d
earning
69% t h e
experience,
behavior
which
the
situation
Instruction
learning
B,
60% to
earning
encompassing, previous
approaches
80 % t o Q9% o f a l l
Students earning
conducive
to
teaching.
Summar y
It
is
im portant
opportunities
interests.
related
to
Cited
pursue
and
that
performance.
students
This
in
investigation
nonscience
responses
227,
Physics
and
of
these
were
same
and
equal
vocational
a nd a t t i t u d e s
may
affect
attempted
a
to
or
course
majors.
compared
fem ales
in
courses.
problem,
a s u r v e y wa s d i s t r i b u t e d
to
designed
sim ilar
nonengineering
males
for
a course
103,
men,have
suggests th a t th ere are sex-
differences
m ajors," are
in
and
personal
preparation
these
Physics
engineering
students
in
women
their
literature
differences
physics
that
to
To
toward
academic
ascertain
for
science
different
if
and
from
constructed
for
In
the
the
addition,
responses
investigate
of
this
during the w inter q u a rte r
10
of
1981
to
students
I n f o r m a t i o n from t h i s
improvement
enrolled
study could
and s t u d e n t a d v i s e m e n t
in
these
be u s e d
for
two
courses.
instructional
Chapter
II
. THE REVIEW OF LITERATURE'
The r e v i e w
(a)
a
general
pertaining
one’s
to
of l i t e r a t u r e
discussion
mat h
preparation
effect
of a t t i t u d e s
A General
is
of
and
science
on
academic
of
into
three
sex-related
students;
parts:
differences
( b)
the
performance;
on a c a d e m i c
Discussion
divided
effect
and
(c)
of
the
performance.
Sex-Related
t o Ma t h a n d S c i e n c e
Differences
Pertaining
Students
General I n f o rm a tio n
Ma n y m o r e me n t h a n
the
physical
sciences.
women r e c e i v e
of
and
physics
women a w a r d e d
the
Report,
doctorate
1980).
awarded
the
A greater
degrees.
were
Th e
over
study
the
the
In
bachelors
11,
10,
degree
years.
graduate
in
Also,
level
be a t t r a c t e d
1978-79,
and
of
the
the
the
wpmen
percentages
masters
wh o
has
degree,
( AI P
have,been
only
slightly
of
wome n i n
percentage
not
to
o f me n t h a n
6 respectively
physics
has
to
percentage
degree,
percentage
bachelors
increased
at
the
women a p p e a r
changed
much.
In
12
1976-77»
10. 5%
of
the
wo me n ( Al P R e p o r t ,
to
wome n
to
only
( AI P
19 7 8 ) ,
Report,
11. 3%
by
bachelors
considered,
and by 19 7 9 ,
19 8 0 ) .
19 83
is
quite
unchanged.
study
i n 1 9 7 6 - 7 7 , 197 7 - 7 8 ,
respectively
Report,
the
awarded
increased
If
advanced
19 8 4 ) .
percentages
of
w o me n
and 1978-79
to
had
wome n a l s o
in
remains
graduate
w e r e 9%, 9% , a n d 8%
19 7 8; AI P R e p o r t ,
In 1982-83,
the
1 2. 8% w e r e
of
w e r e women ( AI P R e p o r t ,
Beyond
awarded
percentage
( Al P R e p o r t ,
1980).
were
The p e r c e n t a g e
( AI P R e p o r t ,
study
The
degrees
1979;
a n d AI P
11% o f t h o s e i n g r a d u a t e s t u d y
1984).
doctorate,
women
c o n t i n u e 1t o
drop
out.
The u m e m p l o y m e n t r a t e a mo n g f e m a l e s who h o l d d o c t o r a t e s
wa s
a b o u t 5 % a s c o m p a r e d t o l e s s t h a n 1% a m o n g m a l e s i n 1979 t o
19 80 ( Y e a r b o o k
Vetter
and
foreign
of Higher E d u c a tio n ,
Babco
language,
specialties
engineering
are
are
(1984),
while
English,
home
fem ale,
less
1 9 79 ) .
most
According
to
teachers
in
college
economics,
than
and
5% in
the
health
physics
and
women.
Heredity
Why
ability
do
for,
can a f f e c t
me n
than
preparation
success
investigate
evidence
more
one's
that
in
women
for,
physics.
innate
heredity
physics?
and a t t i t u d e s
Although
ability
might
study
to
play
this
toward
physics
study did not
do p h y s i c s ,
a part.
One's
For
there
is
example,
13
Stafford
(1961)
suggests
may o c c u r
in
Stafford
explains
that
recessive,
then i t
could
in
since
females
a recessive
chromosome,
have
gene
if
females
while
recessive
genes i f
How
research
than
on
K ol a ko ws k i
the
would
X chromosome.
sex-linked
and
in males
to re c e iv e
this
have
gene
studied
than
A mal e
gene lo c a te d
innate
to
two
for
that
spatial
for
through
do b e t t e r
tests.
Bock
and
visualization
Five
Research
boys
parents
a sex-linked
displayed
itself?
that
visualization
such
ability
phenomenon.
claim
on
mathematical
receive
manifest
this
the
state
expected
may be
t wo X c h r o m o s o m e s .
would
spatial
an a b i l i t y
differences
were
in a b i l i t y
t h e y were to r e c e i v e an i n n a t e
( 1973)
pattern
gene
on t h e
one r e c e s s i v e
( 197 6 ) s u p p o r t s
girls
exhibit
females
investigations
by S a l k i n d
a
have
to re c eiv e
ability,
math.
located
s h o w up m o r e o f t e n
the X chromosome in ord er
for
sex d i f f e r e n c e s
m a l e s have a Y c h ro mo so me and o n l y one X
while
would only
that
and
offspring
which
recessive
matches
gene.
adrenergic
Se x
activating
J
and
cholinergic
Klaiber,
KO b a y a s h i ,
cholinergic
the
inhibitory
systems
are
neuron to f i r e ,
firing.
Th e
authors
are
authors
hypothesize
two
just
sensitive
systems
Vogel,
responses
1968).
competitive.
while
systems
these
and
neural
to
that
affects
the
other
system
of
cognitive
and
activates
inhibits
suggest
hormones.
alterations
o n e ’s
Adrenergic
One s y s t e m
mentioned
sex
(Broverman,
that
such
these
Further,
the
the
balance
of
abilities:
an
14
increase
the
in
the ad ren erg ic
cholinergic
ability
for
inhibitory
perceptual
p e r c e p t u a l - m o t or
neural
experiments
interesting
that
left
brain
the
males
socialization
evidence
for
varying
in
studied.
in
hands.
After
most
achieved
facilitate
one's
of
to d isplay
Kilshaw
skill
to
in e y e l i d
1966).
It
is
be r e l a t e d
to
suggests
the
that
sex
right
and
According
such
right
and A n n e t t
1/2
years
to
over
50
to
brain
(1983)
shown i n l e f t - h a n d e r s .
their
with th e ir
left
age g r o u p s
hands.
give
A group
years
was
and l a t e r
the
older
groups.
Also,
right-handers;
in
hand.
speed
of
10 y e a r s
surpassed
of
females
were
right-m ixed-handers
were
moving
of
specialization
a right
were
left-handers
Th e c o n c l u s i o n
hemisphere
wa y
for
males
Females were
r i g h t hands u n t i l
equaled
than
by
with
all
males
of
preferred
left
13.
3
found
ten,
interm ediate
the
one's
development.
In p r a c t i c a l l y
than females
faster
inhibit
Spence,
organization
c a n be f o u n d
from
and
(1976)
cognitive
superior
generally faster
age.
to
Th e g r o u p w a s a s k e d t o mo v e p e g s w i t h t h e i r r i g h t
and l e f t
faster
and
relative
were observ ed
was a l s o
neural
by a g e
age
(Spence
W itelson
may a f f e c t
W itel son,
effects
anxiety
effects.
in
would
restructuring
conditioning
differences
system
system
ability.
JSex - r e l a t e d
neural
activating
pegs
this
for
hemisphere
with
the
article
language
handicap
non­
was t h a t
ma y
be
and l e f t .
15
handers
this
ma y be
risk.
Thus,
mathematical
abilty
Benbow
differences
male
in
for
and
took
part
that
of
those
Aptitude
Test
in
Mathematics,
one's
greater
ability
to
do
years
escaped
a
suggest
better
that
from
base
this
premise
on
by
the
Study
of
. Approximately
in
study.
the
above
500
The y
on t h e
heredity
10,000
found,
for
Scholastic
males outnumbered
Thus,
sex
a greater
Youth.
scoring
t h a n 2 t o. I.
have
have
may s t e m
Th e y
eight
example,
a ratio
may
(1980)
Precocious
may
t to r i g h t - h a n d e r s .
achievement
over
females
they
left-handers
mathematics.
com piled
males
that
Stanley
math
M athematically
in
as compared
and
aptitude
data
advantaged
females
may
in
influence
physics.
Culture
In a d d itio n
may a l s o
account
to h e r e d i t a r y
for
sex d i f f e r e n c e s .
environmental
influences.
not
physics
to
physics
at
study
is
a very
age
appropriate
for
select
their
for
appropriateness
Cook,
19 7 5 ) .
what
them.
for
they
females.
behavior is
The
children
of c e r t a i n
kinds
ma y
role
of
cultural
Cultural
For exam ple,
because
inappropriate
early
factors,
factors
factors
are
w o m e n ma y c h o o s e
are
convinced
Children
may
considered
toys
indicate
behaviors
which
the
that
learn
sexually
parents
cultural
( Rheingold
and
I n 19 72 a n d 197 3, R h e i n g o l d a n d Co o k s t u d i e d
16
the
rooms
six.
from
of
48
Th e n a m e s
birth
of
vehicles,
machines,
given
These
an
appearant
toys,
male
These
certain
math
skills
sailing
or
in
math
such
cultural
by
obtained
factors
fauna,
the
animals,
then
and
science.
to
of
in
that
for
they
ma y
field
s p o r t s w e r e f o r men.
approaching
me n:
more
w ill
advanced
encouragement
appropriate
in
acquire
study
convince
for
math
them.
in
this
rate
of
and
may l e a r n
such
sports
in
Thus,
as
c h i l d r e n ’s
pressures.
deterred
as
can
women
be
done.
males
to e x ce ll
fem alesare
strongly
and
science
related
preparation
better
women t h a t
was
Wo r l d r e c o r d s
contribute
males
physics.
. It
In
(Tomizuka
something
if
which
mature.
might
math
were
and d o m e s t i c
interests
significantly
perhaps
Girls
as they
billiards.
Perhaps,
engage
art.
experiences
by c u l t u r a l
depots,
dolls,
kinds
suggest
have
Hospital.
toy
participating
as
of
number
do 11 h o u s e s ,
authors
age
were g i v e n a g r e a t e r
superiority
games
field,
a ctiv itie s,
be
the
prim arily
s h o u l d be a s s t r o n g l y e n c o u r a g e d
encouraged
suited
were
under
educational
class
may be m o d i f i e d
this
Females
all
to m an ifest
out-of
19 8 1 ) .
from
and
may s u g g e s t
Tobias,
If
boys
equipment,
expected
certain
behaviors
children
number of
toys
are
addition,
to
sports
military
children
the
48 g i r l s ,
found t h a t
a greater
toys.
and
censuses at North Carolina"M em orial
The r e s e a r c h e r s
of
boys
Also,
physics
once
such
c a n be a n
thought
that
i n s p o r t s s how women t o
approach
has
increased
in
17
later
years
entittled
women
"Catching
ran
today are
(Dyer,
75%
close
as
fast
Dyer
Me n "
as
cites
that
men,
speed
f o r women,
succesful
fields
as
females.
ma y
Is
for
top
is
then
skills
Since
ago
athletes
sports
perhaps
and
abilities
subject.
a
have
different
educational
develop
this
article
that
well
also
influence
as
discussed
researched.
as
genetic
from
be a s
or is
of
it
a
i t ma y m e a n o n l y t h a t
mat h p e r f o r m a n c e
for
the
be
planned
Blatter
of
previous
reports
article,
author
concludes,
have
not
the
the
been
sexthese
that
suggests
to
(1982)
the
factors
use
is
one's a c h ie v e m e n t in
might
some
to
the
those
a s F e n n e ma ( 1 9 7 9 ) ,
Patricia
According
as
well
programs
skill.
and,
for
component
K istiakowsky,
conflicting,
will
are
As K i s t i a k o w s k y ( 19 8 0) s t a t e s ,
responsible
learned
would
ability.
they
visualization hereditary,
acquired?
many g e n e s
linked,
as
decade
female
o f men.
even i f s p a t i a l a b i l i t y i s i n h e r i t e d ,
that
a
article
wo me n h a v e b e c o m e b e t t e r a t
wome n,
develop
spatial
which
of
while
an
men.
Males
one
in
I f women a r e c o n v i n c e d t h a t m a t h a n d s c i e n c e
appropriate
skill
Up t h e
t o 9 0% t h e
become a c c e p t a b l e
sports.
1984).
better
wrote
an
on s p a t i a l
data
are
environment
thoroughly
18
-Th e E f f e c t
General
Discussion
In
female
of Preparation
general,
students
students.
likely
In
the
appears to
males
to
collaboration
more
Service,
than
the
that
they
said
the
studied
for
preparation
compared t o
mat h
and
science
specialists
from
that
in
of
of m a l e
high
the
While
84% o f
Also,
science,
while
i n ' 1966
the
senior
82% o f
the
school.
Educational
was d i s t r i b u t e d
math d u r i n g t h e i r
does
the
both
they
sample
of
during
the
Although
in
not
choice
by D e b o e r ( 1 9 8 4 )
math
for
science
d i d so.
ability
determines
although
3.18
Preparation
to
males
were
year,
only
males reported
o n l y 60% o f
the
females
s a me .
A study
and
i n Ma t h
f o u n d t h a t f e m a l e s w e r e mu c h l e s s
students.
females
Innate
which
and
a questionnaire
26,000
Performance
and S c i e n c e
Physics
be p o o r
take
with
found to have s t u d i e d
56 % o f
Math
math
Haven (1970)
than
Testing
of
o n Academie
and S c i e n c e
appear
to
study
school
performed
better
years
females
graduates
1975,
be
the
only
factor
a mathematical
field.
f o u n d women t o t a k e
high
30% of
to
and
1977,
a
and
h a d a GPA o f 3 . 4 0
males in high school
college
than the
from
less
than
males.
liberal
1979
arts
were
as opposed
science,
they
science
males
A random
college
selected.
to
a G PA o f
to o k o n l y 3.13
19
years
of
while
females
received
males
in
school
this
science
high
subject
college
to
as
science
f o r men,
as
GPA o f 2 . 8 0
took
only
years
for
t o 3. 46
years
a G PA o f 3. 36
mat h,
to
for
males.
as opposed
females
opposed
took on ly
3.77
years
t o 3. 10
3. 51
for
Also,
for
years
of
males.
In
w o m e n h a d a GPA o f 2 . 8 6 a s o p p o s e d t o 2 . 7 6
although
3*38 y e a r s
opposed
for
f e m a l e s t o o k o n l y 2.21
males.
as
opposed
0.76
years
In
college
to 2.58
of
the
for
years
math,
males,
subject
as opposed
females
had
although
as
opposed
a
w o me n
to
1.05
men.
M a t h e m a t i c s P r e p a r a t i o n For P h y s i c s
A
deficient
performance
as
in
background
physics
a mathematically
most
physics
with
numbers.
that
an
study
for
one's
obtained
data
Section
collected
supplementary
quarter
of
rely
1400
college
it
is
in
chemistry
taught
courses
ability
the
to s u g g e s t
who t o o k
were
is
part
in
a
of
the
Society.
He
students
enrolled
designed
very
Brasted
Committee
more
of
t o wor k
field.
Chemical
1100
who
solutions
mathematics
in
American
Students
generally
reasonable
Liaison
from
one's
Th e
students
School
the
is
affects
on o n e ' s
performance
information
survey.
physics
background
from
math
discipline.
problems
b e g u n by t h e H i g h
Minnesota
also
based
Consequently,
individual's
important
(1957)
related
because
in
for
in
in
a
first
academic
20
majors
other
studied.
than
than
It
chemistry
was
two h i g h
found
school
g ra d e s in c o lle g e
t h a n two h ig h
and
that
ma t h
students
courses
chemistry.
school
chemical
engineering
who h a d
tended
to
math c o u r s e s ,
p f t h o s e wh o h a d t a k e n
less
high
math,
course.
two
While
high
school
chemistry,
less
of
of
only
high
success
in
college
like
At
high
who
Rottmann
introductory
prior
professional
and
to
took
those
those
not
taken
by t h e
grade
in
out
the
suggests
physics
is
separated
the
of
course.
the
wa s
that
in
into
then
for
found
22 7 g r a d e
Of
1965,
found.
one's
and
the
a
no
36
non­
A study
by
performance
to
mat h
introductory,
those
A grade
course
amount
science.
(1969)
in
related
Students
based
average.
study
the
or
If
dependent,
Physics
point
college
individual,
Laubach
the
than
course.
upon
or
the-
more
B in
the
sim ilarly
of o n l y 0.046
were
completing
dropping
dependent
is
physics.
physics
is
between
(1981)
college
to
a B in
an A i n
t wo c o u r s e s
a mathematically
part
correlation
and
obtained
math
a
who ha d t a k e n
University,
correlation
significant
Hu d s o n
State
is
higher
an A in
taken
received
received
physics
chemistry,
school
students
math
chemistry
in
who h a d
classes
previously
Mont ana
significant
in
school
success
physics
of s t u d e n t s
math
more
two c o u r s e s
o n l y 8. 0% r e c e i v e d
19.4% o f t h o s e
mathematics
perhaps
the
28. 6%
receive
I 3.4% r e c e i v e d
chemistry.
school
taken
Of t h o s e who h a d t a k e n m o r e
college
of
were
skills
pre­
completing
wa s a s s i g n e d
based
on
their
21
achievement at
found
to
skills
t h e t i me of w i t h d r a w a l .
correlate
diagnostic
for
those
out
(0.418
M cIntire
and
0.232
(1977)
given
the
but
i n 1976 a t
20 5 s t u d e n t s
The r e s e a r c h e r s
pre-test
tended
it
score
low
pre-test,
corresponding
of
authors
a
conclude
better
that
predictor
of
failure
A l t h o u g h a s t r o n g mat h b a c k g r o u n d
in
physics,
average
deficient
physics.
mat h
The
pre-test
success
in
may h i n d e r
wa s
physics.
success
better
than
performance.
P r e p a r a t i o n For P h y s i c s
A stro n g background
sciences
physics.
ma y
also
The v a r i o u s
interrelated;
into
who
not have a
may n o t g u a r a n t e e
math s k i l l s
Science
other
on t h e
physics.
Th o s e
did
in
was
l o w on a m a t h
physics.
high
than
The s t u d y ,
of H ouston,
however,
o n e ’s s c o r e s
and
math s k i l l s
introductory
in
scoring
Hudson
we a k .
t h o s e who s c o r e d
s c o r e d h i g h on t h e m a t h
tendency
in
course
who d r o p p e d
between
University
wa s
m a t h e.m a t i c a l
p < 0 . 0 0.1 ) .
wa s q u i t e
enrolled
to
a
c o u r s e and t h o s e
the
found t h a t
on
grade
to the p h y s ic s
correlation
performance,
of
prior
respectively,
found a
w h i c h was d o n e
skills
test
achievement
who c o m p l e t e d
and p h y s i c s
comprised
with
The f i n a l
a kind
they
of
influence
sciences
have
hybrid
in a p re v io u s
grown
(Bernal,
have
from
1972).
physics
one’s
course
or
performance
in
become
separate
increasingly
disciplines
An i n d i v i d u a l
might
22
find
the
high
concepts,
school
physics
understanding
background
(1969)
by G r e y ,
made a c o m p a r i s o n
high
school
skills
other
o n e ’s
is
not
physics
the
an
Physics
grade..
wh o h a d t a k e n h i g h s c h o o l
im portant
in
supported
and
for
science
either
Laubach
(1969).
227 g r a d e
Laubauch
at
MSU t o
he s t u d i e d
physics.
in
physics.
by
Yale
I n 196 5,
learned
i n d i v i d u a l ’s
performance
Fullerton,
of
previously
sciences
Therefore,
affect
argument
or
a nd
or
physics.
may
This
terms,
49
The P h y s i c s
the
students
2 27 g r a d e
and t h e h i g h s c h o o l p h y s i c s g r a d e w e r e f o u n d t o h a ve a n o n ­
significant
Fullerton,
correlation
and
relationship
enrollment
support
(1957).
Yale
for
the
to
take
courses
these
taken
quarter
high
school
in
Only
college
high
school
of
received
taken
chemistry,
than
A in
Brasted
the
school
only
13. 6% o f
Those
physics
had
those
who d i d
not
enrolled
those
an
A in
not
in
had
college
high
W h i l e 27»4%
chemistry
those
who
taken
course.
high
on
and
I 4. 0% o f
had
prior
science
Of s t u d e n t s
who
a
strong
connection.
received
those
by
school
chemistry
school.
an
a
and
However,
found
high
Grey,
establishing
biology
was
grades
chemistry
in
of
chemistry,
4. 4%
who h a d
side
found
higher
college
chemistry
of s t u d e n t s
B in
receive
school
chemistry.
high
in
science.
effect
and
who t o o k
a tendency
physical
the
Similarily.,
unsuccessful
opposite
chem istry
individuals
0.014.
achievement
grade
He e x a m i n e d
college
first
were
between
in 9th
of
received
wh o
had
a
not
23
taken
high
students
course
school
chemistry
enrolled
designed
in
for
the
received
first
an A i n c o l l e g e
taken
high
school
W h i l e 22. 8/ 5 o f
received
a B in
had
taken
not
college
high
school
Of
chemistry
physics
majors,
received
O n l y ? *8 55 o f t h o s e wh o h a d n o t
physics
students
course.
a nd n o n e n g i n e e r i n g
high
chemistry.
the
quarter, college
none he m i s t r y
iI 3"^% o f t h o s e wh o h a d t a k e n
a B in
received
the
Course.
wh o h a d t a k e n h i g h s c h o o l
physics
chemistry,
school
an
A in
only
physics
16.6% o f
those
who
B in
the
science
ma y
received
a
I
course.
Thus ' ,
contribute
a
t o low
deficient
performance
The E f f e c t o f A t t i t u d e s
General
D iscussion
of
background
in
in
college
physics.
on A c a d e m i c
Sex-Related
Performance
A ttitudes
Toward
M a t h e m a t i c s and S c i e n c e
That
attitudes
This
ma ny
toward
study
students
was
students
1045
female
public
students
students
physics
designed
harbor
rather
is
supported
by
to
investigate
d e v e l o p e d mo r e n e g a t i v e a t t i t u d e s
mal e
enrolled
female
in
did.
The a t t i t u d e s
students
grade
schools
enrolled
were
two
of
in
examined
and
grades
o f 939
in
Albuquerque.
the
introductory
Norman
(1977).
whether
female
t o w a r d ma t h t h a n
mal e
1974.
six
students
Students
through
Also,
negative
ten
included
psychology
and
were
in
the
were
courses
at
24
the
this
and
University
study
o f New M e x i c o .
consisted
practical
statements,
be s i m i l a r
value
for
were
differences
statem ents,
ma l e and f e m a l e
no l o n g e r
level
Thus
attitudes
in p h y s ic s .
correlation
group
between
was
found
a Greensboro,
item
attitude
be a c a u s e
at
and
the
these
IOth g r a d e
began
level ,
developing
of p o o r p e r f o r m a n c e
by A i k e n
North
relationships
attitudes
toward
Their
with
chemistry
( 1 9 7 2 ).
Carolina
Hough a n d P i p e r
positive
toward
a n d 97 b o y s ,
inventory.
chemistry
achievement.
attitudes
positively
relationships
explains,
p=0. 04)
students
academic
between scien ce a t t i t u d e s
college
( t = 2 . 1 5,
six,
mat h a r o u n d 9 t h g r a d e .
might
and
from
arithm etic.
were found t o
as the a u t h o r
significance
female
composed o f 8 5 g i r l s
correlated
general
A n u m b e r of s t u d i e s ha ve f o u n d r e l a t i o n s h i p s
attitude
performance
problems,
Attitudes
in
comparisons
1 0 , t = 3 . 2 9 , p <. 0 I ; c o l l e g e
toward
Poor a t t i t u d e s
used
s t u d e n t s i n g r a d e s two,
similar
(grade
scale
subject
word
At n i n t h g r a d e ,
t = 3• 8 9 » p <. 0 0 I ) .
between
following;
s h o we d i n c r e a s e d
and c o l l e g e
negative
the
and wor k w i t h n u m b e r s .
s e v e n , and e i g h t .
attitudes
of
The a t t i t u d e
have
and
a nd p h y s i c s
have been found
math
In
all
school
their
grades
(19.8.2)
found
also
eighth
been
( Rot hman,
a
graders,
completed
toward
in
math
study
a 90
math
math
and
a relationship
achievement.
physics
between
and
this
attitudes
and s c i e n c e
A positive
found
and
between
performance
1968),
science
We a k
and
in
similar
attitudes
and
25
science
performance
(Ward,
1975;
Billeh
have
poor
and Z a k h a r i a d e s ,
1975).
If
female
physics',
then
As a t t i t u d e s
in
Kano,
perhaps
change,
The
secondary
importance
given
attitudes
one-hour
of
and
and
of
of
0.274
that
as
student
performance
can a l s o
improve.
Sex-Related
deter
are
women
from
studying
the
into
an
which
the
encouraging
The
sessions.
Students
were
math
study
achievement
indicate
about
the
that
s a me ,
group improved.
were
p<0.05).
attitudes
negative
male
experimental
at
Thus,
of
the
while
The m a t h
the
improve,
attitudes
field
and
found to have
and P e r f o r m a n c e - R e l a t e d
several
100
answered.
a nd p e r f o r m a n c e
( d f =4 8 ,
The
stressed,
group stay ed
concludes
There
this
study
were
of
the experimental
of a t t i t u d e s
correlation
of
of
divided
group.
questions
these
be c h a n g e d .
supports, this
consisted
were
toward
A mat h
sessions
post-test
of the c o n t r o l
(1978)
m a t h wa s
not attend
should
improved.
boys
control
The r e s u l t s ,
attitudes
post-test
a
made,
pre-test
attitudes.
the
six
group did
a
The
a nd e n j o y m e n t
were
may be
M ukherjee
and
attitudes
attitudes
investigation
group
attended
control
by
students.
experimental
comments
these
grades
N igeria,
hypothesis.
group
students
a
study
their
Attitudes
which
physics
and
might
affect
26
their
academic performance
study
of
math
suggested
the
attitudes,
following
tow ard one’s a b i l i t y
in
math,
anxiety
the
that
s ome
as
of
math,
these
the
the
and 589
female
students
were
enrolled
following
results
themselves
of a m a s c u l i n e
four
girls
did.
positive
Neither
Yet,
attitude
enjoyment
of
data
highly
area
math,
were
found.
in
a
In
to
success
on m a t h
o n e ’s
(1979)
took
Mathematics
place
found
from
Attitudes
12.
males
t o do
useful
than
indicated
because
confidence
Ail
in th r e e
showed
math
of
math as more
Boys,
school,
anxiety
the
city.
abilities
be m o r e
in
197 5 ,
cases,
males regarded
math
and
through
some
did.
ma t h
of
did suggest
9
o f m a t h . Th e m a i n s t u d y d i d
preliminary
of
achievement
grades
in one h i g h
with
feelings
a Wisconsin
in t h e i r
than fem ales
toward
collected
correlated
Fox
which
in
attitudes
In
and ma t h
in
Also,
girls
math,
usefulness
males nor fe m a l e s s i g n i f i c a n t l y
active
the
attitudes
indicated
of
(1977)
toward success
sex-related.
more c o n f i d e n t
field
schools,
Sherman
Their research
students
math than f e m a le s did.
the
perceived
are
In t h e i r
sex-related:
m asculinity
644 m a l e
rated
possibly
attitudes
examined
discipline.
F e n n e m a. a n d
e n j o y m e n t of math.
researchers
Th e
this
t o do m a t h , a t t i t u d e s
perceived
toward
the a c tiv e
in
in
of
than
a more
boys
did.
a greater
n o t ma k e u s e
they
that
were so
subject
sample.
sim ilar
1977
Scales
to
results.
1979,
were
the
sent
In
this
study,
Fennema-Sherman
to
mathematically
27
gifted
7 th
identified
(Johns
by t h e
and
study,
in
8 th
Hopkins
males
than
and
Study
I 48
females.
Also,
and
found
that
in
found
to
be
attitudes
one's
those
rated
received
Fennema
and
Yout h
by
mo r e
18 9
Sherman
as more of a male
themselves
field
confident
than did females.
appears
grades.
schools
were
Precocious
were
the
math
ability
sex-related,
were a lso
in
rate
males
A relationship
individuals
Mathematically
As
to
mathematical
These
■Responses
females.
tended
attitudes
of
study).
males
their
graders.
to
exist
Fennema
in
five
which
or
six
and
mat h
between
these
Sherman
(1977)
performance
prominent
wa s
sex-related
found.
Confidence
A s t u d y by S i m m o n s , B r o w n , B u s h , a n d B l y t h ( 1 9 7 8 )
black
and
races
are
less
white
lower
Seller
(1978)
biology
found
coefficient
be
be a f f e c t e d
developed
their
students
to
related
than
boys.
by t h i s
with
Ma qs ud
concept
to.self-esteem
If
performance
found
( t =2 . 0 7 ,
of
both
females
have
their
scale
to
1972-73.
(19 83)
girls
attitude.
instrument
i n New Yor k i n
0.28.
that
then perhaps
a self
survey
correlate
of
suggests
self-esteem
than males,
could
distributed
to
in
self-esteem
performance
wa s
adolescents
320
The
in
scholastic
Do r a n
and
which
they
high
school
self
concept
biology
mat h
p<0 .0 5 ).
of
with
a
achievement
28
Ernest
concept.
of
1973,
male
1324
in grades
selected
The
the
East
girls
English,
matter
werfe
or
boys
science,
fields,
results
school
students
were asked
examined
wh o t h e y
indicated
boys did
better
in
science,
sexes,
while
5% s a i d
that
boys a r e
subjects
that
girls
the
subject-
did b e t t e r .
high
school
grades
nine
(see
Table
the
level,
through
I).
better
sexes,
no d i f f e r e n c e
boys did
Whe n
in math,
while
that
w e r e a s k e d whom t h e y
that
of
the
On l y 16% s t a t e d
48% i n d i c a t e d
whether
in
between
47% i n d i c a t e d
girls
the
th o u g h t did
better.
When s t u d e n t s
in
asked
were
better
separately
no d i f f e r e n c e
that
at
were
schools
In the lower
students,
52% i n d i c a t e d
children
science.
thought
high
were
subjects.
to
b u t a few
better
boys d i d
different
twelve,
did b e t t e r .
distributed
and s o c i a l
were
506
in v a r i o u s
Students
did
whereas g i r l s
wherein
the perceived
Mo s t o f t h e s c h o o l s e x a m i n e d
Coast.
boys t h o u g h t t h a t
If
students
questionnaires
from
grades,
and f e m a l e
in one’s s e l f
to measure
in southern C a l i f o r n i a ,
thought
math,
sex d i f f e r e r e n c e s
t wo t h r o u g h t w e l v e .
were l o c a t e d
they
found
The s t u d y w a s d e s i g n e d
ability
In
(1976)
32%
girls
thought
did
between
the
better,
but only
than g i r l s
in t h e s e
did b e t t e r .
expected
subjects,
the
chances
than g i r l s
will.
Is
Ott
(1978)
also
perceived
ability
to
are
this
t o do b e t t e r
that
boys
will
a self-fulfilling
found
succeed
a
sex
perform
prophecy?-
difference
academically.
better
In
in
this
one's
study,
29
TABLE I
A
Comparison
o f t h e A t t i t u d e s of Ma l e s a nd
Females
To wa r d
t h e F i e l d o f Ma t h ,
E n g l i s h , • Science,
and
Social
Studies’
(Whom do
students
subjects?)
think
do
Ma t h
better
E n g l i sh
in
the
Science
f o l lowing
Social
Studies
Boys do b e t t e r
32%
4%
girls
^6%
52%
do b e t t e r
no d i f f e r e n c e
47%
21%
5 2%
5%
I 5%
iiH%
4 8%
64%
(Ernest,
1 97 6 , p.
5 98)
30
16
in stitu tio n s,
which
enrolled
30
e n g i n e e r i n g fr e s h m e n were exam ined.
selected
higher
for
this
grades
in
than
1 0 %. o f
of the
surveyed
female
wo me n a s
maternal
students
discipline
at
Of I 86 u s a b l e
they expected
capabilities
in
2/3
and f e m a l e
responses,
women i n d i s c i p l i n e s
disciplines
a midwestern
were ma l e ,
the
than
o f w o me n
males
females
opposed
ma y
to
to la c k
males
Re a a n d S t r a n g e
in
( 1983)
university.
Majors
were
of s t u d e n t s
within
that
authors
categorized
field
their
rank in the
that
mostly i f 2/3
as
to e n c o u n te r
that
and t o
found
as
sciences.
if
from
to s t u d y a math or s c i e n c e
support
as male m ostly
received
percentage
concludes
than females
and p h y s i c a l
classified
Ott
had
evidenced
Berg and B e r b e r (1983)
and
biological
as
a smaller
class.
mo r e c o n f i d e n t
confidence
school,
women
t o e a r n an A a v e r a g e
their
discipline.
Although
standing,
me n e x p e c t e d
upper
study.
high
g r a d e s and c l a s s
that
All
more
a s 10 % o f t h e me n i n t h e s e e n g i n e e r i n g p r o g r a m s w e r e
well
feel
or
reported
'male
mostly'
difficulty
females
were f e ma l e .
in
that
more
indicated
proving
'female
their
mostly'
( t =2 . 7 8 , p <0. 0 I ).
A t t i t u d e s Toward S u c c e s s
Although
toward
one
might
successful
influence
one's
reasonably
achievement
grades
in
that
suggest
in
math
subject,
that
or
attitudes
science
the
may
research
31
literature
to
have
in t h i s a r e a has mixed f i n d i n g s .
more
realistic
success
in t h i s
I 96 2 ) .
A group
school
age
field
of
took
expectations
(Crandall,
20
girls
in
this
correlated
positively
to
their
measured
by
(correlation
g irls'
expectations
easily
at
predicted
( 1980) found
pursue
black
as
found
for
as
was
for
female
occupations
sex
at
In
differences
t wo l a r g e
s h o wn i n T a b l e 2,
emerged
difference
those
that
Dawkins
seniors
expected
mor e
expected
in
to
goal
The e x p e r i m e n t a l
often
than
have
such
setting
for
(executives
group
consisted
campuses in a m i d w e s t ern c i t y .
That
is,
between the careers
they expected
so
boys.
aspirations
a higher percentage
expectations.
between
was ■ n o t
of f e m a l e s
s howed a d i s c r e p a n c y b e t w e e n t h e i r o c c u p a t i o n a l
and
Test
1970 B e r m a n a n d Haug ( 1 9 7 5 )
occupational
professionals).
students
mo r e l i k e l y
or owners.
having high
school
as
negatively
Success
traditionally
males
competence
was
high
while
expectations
The r e l a t i o n s h i p
it
grade
Intellectual
female
that
and m a j o r
Binet
level).
girls
toward
early
Boys'
competence
(0.05
of
intellectual
= 0.62).
and
boys
black
managers
persons
of
that
males,
jobs
-0.42
20
study.
Stanford
coefficient
correlated
to
the
females
K a t h o v o s k y , and P r e s t o n ,
and
part
than
Males ap pear
these
they
to pursue
fem ales
wished
mo r e
to
As
than males
aspirations
showed
pursue
than males
did.
a
and
32
TABLE 2
D i s c r e p a n c i e s Between O c c u p a t i o n a l A s p i r a t i o n s and
E x p e c t a i o n s , by S e x
( C o n t r o l l i n g on l e v e l
of O c c u p a t i o n a l A s p i r a t i o n s )
Hi g h O c c u p a t i o n a l
Aspirations®
Sex
Occupational
D i s c r e p a ncy
Ma l e
Some •
33$
53$
None
67
47
100
I 00
(133)
(47)
Total
Percent
N
•
X =5.97,
#
Hi gh
Aspirations=
( H o l l i n g s h e a d Le v e l I)
major
Femal e
d f = 1,
p < 0 .05
' professional,
( Be r ma n a n d H a u g ,
executive
1975,
p.
173)
33
Perceived
The
also
be
perceived
important
w o m e n ma y
feel
fields
t hem.
for
competitive
women,
and
m asculinity
for
that
academic
math
behavior
school
perceived
as
and
of
math
was
as
science
the
are
(1968)
perceived
grades.
in
science
existed
and
success
Ho u t s and E n t w i s l e
a relationship
their
Masculinity
sense
inappropriate,
this
if
that
inappropriate
found t h a t
wh e n
appropriate
for
between fem ales'
However,
ma y
attitudes
competition
relationship
was
did
not
exist.
Graf
problem
and
Riddell
solving
ability
masculine,
but
problem
domestically
to
wa s
found
no
took
an
problem,
stock
purchases.
average
while
difference
the
work
to
of
69 »5
males
took
problem.
stock
Sim ilarily,
problem,
Preece
differences
problem
A ma t h
context
when
Sa n Di e go S t a t e
asked
to
Th e
other
half
the
purchase
seconds
67. 5
to
seconds
however,
While
males
females
(1979)
the
problem
were
w a s mu c h l a r g e r ,
masculine
the
at
sex
differences
worded.
students
solve a problem r e l a t e d
the
such
college
involving
found
when
34 m a l e s a n d 34 f e m a l e s
of these
so.
(1972)
in
was
same
was g i v e n
College.
solve
Half
a problem
were
asked
to
of f a b r i c .
Females
solve
yardage
to
for
took
do
so.
the
70.4
took 96.25
found th a t
the
The
solution
to
seconds
to
seconds
boys
time
did
t o do
better
34
than
girls
on p r o b l e m
were
overtly
domestic
Ehindero
high
school
fem ales
and
35
the
Males
better
design
Thus,
perceived
as
by
ratio
of
field
should
case
to
might
(19 82)
to
differently
t o d a y may n o t
35 w a s
given
nature
a
test
problems.
m ale-related
problems
than
that
are
males
No
were
nonsex
on f e m a l e -
significant
fairly
content-
with
is
pace
needed
suggests
me n a n d
be s u i t a b l e
suggests
since
that
are
this
in
fem ales
physics
as
it
this
not
with
with
may
is
the
perform
is
step
An
women
in
therefore
that
stay
females.
that
differently.
themselves
that
thus
for
to
traditionally
example,
a nd
however,
perceive
of
wo me n
selected
they
achievement
For
small,
might
the
(1983)
the
physics.
is
if
problems
discusses
is
biased.
poorly
Marshal
suggests
what
also
than
that
highly
students
only doing
7 O randomly
of which
p < 0.0 I ) .
approach
me n
The a r t i c l e
article
in
be mo r e
of
The a u t h o r c o n c l u d e s t h a t t h e r e
role.
me n
women
because
peers,
The
Clay
problems
of
better
be i n c o n s i s t e n t
females
compared
better.
on
ma y p e r f o r m
feminine
and
article
did
problems
to
the
were
contextual
( t = 6 .3 2 ,
females
behavior
males
Each
wa s f o u n d on p r o b l e m s
a need t o
group
in N ig e ria
females
( t = I . I 6 , p <0 , 10).
their
a
males.
sex-related
problems
difference
free
students
than
unless
context.
p < 0 . 0 1). ■ F e m a l e s
related
tests
studied
were
regarding
( t =7 . 5 0 ,
in
( 19 8 2 )
selected
did
solving
the
their
t hem.
learn
designed
35
Some
attitudes
research
affect
( 1983) s u g g e s ts
wome n
are
article
indicates
math
that
in
Henriques
resource
in
stereotypes
of
wome n k e e p
group
sex
role
standards
These
graders,
twelth
graders,
The
arithm etic
test
perceptions
of
factors,
a field
for
(19 80)
females
to
asked
to
and
themselves
several
possess.
on
the
fourth,
perceived
test
that
Test,
of
a
preference
and
eighth
while
tenth
Educational
differences
ma y be m o r e r e l a t e d
rather
sex r o l e
scores. . A
sixth,
sex
Dwy e r
completed
role
Iowa.Tests
concludes
jobs.
that
to
childrens’
than b io lo g ic a lly
for the t o p i c ,
in
determined
or p e r s o n a l
roles.
compared
their
seniors
respond
top
sex
Achievement
preference
sex
Brush
Juniors
second,
author
scores
many
An
an u n t a p p e d
California
individual
took
individual
preferences
and
and
pay w h i l e
believes
achievement
in n o rth e rn
the Stanford
Development.
to
Bright
relationships.
author
from
job
women a s
to see w hether
children,
took
them
correspond
o f 385 c h i l d r e n
survey.
and
would
in
personal
The
appropriate
achievement.
discusses
technology.
sex
interested
their
(19 84)
(1974) designed a study
standards
science
me n a r e
interested
by
and
that
to
several
characterstics
the
self-perceptions
perceptions
from
New
of
England
a questionnaire
objectives.
that
they
in
a
males
mathematician.
high
schools
which
In a d d i t i o n ,
felt
of
they
were
rated
they
rated
a mathematician
might
Of t h e 2 3 9 m a l e s a n d 27 I f e m a l e s
th a t responded
36
to
the
survey,
closely
than
the s e l f - r a t i n g s
correspond
those
of
to
asked
to
In
found
this
complete
were engaged in
homemaking
their, perceptions
that
research
to
that
their
me n v i e w e d
female
believe
feminine
that
86
women w e r e
occupations
me n
behavior
in th is
such as
perceived
however,
by
Women wh o
Wo me n , wh o w e r e
careers,
found evidence
influenced
questionnaire.
traditionally
tended
be
investigation
an a t t i t u d e
in t r a d i t i o n a l l y
also
a mathematician
wome n m i g h t
b e h a v i o r i n a s e x b a s e d way.
(1978)
of
females.
Ha wl y (19 7 1)
me n ’ s v i e w s .
o f m a l e s w e r e f o u n d t o mo r e
female
not engaged
did
way.
not
believe
Fitzpatrick
t h a t women’ s r o l e s
affect
math
>
achievement
(0. 05
ha d mo r e l i b e r a l
level).
Females
attitudes
toward
Feelings
Anxiety
is
another
factor
who
were
t he. r o l e
high
achievers
o f women.
of Fear
that
may a f f e c t
academic
p e r f o r m a n c e . S e p i e and K e e l i n g (1978) e x a m i n e d
the e f f e c t
of
eleven
ma t h
■twelve
anxiety
year
olds
overachievers,
anxiety
Aiken
wa s
and
attitudes
math
on p e r f o r m a n c e .
achievers,
found
Dregger
such
were
as
achievement
to
be
divided
of
into
246
three
and u n d e r a c h i e v e r s
associated
(1961)
fear,
A group
found
with
a
irritation,
( t = 3• I 6 ,
p < 0.0 I ).
in
groups;
mat h.
Ma t h
underachievement.
correlation
and
and
between
impatience
Seminars
with
and c l i n i c s ,
37
such
as
those
1977),
have
women d e a l
initiated
been
by
initiated
Tobias
on
W h e t h e r m a t h a nd
one's
attitude
a
science
grades.
science
o r he d i d
(164) of th e
course
of
students
to
help
University.
rated
physics
that
physics
In
About 2 2 %
did
not
said
1971,
students
in
in
University
seem
that it
mathematical,
A relatively
low
general
w a s a s k e d wh y
physics
too
may
enrolled
as an e l e c t i v e .
deficient*
as
a
Illinois
Each s t u d e n t
too d i f f i c u l t ,
I I 08
useful
1972,
An e v e n l a r g e r p e r c e n t a g e
( 19J 3) s u r v e y e d
them ( 37/0
Southern
indicated
were
State
at
and
as
t o 7 60 s t u d e n t s
physics
backgrounds
Polytech
campuses
perceived
1971
1975).
choose
interesting,
their
Elliott
not
to them.
was n o t
that
are
During
( B a l d w i n a n d B o e d e k e r,
relevant
Tobias,
Usefulness
s u r v e y wa s d i s t r i b u t e d
physical
she
several
and
w i t h mat h a n x i e t y .
Perceived
affect
( Don a d y
or
Br own a n d
at
California
large
percentage
personal
usefulness.
Active Enjoyment
Active
enjoyment
academic performance.
were
not
Effectance
found
in
the
Motivation
of
math
Although
Fennema
Scale,
and
science
significant
and
males
affect
sex d i f f e r e n c e s
Sherman
did
might
Mat h e m a t i c s
show
a
greater
38
tendency
outside
the
four
than females
of s c h o o l
schools
t o become i n v o l v e d
i n mat h a c t i v i t i e s
(Fennema and S h e rm a n ,
in
this
investigation,
19 77) «
this
I n two o f
difference
wa s
significant.
Summar y
According to
that
for
good p r e p a r a t i o n
successful
evidence
a
the research
to
deficient
and a p o s i t i v e
performance
suggest
literature,
that
preparation
attitude
important
in ma th and s c i e n c e .
There is
as
compared
these
science.
correspondingly
correct
grades
Poor
poor
some o f t h e s e
will
improve.
a ttitu d e s
achievement.
conditions,
to
fields.
a p p e a r s t o be a n u m b e r o f s e x - r e l a t e d
and
would a p p e a r
are
females
in
it
Also,
attitudes
seem
As m e t h o d s
research
males
have
there
t o w a r d math
to
are
predict
found
suggests
to
that
39
Chapter I I I
PROCEDURE
The
problem
of
determine
sex-related
study
physics;
of
preparation
determine
physics;
toward
for
this
(b)
and
and
attitudes
to
to
grades
toward
in
to
nonscience
physics
at
MSU
chapter w ill
physics
in
by s e x ;
by s e x
and
during
preparation
of
by
and
science
19 8 0 - 8 1
to
collection,
the
the
be
investigated,
method
of
methodology
the
organizing
attitudes
compare
engineering
taking
year.
of
data
method
data,
analysis,
to
toward
students
school
the
(c)
(e ) to
and
to
between
sex;
between
nonengineering
the
for
attitudes
relationships
physics
(a)
This
p ro v id e a d e s c r i p t i o n of the p o p u l a t i o n ,
categories
hypotheses,
in
fivefold:
relationships
differences
physics
students
in
determine
determine
grades
was
differences
sex-related
( d)
study
of
the
data
statistical
and
accuracy
precautions.
C
Population Description
The
students
population
enrolled
in
of
this
Physics
study
22 7 a n d
wa s
composed
103 a t
of
all
MS U d u r i n g
the
40
w inter
quarter
of
comprised
of
physics.
Students
and
students
generally
this
into
in
wa s
the
The
Physics
desire
a strong
take
this
physics,
students
course
integrated
who
who
major
Ab o u t 8 3% o f , t h e
most,
I98I.
are
course
male
are
or
and
in
chemistry.
female.
Mathematics
curriculum,
was
undergraduates
17 % a r e
and
class
concentration
engineering,
a requirement.
course
22 7
For
was
calculus
well
wa s
a
prerequisite.
The
Physics
students
wh o
physics.
are
Approximately
female.
73?
little
of
f u l f i l l
requirements.
As
the
the
students
students
within
study
Physics
of
approach
to
this
course
nonscien.ce
are
male
in
are
majors.
and
27?
are
any
curriculum,
education
the
general
work
is
descriptive
with
very
used.
responses
each
of
of
examined
the
the
entire
no s a m p l i n g
population
procedures
of
were
i n P h y s i c s 2 2 7 a n d 102
103.
Investigative
The
in
required
T h e r e w e r e 302 s t u d e n t s
in
comprised
lim ited
generally
P h y s i c s 2 27 a n d I 03 s t u d e n t s
followed.
more
was n o t
course
m ostly
enroll
part
Th e
mathematics
are
was
a
who
and
Th e c o u r s e
does
class
seeking
Students
undergraduates
but
103
of
males
following
Categories
and
females
categories:
were
(a)
compared
math
and
41
science
preparation
physics;
and (c) a c o m p a r i s o n
22 7 s tu d e n ts
to
discriminant
for
those
physics;
of
(b)
attitudes
of the a t t i t u d e s
Physics
toward
of P h y s i c s
103 s t u d e n t s ;
and
(d ) a
questionnaire.
The
analysis.
Me t h o d o f D a t a C o l l e c t i o n
Data
first
were
part
of
the
of
the
individual's
from a survey
survey
oh e a c h
information
section
gathered
instrum ent
individual
survey
student.
quarter
college
physics
of
school
science,
and y e a r s
The i n d i v i d u a l
was a l s o
asked whether
of
wa s
the
courses,
years
hour ' s
hours
course
science,
pertained
quarter
high
college
required
survey
for
his
instrum ent
Fennema-Sherman A t t i t u d e s
were
investigated:
toward
perceived
masculinity
physios,
Permission
Mathematics
was
one’s
o wn
of
her
to
use
and
Scales
not
major.
of
success
to
do
the
of
the
math,
years
physics.
physics
second
six
in
of
part
the
attitudes
physics,
physics,
feelings
enjoyment
to
math,
The f o l l o w i n g
toward
this
previous
the
The
comprised
modify
of
school
or
in
college
hours
of high
physics,
the a c tiv e
of
of high s c h o o l
ability
and
Attitudes
quarter
S c a l e s . 51
attitudes
attitudes
toward
or
background
Questions
instrum ent
s e x , ■a g e g r o u p ,
of
gathered
of
the
anxiety
physics.
These
Fennema-Sherman
was g i v e n by t h e a u t h o r s .
42
scales
were
rather
than
questions
the
modified
to
m athem atics.
were reworded
original
to
In
the
study
addition,
or mo dif ied
of
physics
some
in c o n te n t
of
the
from t h a t of
questionnaire.
Answers
instrument
pertain
to
the
attitudes
w e r e ma de on t h e
o Strongly
section
of
following Likert
agree
the
survey
scale,
o Disagree
o Agree
o Strongly
disagree
o Neutral
Responses were scored
Fennema
and
Sherman.
positively
worded
the
explain,
authors
from
I
to
5:
a
rule:
The
a
score
indicates
of
that
the responses
5 is
of
Domain
5
is
the
5
response
of
confidence,
physics,
hand,
5
a nd
points
perceived
attitudes.
of
is
were
to
awarded
to
that
the
did
6
As
scores
response
in a p o s i t i v e
exception
to
response
not
awarded
to
the
statements
the
enjoyment
this
which
stereotype
were
strongly
which
perceived
of
to
worded
5 points
statements.
of m a t h
the
of
men.
success,
negatively
Also,
Scale
composed
then assigned
assigned
learning
worded
active
points
response
were
positively
the
are
assigned
for
was
worded
individual
m ath em ati cs as a f i e l d
Thus
scale
and 6 n e g a t i v e l y
score
Male
t h e same m a n n e r a s . t h a t of
Each
thought to b rin g about the
manner.
in
On t h e
strongly
statements
awarded
of
to
indicated
usefulness
physics.
the
agree
other
disagree
these
the
of
same
strongly
I13
agree
response
indicated
a
perceived
as
awarded
worded
to
of
lack
sessions
the
anxiety
strongly
of
both
quarter
of
and
statem ents
that
disagree
response
of
s a me a t t i t u d e s
(see
distributed
1981.
the
first
Responses
lab
Physic's
period
in P h y sic s
grades
were
are
not
10 3°
obtained
disclosed
in
2 27
and
during
also
a
Table
this
the
class
3) .
during
class
the
collected
a following
following
At t h e e n d o f t h e q u a r t e r ,
from
be
negatively
were
one t o two w e e k s l a t e r d u r i n g
in
not
t wo w e e k s o f
approximately
period
was
would
within
which
physics
5 points
was
courses
worded
whereas
these
questionnaire
in
w inter
of
masculine,
statements
Th e
positively
roles.
class
student
Student
names
report.
Reliability
F e n n e m a a nd S h e r m a n f o u n d s p l i t
the
success,
and
effectance
0.88,
male
0.89,
Questions
were
correlated
half
test
to
their
Responses
coefficient
of
of
anxiety,
S p lit
in
respective
odd
of
be 0 . 8 7 » 0 . 8 7 » 0 .9 3 »
calculated
into
responses
to
usefulness,
re sp ec tiv e ly .
also
divided
numbered.
scales
0.87»
were
were
confidence,
m otivation
and
re lia b ilitie s
domai n,
half re lia b ilitie s
this
r ^ , the r e l i a b i l i t y
Items
items
items.
of
study;,
scales.
numbered
even numbered
half
the
Fr om
scale
were
this
wa s
TABLE 3
Me t h o d o f S c o r i n g S u r v e y R e s p o n s e s
Attitude
Confi dence
Strongly
Agree
Agr ee
Neutral
Disagree Strongly
Disagree
worded s t a t e m e n t
5
4
3
2
I
N e g a t i v e l y worded s t a t e m e n t
I
2
3
4
5
worded s t a t e m e n t
5
4
3
2
I
Positively
Perceived
Positively
Success
N e g a t i v e l y worded
s t at e me nt
I
2
3
4
5
Perceived
Positively
statement
5
4
3
2
I
Usefulness
N e g a t i v e l y worded s t a t e m e nt
I
2
3
4
5
Active
Positively
worded s t a t e m e n t
5
4
3
2
I
E n j o y me n t
N e g a t i v e l y worded
statement
I
2
3
4
5
Anxiety
Positively
worded
s t at e me nt
5
4
3
2
I
N e g a t i v e l y worded
s t a t e m e nt
I
2
3
4
5
Positively
worded
statement
5
4
3
2
I
M a s c u l i n i t y N e g a t i v e l y worded
statement
I
2
3
4
5
Perceived
worded
45
determined.
coefficient
The S p e a r m a n - B r o w n f o r m u l a f o r t h e r e l i a b i l i t y
is
r =
I + r
w h e r e r. i s t h e r e l i a b i l i t y of t h e h a l f t e s t and t h u s , r
h'h
e s t i m a t e s t h e r e l i a b i l i t y of t h e whole t e s t ( F e r g u s o n ,
1976) .
Valid i t v
The
Attitudes
themselves.
validity
of
Scales
were
Bo t h
which were to
other
were
items
attitude
determined
knowledgeable
procedures.
Biology
asked
at
Faculty
MSU,
the
for
validity.
The
selected
the
faculty
of
matter
from
their
testing
from
Education,
procedures,
survey
several
and
for
area
expertise
and
in
their
the
the
study,
who
are
testing
Chemistry,
science
a nd
were
Faculty
expertise
comment ed on t h e f a c e v a l i d i t y
instrument.
of
this
of t h e s u r v e y .
of
items
judged
persons
Physics,
because
researchers
validity
were used
subject
me mb e r s
because
wrote
scales
which
Mathematics
the
attitude
t o c o m m e n t on t h e s u b s t a n c e
members
on t h e
about
by
independently
scales
by
Fennema-Sherman
determined
authors
compose
author's
modified
the
in
of i t e m s
46
Me t h o d o f O r g a n i z i n g D a t a
The
results
following
of
4:
Description
Tables 5-10:
physics
study
are
organized
in
the
tables:
Table
science
the
of
students
Correlations
preparation
for
of the amount
physics
to
grades
of math and
received
in
by s e x
Table
11-16:
and s c i e n c e
Comparisons
preparation
Table
17:
for
Means
Fpnnema-Sherman a t t i t u d e s
Tables
attitudes
18-23:
toward
of
the
physics
for
item
to
math
of
the
modified
by s e x
Correlations
physics
of
f o r m a l e s and f e m a l e s
each
scales
amount
of
grades
mean
received
responses
of
in
by
physics
sex
Tables
24-29:
toward physics
Tables
of P h y sic s
(females
Comparisons
of
me a n a t t i t u d e
responses
me a n
responses
of f e m a l e s and m a l e s
30-35:
Comparison
227 s t u d e n t s
to
of
those
attitude
of P h y s i c s
I 03 s t u d e n t s
and m a l e s )
Statistical
The
presented.
sta tistic a l
The n u l l
Hypotheses
hypotheses
w ill
now
be
h y p o t h e s e s were examined w i t h the one-
47
tail
test
at
alternative
the
level
of
hypotheses- p r e d i c t e d
the
I A. T h e r e
the
number
of
.05
w o u l d be
years
a
of
significance.
following:
positive
high
The
correlation
school
math
and
between
grades
in
physics.
IB. T h e r e w o u l d be a p o s i t i v e
number
of
years
of
high
correlation
school
science
between the
and
grades
in
physics.
TC.
There
the
number
the
present
ID.
the
would
of y e a r s
of high
school
correlation
physics
and
between
grades
in
physics' course.
There
number
be a p o s i t i v e
would
of q u a r t e r
be
a
hours
positive
of
correlation
college
mat h
and
between
grades
in
physics.
IE.
There
would
be a p o s i t i v e
the number of q u a r t e r hours
in
correlation
of c o l l e g e
science
between
and g r a d e s
physics.
I F.
T h e r e w o u l d be a p o s i t i v e
number of q u a r t e r
hours
correlation
of
college
have
taken
physics
between the
and
grades
in
physics.
2 A.
than
would
significantly
mo r e m a t h
females.
2 B.
than
Males
Males
woul d have
taken s i g n i f i c a n t l y
females.
3
attitudes
mo r e s c i e n c e
_
A. T h e r e w o u l d be a
toward
success
in
positive
physics
and
c o r r e l a t i o n between
grades
in
physics.
A higher
correlation
will
There
be
be
found
for
males
than
for
females.
SB.
. attitudes
in
women
This
attitudes
a correlation
in
the
would
and a n e g a t i v e
SC.
in
toward
physics.
females
would
There
would
toward
one's
field
be
a
physics
for
a positive
own a b i l i t y
positive
a nd
grades
correlation
for
males.
correlation
for
physics
between
a nd
grades
physics.
3D.
the
There
perceived
BE.
anxiety
w o u l d be a p o s i t i v e
usefulness
of p h y s i c s
T h e r e w o u l d be a p o s i t i v e
toward
physics
a nd g r a d e s
active
enjoyment
4 A.
than
of p h y s i c s
Mal es woul d r a t e
correlation
and
grades
in
correlation
in
3F. T h e r e w o u l d be a p o s i t i v e
between
physics.
b e t w e e n low
physics.
correlation
a nd g r a d e s
in
between the
physics.
themselves higher
in confidence
females.
4
B.
masculine
4 C.
females
physics
4 E.
higher
Males would i n d i c a t e
field
than
Males
would
would
rate
that
physics
is
more of a
females.
physics
as
more
useful
than
would.
4D.
of
of
positive
correlation
be
between
Mal es
would
indicate
than
females
On - t h e
other
in anxiety
than
a greater
active
enjoyment
would.
hand,
males.
girls
would r a t e
them s e l v e s
49
4 F. ^ A ls o ,
toward
success
5 A.
higher
girls
attitudes
than males.
Physics
227
in confidence
5 B. ■ P h y s i c s
was . a m o r e
would have more p o s i t i v e
students
than
227
Physics
females
acceptable
would
themselves
I 03 s t u d e n t s .
would
field
rate
for
indicate
wo me n
than
that
physics
Physics
I 03
females.
SC.
useful
of
Physics
in anxiety
5F.
attitudes
students
rate
227 s t u d e n t s
would
physics
Physics
103
Physics
than
students
toward
toward
would
physics
as
more
I 03. s t u d e n t s .
Physics
enjoyment
SE.
higher
22 7
than Physics
5 D.
active
Physics
physics
22 7
in
a greater
103 s t u d e n t s .
would
rate
themselves
t h a n P h y s i c s 2 27 s t u d e n t s .
students
success
indicate
have
physics
more
than
positive
Physics
I 03
students.
Data A n a l y s i s
Data
and
3(A-F)
were
analyzed
were
tested
correlation
coefficient.
coefficient
is
statistically.
by
The
the
Hypotheses
I ( A- F)
Pearson-product-moment
formula
for
the
correlation
50
where X i s
Y is
the
the
me a n o f o n e v a r i a b l e ,
me a n o f
X^is a s p e c i f i c
is
a specific
a second v a r i a b l e ,
data
score
of
the
first
data
score
of
the
second v a r i a b l e ,
x^is
the
deviation
of s c o r e s
is
the
d e v i a t i o n of
scores
of
explains,
a
exists
correlation
negative
between
correlation
ma xi mum p o s i t i v e
Y (Ferguson*
indicates
correspond
A high c o r r e l a t i o n
relationship
a
from
coefficient
one v a r i a b l e
variable.
f r o m X, a n d
scores
The c o r r e l a t i o n
to
the
implies
two
coefficient
1976).
how c l o s e l y
scores
of
variables.
of
+1
linear
As F e r g u s o n
describes
b e t w e e n t wo v a r i a b l e s ,
of
- I
describes
b e t w e e n t wo v a r i a b l e s :
the
a second
that a close
coeficient
relationship
relationship
variable,
the
the
while
maximum
a correlation
coefficient
of 0 i n d i c a t e s
that
there
is
no r e l a t i o n s h i p
between
variables.
0.05
level
of
significance
chosen
the
for
significance
null
testing
means
hypothesis
coefficient
the
and a c c e p t a n c e
as
than or
test
of
hypotheses.
one ha s
when i t
greater
Hypotheses
null
that
r for the o n e - t a i l e d
null
The
a 5 /» c h a n c e
actually
equal
will
to the
result
the a l t e r n a t i v e
2 ( A-B), 4 ( A-F),
true.
by
of
level
rejecting
of
a
A correlation
critical
value
in r e j e c t i o n
of
of t h e
hypotheses.
a n d 5 ( A - F ) We r e t e s t e d
a t t e s t of s i g n i f i c a n c e b e tw e e n t h e means.
given
This
wa s
by
The f o r m u l a i s
51
(X - Tj
t =-
\/
(Nie,
Hull,
wh e r e t h e d e g r e e s
sX
Jenkins,
2
Steinbrenner,
and B e n t ,
of freedom are approximated
[ ( S 7 )2
df
I
+
[S3T2 ] 2
1975)
by
(S^)2 ]
+
[ S v2 ]'2
V . »1-1
( Nie,
wh e r e
Hull,
Jenkins,
s7 i s t h e s t a n d a r d
Steinbrenner,
error
of sampl e
N
and B e n t ,
I
—o
- x )
V
=
H1 ( N1- I )
( C o c h r a n and Cox,
and Sy i s
the s t a n d a r d e r r o r
sy
of sampl e 2
=
\l
N2 ( N2 - I )
1957)
1975)
52
X
is
t h e me a n o f s c o r e s
in
sample
I,
Y
is
t h e me a n o f
in
sampl e
2,
scores
is
a specific
score
Yi i s
a .specific
s co re in group 2 ,
Ni i s
the
n u mb e r
of it ems
Mg i s
the
n u mb e r o f
The
for
one g r o u p as
The
or
study,
many
cases
variances
rejection
to
the
result
*t *
of
in
sampl e 2 .
to
the
of
for
the
null
to
of the
null
of
the
as
assumes
are
of
of
that
similar.
groups
a
group.
determ ination
hypotheses
different
of
significance
hypotheses.
value
rejection
were
compared
In
in
to
the
of
of
t
for
the
A t
the
null
was
chosen
for
greater
t h a n or
one-tailed
and
test
acceptance
equal
would
of
the
w e r e ma d e by a c o m p u t e r a t
the
hypotheses.
Statistical
Center
"Statistical
of a n o t h e r
the
the v a ria n c e s
as
in the v a r i a n c e s
be c o m p a r e d
Precautions
Computer
approxim ated
groups.
level
alternative
were
variances
used
significantly
critical
I , a nd
differences
table
0.05
in
sample
the groups
other
I,
in
large
however,
in
The
the
group
freedom
retention
the variances
this
of
compared
standard
rejection
items
degrees
correction
in
analyses
at
Montana
Package for
f o r Accuracy
State
the S ocial
University
Sciences"
using
(Nie,
the
Hull,
53
Jenkins,
wa s
Steinbrenner,
obtained
assumption
running
added
from
wa b
and B e n t ,
specialists
ma d e
properly.
that
Ke y
at
the
1975).
the
Programming
Computer
computer
punch
errors
Center.
The
accurate
and
rechecked
for
was
were
help
accuracy.
Summar y
The
problem
distributing
of
this
study
a questionnaire
to a l l
a n d I 03 a t MSU d u r i n g
instrument
for
and
obtained
background
classes
roll
data.
were
about
physics,
Students'
obtained
at
the
of
responses
study
of
males
investigated
preparation
227
The s u r v e y
students'
preparation
along
in
with
personal
these
physics
the q u a r t e r
for
and
females
sex-related
attitudes
from
e x a m i n e d f o r m a l e s and f e m a l e s .
performed
significance
was
grouped
by
chosen
a
in
and
physics.
were a l s o
were
for
toward
attitudes
tables.
the
testing,the
compared.
The
null
The
toward
Statistical
computer.
for
were
differences-
of
Data
preparation
and
on g r a d e s
were
Physics
o f 19 8 1 .
grades
end
in
by
sheets.
Th e
The
toward
investigated
students
winter q uarter
information
attitudes
was
0.05
in
effect
physics
analyses
level
hypotheses.
of
54
Chapter
IV
RESULTS
The
problem
determine
study
of
physics;
determine
toward
for
grades
and
attitudes
nonengineering
students
The
all
Montana
State
227
and
students
Th e
103
Physics;
227
to
of
those
by
physics
this
study
for
into
physics;
of
of
the
and
and
19 8 1
composed
in
to
of
Physics
1981.
All
respond.
three
parts:
(a)
(b) a ttitu d e s
the a t t i t u d e s
Physics
(e)
science
during
wa s
to
toward
and
enrolled
quarter
to
(c)
nonscience
in
w inter
divided
of
the
attitudes
by s e x ;
sex
to
between
sex;
between
of
students
and (c) a c o m p a r i s o n of
to
by
the o p p o rtu n ity
preparation
students
for
attitudes
physics
enrolled
the
are
in
those
University
were g i v e n
and s c i e n c e
(a)
preparation
physics
physics
population
during
results
in
in
toward
students
year.
fivefold:
relationships
grades
engineering
school
in
differences
determine
physics
was
(b ) to d e te r m in e r e l a t i o n s h i p s
and
to
study
differences
sex-related
( d)
compare
this
sex-related
preparation
physics;
of
I 03
math
toward
of Physics
students.
The
55
Peyrson-product-moment
analyze
relationships
A t
of
test
correlation
a mong
significance
determine
how
compared
to
Hypotheses
the
mean
were
the v aria b les
between
closely
the
coefficient
the
mean
score
examined
of
means
at
the
this
of
a
used
0.05
used
one
second
to
study.
wa s
score
of
wa s
to
group
group.
level
of
significance.
The r e a d e r
not
obtained
students
not
to
from
in
opportunity
to
227
responding
females,
the
those
of
B,
C,
D,
of
Physics
they
18 t o
were
22
respondents
engineering
age
or
of
age.
103
the
the
s h o wn
survey
shown
227
or
Th e
indicated that
;
majors
arid t h a t
in
some
Table
5.
respondants
22 7
4.
The
a grade
The
large
indicated
that
majors
and
Physics
103
engineering
m ajority
of
they
were
not
they
were
18
chose
females
who r e c e i v e d
Table
the
Physics
I 03
in
all
given
of
and
were
While
survey,
males,
are
results
were
a nd p e r c e n t a g e
I 03
F are
that
population.
and
to
responding
science
years
227
survey
of
cautioned
entire
The n u m b e r
to
majority
the
respond
number
A,
be
Physics
respond.
males,
should
to
science
or
22 y e a r s
of
X
56
TABLE 4
Percent
Gr oup
of
S t u d e n t s Who R e s p o n d e d
Total
Number of
Percent
of Thos e
Responding to
Respondents
(N)
t h e Survey
105
42%
Physics
227 ma l e s
Physics
227 f e m a l e s
29
56%
Physics
103 m a l e s
38
51%
Physics
103 f e m a l e s
21
7 5%
TABLE 5
Description
of
Stude n t s
■Grades
A
Gr o u p
Physics
227 m a l e s
Physics
227
Physics
103 m a l e s
Physics
103
females
females
B
C
D
F
56
27
14
I
7.
11
I0
6
2
0
I5
15
5
3
0
7
5
7
2
0
57
Ma t h a n d S c i e n c e
HYPOTHESI S
between
in
the
number
There
of y e a r s
is
of
a
for
Physics
positive
high
school
correlation
mat h
and g r a d e s
physics.
A positive
high
school
Physics
is
IA :
Preparation
correlation
math
10 3 f e m a l e s
significant
hypothesis
Physics
and
and
is
at
the
was
6 shows
the
various
groups.
between
number
227
This
level.
other
found
at
the
There
of y e a r s
is
a
of
high
the
null
accepted
for
involving
males
retained
since
found
is
for
relationship
prescribed
coefficients
found
Thus,
cases
hypothesis
correlation
school
males
Thus,
wa s
science
(r=0.183>
p= 0 . 0 3 ) .
t h e 0.0 5 l e v e l .
level.
for
positive
This
involving
found
each
Table
of
the
correlation
school
science
in
a nd P h y s i c s
relationship
the n u ll
between
and g r a d e s
p= 0 . 0 3 )
P h y s i c s 227 m a l e s and P h y s i c s
cases
was
and
physics.
of high
( r =0 . 4 2 0 ,
physics
and t h e a l t e r n a t i v e
null
IB:
A positive
of y e a r s
0.05
In the
correlation
the
in
Physics
the
not
HYPOTHESI S
in
( r = 0. 4 6 8 , p = 0 . 0 2 ) .
I 03 f e m a l e s .
significance
grades
grades
rejected,
fem ales
b e t w e e n t h e number of y e a r s of
is
hypothesis
the
physics
is
null
for
103 f e m a l e s
significant
I 03 f e m a l e s .
m a l e s and f e m a l e s
t h e number
rejected
In
the
at
for
other
hypothesis
is
58
TABLE 6
Correlations
for
o f t h e Amount o f Hi g h S c h o o l
Ma t h P r e p a r a t i o n
Ph ys ic s to Grades Received in Physics
Gr oup
Mea n
Phvsics
S t a n d a rd
No . C o r r e l a t i o n
Deviation
( N) C o e f f i c i e n t
Level
Significance
227 ■
males
3.8 0
0.765
I 05
0.0810
0.2
females
3.89
0.567
28
0.0240
0.5
males
2.81
1.13
37
0.229
0.09
females
3.05
I . 16
21
0.467
0.02*
^Significant
at
Phvsics
103
the 0.05
level
of
59
retained
the
since
prescribed
no s i g n i f i c a n t
level.
HYPOTHESIS
between
grades
the
high
at
rejected
of y e a r s
the
school
a
the 0.05
for
positive
since
between
the
grades
level.
ID :
correlation
physics
and
of
college
( r =0 . 3 7 5 ,
a
mat h
a positive
between
and g r a d e s
p =0 . 0 4 ) .
taken
is
hypothesis
retained
for
and P h y s i c s
I 03
were f ound
s hown i n T a b l e 8.
positive
correlation
by a n
individual
correlation
was f o u n d
the number
in p h y s i c s
No o t h e r
Therefore,
the
null
Physics
227 f e m a l e s ,
but
is. re ta in ed
Physics
103 m a l e s ,
for
Physics
hypothesis
and P h y s i c s
T a b l e 9.
of q u a r t e r
significant
found.
s h o wn i n
null
is
are
for
physics.
be s i g n i f i c a n t
mat h
physics
relationships
The r e s u l t s
is
in
n u mb e r
relationship
the
103 m a l e s ,
There
At t h e 0 . 0 5 l e v e l ,
college
This
Thus,
significant
level.
amount
in
p= 0 . 0 I ) .
Physics
no o t h e r
prescribed
and g r a d e s
P h y s i c s 22 7 m a l e s b u t
HYPOTHESI S
are
at
s hown i n T a b l e 7.
of high s ch oo l
physics
( r= 0 . 2 14 ,
227 f e m a l e s ,
females
to
is
are
found
c o r r e l a t i o n wa s f o u n d b e t w e e n t h e
22 7 m a l e s
Physics
and
There
n u mb e r
of
significant
at
1C:
positive
years
Physics
is
The r e s u l t s
were
in physics.
A
of
relationships
hours
22 7 f e m a l e s
correlations
is
rejected
for Physics
103 f e m a l e s .
of
were
for
2 27 m a l e s ,
The r e s u l t s
60
TABLE 7 .
Correlations
of
t h e Amount o f Hi g h
School
Science
P r e p a r a t i o n f o r Ph y s ic s to Grades in Ph y s ic s
Mean
Gr oup
Standard
No . C o r r e l a t i o n
Deviation
(N)
Coefficient
Level
of
Significance
Physi-Cjs. 2 2 1
males
3 . 28
I . 19
104
0.183
females
3.52
0.79
28
-0.0302
0.4
2 .43
1.13
■38
—0 , 1 6 2
0 .2
. 2.43
1.12
21
0.420
Phvsics
I 0?
males
females
0.03*
8 Significant
at
the 0.05
level
0.03*
61
TABLE 8
Correlations
of
the
Preparation
Gr o u p
Mean
Amount o f Hi g h
School
to Grades in Phy si cs
Physics
Level
No . C o r r e l a t i o n
Deviation
(N)
Co e f f i c l e n t
Significance
,0.01*
*
P h v a i n a 227
mal e s
0 . 881
0.586
105
0.214
f emales
0.828
0.449
29
0.225
0.1
males
0.382
0.538
38
-0.0014
0.5
females
0.300
0.733
20
-0.145
OO
O
^Significant
at
Phvaica
of
Standard
I OV
the 0.05
level ■
62
TABLE 9
Correlations
of
the
Number
of
Quarter
C o l l e g e Mat h t o G r a d e s i n P h y s i o s
Mean
Gr oup
Phvsics
Standard
No . C o r r e l a t i o n
Deviation
(N)
C o e f f i c i e nt
Hours
Level
227
0. 1
9.73
9.56
95
-0.130
females
7.83
7 . 89
23
0.375
0.04°
mal e s
5.9 4
5.10
33
0 . 0 34 8
0 .4
females
6.20
8.00
20
^Significant
at
103
the 0.05
level
-0.142
of
Significance
ma l e
Phvsios
of
0.3
63
HYPOTHESIS
between
the
individual
IE:
a mo u n t
in
physics.
found
between
the
individual
At
found
is
IF:
0.05
and g r a d e s
mo r e ma t h
A
in
t
test
of
high
school
college
is
a
by
found
between
science
is
and
retained.
positive
college
an
grades
Results
physics
correlation
taken
by
an
in p h y s ic s .
no p o s i t i v e
n u mb e r o f
quarter
physics.
Thus,
are
found
Mal es w i l l
correlations
h ou r s . of
the
null
in Table
have
taken
were
college
hypothesis
11.
significant! y
the
null
a significant
to
b e t w e e n t h e means d i d
for
the
as
n u mb e r
of
compar ed
to
hypothesis
not
years
of
that
taken
regarding
high
retained.
of q u a r t e r
hypothesis
difference
Thus,
ma t h i s
compar ed
significance
ma t h t a k e n by m a l e s
females.
Also,
are
taken
than females.
a significant
n u mb e r
of
2 A:
show
school
of
There
The r e s u l t s
HYPOTHESIS
science
hypothesis
level,
the
retained.
correlation
10.
and g r a d e s
between
physics
hours
a mo u n t
the
positive
no c o r r e l a t i o n was
Thus, the null
HYPOTHESIS
a
physics.
level,
in Table
is
college
in
n u mb e r o f q u a r t e r
are
by
of
and g r a d e s
At t h e 0 . 0 5
the
There
hours
that
regarding
s hown i n T a b l e s
difference
of
taken
c o l l e g e ma t h
by
college
12 a nd
was n o t
females.
mat h
13•
is
taken
found
for
the
by m a l e s
as
Thus,
retained.
the
null
The r e s u l t s
TABLE 10
Correlations
of
the
Numbe r
of
Quarter
Hours
College Science to Grades in Ph ysics
Gr oup
Mean
Standard
No.
Correlation
Deviation
(N)
Coefficient
96
-0.0064
0.5
23
0.150
0.2
Level
CO
a\
11 .4
males
5.47
5.93
36
0.0681
on
O
CO
5.96
on
females
females
5.45
4.35
20
0.342
0.07
^Significant
at
Phvsics
101
the 0.05
level
of
Significance
P h v s i c s 227
mal e s
of
TABLE I I
Correlations
of
the
Numbe r
of
Quarter
Hours
College Physics to Grades in Physics
Gr oup
Mean
Standard
No. C o r r e l a t i o n
Deviation
(N)
Level
of
of
Coefficient
Significance
P h v s i c s 227
males
1.17
2.66
97
0.120
0.1 .
females
0.120
0.600
25
0.208
0.2
males
0.568
I . 41
37
-0.0578
0.4
females
I . 76
3.06
21
0.349
Phvsics
103
•
0.06
66
. TABLE 12
A
t
T e s t o f S i g n i f i c a n c e B e t w e e n t h e Means
f o r t h e Numbe r
of
Years
o f Hi g h S c h o o l Mat h T a k e n
by
Mal es
as
C o mp a r e d t o t h a t T a k e n by F e m a l e s
Gr oup
Phvsics
Mean
3.80
females
mal e s
females
No .
t
Deviation
(N)
Val ue
Level
0.765
105
3.90
0.567
28
2 .8 I
1.13
37
-0.71
0 .2
-0.75
0.2
I 03
3.05
I . 16
21
of
Significance
227
males
Phvsics
Standard
67
TABLE 13
A
t
T e s t o f S i g n i f i c a n c e B e t w e e n t h e Mea ns f o r t h e Numbe r
o f Q u a r t e r Ho u r s o f C o l l e g e Mat h T a k e n by M a l e s
as
Co mp a r e d t o t h a t T a k e n by F e m a l e s
Gr o u p
Mean
Standard
No .
t
Deviation
(N)
Val ue
Level
Significance
P h v s i o s 227
males
9.73
females
Phvsios
males
females
9.56
95
7.83
7 . 89
23
5.94
5.10
33
0.99
0.2
-0.1 3
0. 4
103
6.20
8.00
2.0
of
68
HYPOTHESIS 2 B:
mo r e
science
A t
than
test
school
taken
of
significance
science
science
taken
Thus
is
the
number
males
as
mo r e
compared
to
science
college
retained
are
for
for
had
of
Physics
Physics
A t
than
test
the
physics
null
of y e a r s
compared
of
to
that
regarding
high
college
t h e 0.05 l e v e l
science
taken
227
wa s
females
found
by
by P h y s i c s
Thus, the
2 27
males
and
(t=2.55,
between
the
I 03 m a l e s
as
null
hypotheses
females
103 m a l e s a n d f e m a l e s .
14 a n d
taken
but
is
Th e r e s u l t s
15.
have
taken
significantly
females.
of
show a s i g n i f i c a n t
school
as
Physics
103 f e m a l e s .
s h o wn i n T a b l e s
physics
number
not
P h y s i c s 22 7 m a l e s had t a k e n
HYPOTHESI S 2 C : M a l e s w i l l
mo r e
significantly
means did
hypothesis
difference
science
to Physics
rejected
the
wa s f o u n d a t
hours
than
amount
is
null
females.
No s i g n i f i c a n t
compared
the
males
difference
p=0.006).
of
for
by
the
of q u a r t e r
college
taken
retained.
A significant
of
have
between
difference
by f e m a l e s .
school
will
females.
show a s i g n i f i c a n t
high
Males
significance
difference
between
the
between the
t a k e n by m a l e s a s c o m p a r e d t o
hypothesis
regarding
high
means did
amount
of h i g h
females..
school
not
physics
Th u s
is
retained.
A significant
of t h e amount
difference
of c o l l e g e
physics
wa s
found
taken
at
the
by m a l e s
0.05 l e v e l
as
compared
69
TABLE I 4
A t T est o f S ig n ific an c e Between th e Means f o r the
Number o f Years o f High School Science Taken by
Males as Compared to th a t Taken by Females
Group
Mea n
S t a nda rd
No.
t
Deviation
(N)
Val ue
Level
Significance
P h v s i c s 227
CO
CU
femal es
on
ma l e s
1. 19
I 04
3.52
.0.79
28
2.43
1.13
38
- I .24
0. 1
0.02
0.5
P h y s i c s I CH
mal es
females
2.43
1.12
21
of
70
TABLE 15
A t Test of S ig n ific a n c e Between th e Means fo r the
Number o f Q uarter Hours o f College Science Taken
by Males as Compared to th a t Taken by Females
Group
Mea n
Standard
No.
t
L evel of
Deviation
(N)
Va l ue
Significance
2.55
0.006s
0.02
0. 5
P h v s i c s 227
mal es
I I .4
CO
^r
5.96
23
5. 9 3
36
OO
females
96
19 .8
P h v s i c s 101
mal e s
5.47
females
^Significant
5.45
at
the 0.05
4.35
level
20
71
to
that
taken
by f e m a l e s
they
prior
t o P h y s i c s 22 7 t h a n f e m a l e s
large
negative
( t =- 1 . 6 ' 9 >
previous
227
students.
t was
students
and
The r e s u l t s
are
are
is
19 7 6 ) .
As
scores
from
response
positive
in
the
to
5:
thought to
manner.
assigned
individual
me n .
the
courses
retained
A
students
hypothesis
is
rejected
for
for
Physics
103
16 a n d
18 ,
statem ents
explain,
the
a
of
score
the
20,
17•
exception
response
5
is
this
which
of math
say
and
23.
that
in the
most
the
Male
a score
of 5
indicated
to
the
discussion
on page
assigned
to
that
rule:
mathematics
data.
are
assigned
stereotype
scoring
22,
worded s t a t e m e n t s
responses
go o n t o
to
2 1,
(Fennema and Sherman,
learning
The a u t h o r s
the
19,
not
of
I 03
null
did
Refer
method
to
the
P=O. 00 I ) .
Towar d P h y s i c s
effect
D o m a i n S c a l e was t h e
was
Physics
of 6 p o s i t i v e l y
worded
authors
I
for
s hown i n T a b l e s
Tables
composed
and 6 n e g a t i v e l y
( t = 3 . 5 5,
physics-
of t he m o d i f i e d Fennema-Sherman A t t i t u d e s
shown
Each s c a l e
is
indicated
college
had
physics
Attitudes
Scales
found
Mal es
mor e
Therefore,
college
The r e s u l t s
227•
significantly
p =0 . 0 5 ) .
regarding
Physics
taken
Physics
that
fairly
had
in
that
the
as a f i e l d
for
4?, a n d T a b l e
3 for
72
TABLE 16
A t Test o f S ig n ific an c e Between th e Means fo r the
Number o f Years o f High School Physics Taken by
Males as Compared to th a t Taken by Females
Mean
Standard
Deviation
No.
• (N)
t
L evel of
Va l ue
Significance
0.53
on
O
Group
0.44
0.3
P h v s i o s 227
ma l e s
females
0 .881
0. 5 8 6
I 05
0.828
0.449
29
0.382
0.538
38
P h v s i c s 101
mal es
females
0.300
0.733 .
20
73
TABLE 17
A t Test o f S ig n ific an c e Between th e Means fo r the
Number o f Q uarter Hours o f College Physics Taken
by Males as Compared to th a t Taken by Females
Mea n
Group
Level
of
Standard
No.
t
Deviation
(N)
Va l ue
Significance
3.55
0.001°
P h v s i c s 227
mal e s
females
Phvsics
2.66
1.17
97
0.120
0.600
28
0.568
I .4 I
37
103
mal e s
—I . 69
-
f e ma l e s
I . 76
^Significant
at
3.06
the 0.05
level
21
0.05
74
TABLE 18
The M o d i f i e d
Statement
I .+ I t
w o u l d make me
happy to
2.
the
in
3.
Physics
P h y s i cs
Physics
Physics
227
227
Ma l e
Femal e
Mal e
F e ma l e
4.20
4.28
3.95
3.9 5
4.30
4.17
4.05
4.10
4.4 1
4.48
4.27
4.43
3 .9 0
3.76
3.79
3.71
4.12
3.79
3.79
4.14
3.9 0
3.86
3.55
4.14
1 03
103
student
physics.
+ I'd
be p r o u d t o
outstanding
be
student
physics.
+ I'd
be h a p p y t o g e t
top g r a d e s
4.
Scale
be r e c o g n i z e d
as an e x c e l l e n t
in
Success
+ It
greatto
in
physics.
w o u l d be r e a l l y
win a p r i z e
in
physics. .
5 . + Being f i r s t
physics
in
a
competition
w o u l d make me p l e a s e d .
6 . + B e in g r e g a r d e d
as
smart
in
physics
w o u l d be a g r e a t
thing.
75
TABLE I 8 - C o n t i n u e d
7. -
Wi nni ng
a
prize
in
4.10
4.0 3
4. 08'
4.24
4. 26
4. 2 I
4. 27
4. 33
4. 0 7
4.17
3-9 5
4.50
3 .5 9
3.4 8
3 .4 7
4. 29 .
4. 08
4.4 0
4. 0 5
4.1 5
4.17
4.1 7
4.14 .
4.62
105
29
38
p h y s i c s w o u l d ma ke me
feel
unpleasantly
conspicuous.
8, -
People
would
think
t h a t I was an e g g h e a d i f I
got
A* s i n p h y s i c s .
9.-
If
I
had
physics,
hide
it.
10.-
If
I would
I
got
highest
grade
physics
I'd
no o n e
knew.
11.-
It
people
good
try
in
to
the
in
prefer
would
like
grades
make
me l e s s
i f I were a r e a l l y
good
12. to
physics
I
think
don't
student.
like
I'm s m a r t
people
in
physics.
N=
21
76
TABLE 19
The M o d i f i e d Mal e Doma i n S c a l e
Statement
1 . + Females a r e as
good a s m a l e s
Physics
Physics
22 7
227
Ma l e
F e ma l e
Physics
103
P h y s i cs
103.
Mal e
Femal e
4.02
4.38
4.18
4.25
4.46
4.90
4.39
4.6 2
4.16
4.66
4.32
4.38
4.19
4.66
4.24
4.57
3 . 82
4.28
3 .50
4.20
4.12
4.52
4.16
4.48
in
physics.
2 . + Studying physics
is
just
as a p p r o p r i a t e
f o r women a s f o r m e n .
3 . + I would t r u s t
woman j u s t
a s much a s
I would t r u s t
figure
a
a man t o
out important
calculations.
4. + Girls
well
as
c a n do j u s t
boys i n
5 . + Mal es a r e
naturally
females
physics.
not
better
than
in physics.
6 . + Women c e r t a i n l y
logical
as
enough to
in p h y s ic s .
are
do w e l l
7:7
TABLE I Q- C o n t i n u e d
7. -
I t ’s
a female
in
hard
4 .3 9
4. 72
4. 3 5
4.70
4.16
4.3 8
3-9 5
4. 05
4.10
4 .5 9
4. 08
4.33
4.28
4. 72
4. 21
4. 57
4 .3 9
4.8 6
4. 32
4. 6 7
4.1 5
4. 34
4. 16
4.48.
105
29
38
could be a g e n i u s
physics.
8. -
When a woman h a s
solve a physics
it
believe
to
to
problem,
is fem inine to ask a
man f o r
9. -
I
would
faith
for
help.
have
mo r e
in the answer
a physics problem
s o l v e d b y a ma n t h a n a
wo ma n .
10. -
Girls
studying
who
physics
enjoy
are a b i t
peculiar.
11. -
Physics
is
for
I
expect
me n.
12. -
would
a
woman m a t h e m a t i c i a n t o
be a m a s c u l i n e t y p e o f
person.
21
78
TABLE 20
The M o d i f i e d
Statement
Physics
I .+ G e n e r a l I y I
have
about
felt
confidence
Scale
Physics
Physics
P h y s i cs
227
227
103
Ma l e
F e ma l e
Mal e
F emal e
3.9 5
3.62
3.55
3.19
3.9 0
3.66
3.34
2.75
4.34
4.28
4.18
4.10
3. 9 7
3.59
3.34
3.15
4.11
4.10
4.03
3. 86
3.67
3.17
3.13
2.48
103
secure
attempting
physics.
2 . + I am s u r e
could
do a d v a n c e d
wor k i n
3.
I
4.
I
physics.
+ I am s u r e
can l e a r n
that
physics.
+ I think
I could
h a n d l e mo r e
difficult
physics.
5 . + I can
good g r a d e s
get
in
physics.
6 . + I have a l o t
of s e l f - c o n f i d e n c e
whe n i t
physics
c ome s t o
79
TABLE 20 C o n t i n u e d
7.-
I
am no
good
in
4.17
4.1 0
3.82
3.55
4.25
3.9 3
3.45
2. 57
physics.
8 .-
I do n' t
I could
think
do a d v a n c e d
physics.
9. -I'm
to
not
the
do w e l l
1 0 . - For
in
type
4.00
3.79
3. 19
3.8 5
3 .7 2
3. 66
3 .2 9
3.9 9
3.79
3.79
3 .5 7
3. 96
4. 03
3. 7 1
physics.
som e
even though
4.29
I
reason
study,
p h y s i c s seems
unusually
hard
for
me.
11. I
Most
subjects
can h a n d l e
but
I have
for
flubbing
0 . K.,
a knack
up
physics.
I 2.-P hysics
has
4.1 0
I
b e e n my w o r s t
subject.
N=
105
29
38
21
80
TABLE 21
The M o d i f i e d U s e f u l n e s s
Statement
1 .+ I ’ l l
need p h y s i c s
f o r my f u t u r e
2.
+
useful
Physics
Physics
227
227
Ma l e
F e ma l e
Mal e
F eraale
4.47
4.21
'3.29
2.9 0
4.02
3 .9 0
3.55
3.38
4.28
4.21
3.21
2.80
4.39 .
4.24
3.9 2
4.14
4.2 7
4. TO
2.9 2
2.10
3 .9 3
3.69
3.6 1
3.29
4.51
4.28
4.29
4.00
103
P h y s i cs
103
I know how
it
is.
3 . + Kn owi ng p h y s i c s
will
Physics
work.
I study physics
because
Scale
help.me
earn a
living.
4 . + Physics
worthwhile
is
a
and n e c e s s a r y
subject.
5.+ I will
mastery
need a f i r m
of p h y s i c s
for
my f u t u r e w o r k .
6.
+ I will
use p h y s i c s
i n many wa ys a s a n
adult.
7
Phys i cs
relevance
is
of
no
t o my l i f e .
81
TABLE 2 1 - C o n t i n n e d
8. -
Physics
will
not
be i m p o r t a n t
4.39
4.48
3.66
3.60
4.26
4.24
3.71
3.43
t o me i n my l i f e ' s
work.
9.
-
I see
physics
as a s u b j e c t
rarely
daily
I will
use
i n my
life
a s an
adult.
10.is
Taking p h y s i c s
a waste
11. -In
adult
not
of
it
important
me t o
do w e l l
4.59
4.39
4.38
4.52
4.21
4 . 13
3 .9 5
4.56
4.34
3.76
3.14
105
29
38
time.
t e r m s o f my
life
4.63
is
for
in
physics.
1 2. - I expect
to
have l i t t l e . u s e
for
physics
get
out
N=
when I
of s c h o o l .
21
82
TABLE 22
The M o d i f i e d
Statement.
1. + Physics
s c a r e me a t
2. +
It
me a t
all
doesn't
Anxiety Scale
Physics
Physics
Physics
Physics
227
227
103
103
Mal e
Femal e
M ale
3-33
2.90
3.50
. 3.05
4.16
4.14
3.66
3.48
3.37
3.14
3.26
3.43
2.82
2.45
3.08
3.05
3.28
3.04
3.32
3.15
3 .9 1
3.69
3.66
3.4 5
F e r a al e
all.
wouldn't
to take
bother
mor e
physics.
3 . + .I haven't
usually
worried
about
being
able
solve
physics
to
problems.
4 . + I almost
have
gotten
during
never
s h o o k up
a physics
test.
5. + I usually
have
been a t
ease
during
physics
tests. •
6 . + I usually
been a t
ease
in
physics
classes
have
;
83
TABLE 2 2 - C o n t i n u e d
7•-
Physios
usually
4.04
3.76
3.97
3.62
4.03
4.07 ’
4.03
3.86
3.77
3.43
3.53
3.14
3 .8 1
3.59
3 .8 4
3.71
3 .43
2.86
3.47
2.9 5
3 .9 2
3.76
3 .9 7
3.62
105
29
38
21
ma k e s me f e e l
u n c o m f o r t a b l e and
hervoub.
8.-
P h y i c s ma k e s me
feel
uncomfortable,
restless,
irritable,
and
impatient.
9 .-
I
get
a sinking
f e e l i n g when
of. t r y i n g
I
think
hard physics
problems.
1 0 . - My mi nd g o e s
blank
and
think
I am u n a b l e
clearly
when
to
working
physics.
11. - A physics
scares
12. feel
test
me.
P h y s i c s ma k e s me
uneasy
and
co n f u s e d .
84
TABLE 23
The M o d i f i e d
o
Effeotance
M otivation
Scale
_______________________________________________________________________________
Statement
1. + I like
related
physics
Physics
Physics
22 7
227
Ma l e
Femal e
3.68
3.79
Physics
103
M ale
Physics
1 03
Female
3.55
3.10
puzzles.
2 . + Physics
is
and s t i m u l a t i n g
enjoyable
I can't
3 . 86
3 .84
3.71
3.79
3 .48
3.55
3.52
3 .42
3 .4 1
3.32
3 .4 5
3.68
3.79
3.68
3.5 2
t o me.
3 • + When a p h y s i c s
problem a r i s e s
3 . 89
that
immediately
s o l v e , I s t i c k with
it
until
I have
the
solution.
4 . + Once
trying
I start
t o wo r k on a
physics
puzzle,
find
hard
it
to
I
stop.
5 . + When a q u e s t i o n
is
left
unanswered
in physics
continue
it
class, I
to
afterward
think
about
85
TABLE 2 3 ~ C o n t i n u e d
6.+
I am c h a l l e n g e d
physics
problems
understand
appe a l
8. -
puzzles
10. -
3.76
3.9 6
4.10
3 .82
3 .8 5
4.06
4.21
3 . 87
3.60
3.83
4.03
3.68
3 .80
4.00
4.1 0
3.89
4.05
4.06
4. 14
3 . 97
4.05
3.88
3.9 7
3 .9 5
4.05
29
38
21
not
challenge
of
problems
does
appeal
-
3.61
t o me.
physics
9.
3.86
I can’t
out. p h y s ic s
does
The
not
3-94
immediately.
7 •- F i g u r i n g
problems
by
to
me.
Physics
are
related
boring.
I don’ t understand
how some p e o p l e
can s pend
s o much t i m e on p h y s i c s
and seem t o e n j o y
11. -
I
it.
would r a t h e r
s o me o n e g i v e me t h e
have
solution
to a d i f f i c u l t
physics
problem
to have to
than
wor k i t
out
for myself.
12.-
do
as l i t t l e
in
N=
I
physics
as
wo r k
possible.
105
86
HYPOTHESIS 3 A:
between
attitudes
There w i l l
toward
be
success
a positive
in
physics
correlation
and
grades
in
physics.
At
found
the
0.05
between
grades
in
level,
attitudes
physics.
The r e s u l t s
are
grades
in
found
between
grades
p =0 .00 5).
females
the
toward
in
correlation
this
was
test
hypothesized.
grades
in
course
There
correlation
will
of
tended
are
and
was
physics
and
227 f e m a l e s ,
and
for
level
Physics
( r = 0.5 5 I ,
of P h y s i c s
of p h y s i c s ,
significant
The r e s u l t s
toward
this
wa s
physics
men.
attitudes
the f i e l d
that
not
physics.
retained.
correlation
coefficient
at
the
coefficient
HYPOTHESIS 3C:
between a t t i t u d e s
for
m asculinity
correlation
women i n
of
be a p o s i t i v e
significant
significant
achieved
is
and
be a c o r r e l a t i o n b e t w e e n
f o r P h y s i c s 22 7 m a l e s ,
but
and
no
perceived
males,
as
will
The m o r e p o s i t i v e
grade
positive
was
physics
hypothesis
correlation
level,
A positive
fem ales
null
in
was
T a b l e 24.
There
the
in p h y s ic s
I 03 m a l e s .
10 3
0.05
sue ce ss
There w i l l
f o r wome n a n d a n e g a t i v e
the
correlation
t o w a r d women i n t h e f i e l d
physics.
At
the
s h o wn i n
attitudes
significant
toward
Thus,
HYPOTHESI S 3 B:
positive
no
to
103
the higher
be.
A large
found
for
Physics
with
the
one-tailed
s h o wn i n
be a p o s i t i v e
o n e ' s o wn a b i l i t y
Table
103
25.
correlation
t o do p h y s i c s
87
TABLE 24
Correlations
Gr o u p
Mean
in
Standard
No.
Correlation
Deviation
(N)
Coefficient
Physics
Level
227
males
4.09
0.504
I 05
0.0773
CVJ
O
females
4.07
0.395
29
0.0095
0.5
males
3.9 5
0.498
38
0.131
CVJ
O
females
4.22
21
—0 • 0 6 6 7
Phvsics
of
Significance
O
-Er
£
Phvsics
o f A t t i t u d e s To wa r d S u c c e s s
to Grades in Ph y s ic s
103
O
88
TABLE 25
Correlations
of t he P e r c e i v e d M a s c u l i n i t y
to Grades in Phy si cs
Mean
Gr ou p
Standard
No.
Correlation
Deviation
(N)
Coefficient
of
Physics
Level
of
Significance
P h v s i o s 227
males
4.19
0 . 5 86
105
0 . 0 64 7
0.3
females
4.58
0.396
29
0.0637
0.4
males
4.15,
0.493'
38
0.329
0.02
females
4.45
0.459
21
0.551
0.005*
^Significant
at
Phvsics
103
the 0.05
level
89
Hi g h p o s i t i v e
the
0.05
level,
own a b i l i t y
227 m a l e s
correlations,
were
t o <io p h y s i c s
and f o r
No
correlation
other
prescribed
and g r a d e s
Physics
level.
Physics
females,
between a t t i t u d e s
( r =0 . 3 5 1 , p = 0 . 0 0 0 ) ,
p = 0 .00-6) ,
for
found
but
is
for
Thus,
the
null
Physics
retained
Physics
found t o
for
toward
in p h y s i c s
103 f e m a l e s
was
227 m a l e s ,
wh i c h w e r e s i g n i f i c a n t
at
one's
for
Physics
I 03 m a l e s
(0.407,
( r= 0 . 6 5 6 ,
p = 0 . 00 I ) .
be s i g n i f i c a n t
hypothesis
I 03 m a l e s ,
at
is
the
rejected
and P h y s i c s
P h y s i c s 227 f e m a l e s
(see
I 03
Table
26).
HYPOTHESIS 3D:
between
the
perceived
There w i l l
be a p o s i t i v e
usefulness
of
correlation
p h y s i c s and g r a d e s
in
physics.
At
the
found
only
Thus,
the
0.05
level,
f or - P h y s i c s
null
a significant
I 03
hypothesis
i n v o l v i n g ma l e s and f e m a l e s
HYPOTHESIS 3 E :
between'low a nxiety
Hi g h
were
grades
Physics
I 03 m a l e s
females
( r = 0 .539,
Physics
227
females,
toward
between
in physic s
the
is
(see
lower
of
at
Physics
their
cases
level,
physics
and
( r= 0 . 3 8 2 , p= 0 . 0 0 0 ) ,
and
I 03 m a l e s ,
t
physics.
the 0.05
for
The mo r e f e a r
achievement
correlation
in
f e a r ■ toward
p =0 . 0 0 0 ) ,
'
p =0 . 0 5 ) .
other
be a p o s i t i v e
P h y s i c s 22 7 m a l e s
p=0.006).
wa s
Table 27).
significant
( r = 0 .518,
males,
for
p h y s i c s and g r a d e s
feelings
for
( r =0 . 3 6 7 »
retained
There w i l l
correlations,
found
females
correlation
and
Physics
103
expressed
by
Physics
in p h y s i c s
tended
I 03
to
90
TABLE 26
C o r r e l a t i o n s o f A t t i t u d e s To wa r d O n e ’ s Own A b i l i t y
Do P h y s i c s t o G r a d e s i n P h y s i c s
Gr oup
Mean
Standard
No.- C o r r e l a t i o n
Deviation
(N)
Coefficient
Level
to
of
Significance
_
P h v s i o s 227
males
105
0.351
29
- 0 . 1 56
0.000*
3.68
0.624
38
0.407
0.006*
females
3.29
0.727
21
0 . 6 56
0.001*
^Significant
at
Physics
O
males
females
ro
0.492
on
on
0.510
CO
4.05
103
the 0.05
level
91
TABLE 27
Correlations
Gr oup
of the P e r c e i v e d U s e f u l n e s s
to Grades in Ph y s ic s
Mean
Standard
No.
Correlation
Deviation
(N)
Coefficient
of
Physics
Level
Significance
P h v s i c s J>27
males
4.35
0.451
105
0.108
0.1
females
4.21
0.578
29
-0.0135
0.5
males
3.70
0 . 6 11
38
0.26 0
0.06
females
3.42
0.666
21
0.367
0.05»
^Significant
at
Phvsics
IOR
the 0,05
level
of
92
be.
No s i g n i f i c a n t
females.
Thus,
227 m a l e s ,
the
null
Physics
is
retained
for
in
T a b l e 28.
c o r r e l a t i o n was f o u n d f o r P h y s i c s 227
103 m a l e s ,
the
is
There
active
rejected
and P h y s i c s
P h y s i c s 2 27 f e m a l e s .
HYPOTHESIS 3 F :
between
hypothesis
will
enjoyment
be
of
for
Physics
103 f e m a l e s b u t
The r e s u l t s
a positive
physics
are
s h o wn
correlation
and
grades
in
physics.
High
were
correlations,
found
grades
in
between
physics
the
for
active
Physics
Physics
103
females
( r = 0 . 6 26 , p= 0 . 0 0 I ) .
Physics
227
rejected
Physics
males
significant
for
the
enjoyment
22 7 m a l e s
( r =0 .2 8 2 ,
of
the
Physics
22 7 m a l e s ,
null
retained
Males
will
for
and
p =0 . 0 0 4 ) ,
Physics
103
was found f o r
hypothesis
Physics
is
level,
physics
and
No c o r r e l a t i o n
Thus,
0.05
( r= 0. 26 I ,
p =0 . 0 4 ) ,
fem ales.
I 03 f e m a l e s b u t
at
103
males,
is
and
P h y s i c s 2 27 f e m a l e s
(see Table 29).
HYPOTHESIS 4 A:
confidence
A t,
than
did
significant
higher
( t =2. I I ,
themselves
( t =2 . 09,
themselves
higher
in
females.
at
the
P h y s i c s 2 2 7 a nd I 03 s t u d e n t s .
themselves
rate
in
P =0 . 0 2 ) .
Also,
confident
Thus,
the
level,
was
P h y s i c s 2 27 m a l e s
confidence
p =6 . 0 2 ) .
more
0.05
found
for
did r a t e
t h a n P h y s i c s 227 f e m a l e s
Physics
than
null
Physics
103
103
hypothesis
males
rated
females
is
did
rejected
93
TABLE 28
Correlations
Gr ou p
Mean
o f F e a r To wa r d P h y s i c s
in Physics.
to Grades
Standard
No . C o r r e l a t i o n
Level
of
Deviation
(N)
Coefficient
Significance
I 05
0.38 2
0.000*
P h v s i c s 227
males
3.66
0.599
females
3. %0
0.650
males
3.61
females
3.39
^Significant
at
Phvsics
.
29
-0.261
0.577
38
0.518
0.000*
0.829
21
0.539
0.006*
0.09
103
the 0.05
level
94
TABLE 29
Correlations
Gr oup
Mean
t he A c ti ve Enjoyment
Grades in Phy si cs
Standard
No.
Correlation
Deviation
(N)
Coefficient
Level
to
of
Significance
227
males
3.85
0.476
105
0.261
females
3.89
0.446
. 29
-0.199
mal e s
3.73
0 . 5 Tl
38
0.282
females
3.70
0.677
21
0 . 6 26
Phvsics
of Phys i c s ,
0.004*
0.2
103
^Significant at
the 0.05
level
0.04*
O
O
O
O
Physics
of
95
for
P h y s i c s 227
and
103 s t u d e n t s .
The r e s u l t s a r e
s h o wn i n
T a b l e 30.
HYPOTHESI S 4 B :
Males w i l l
indicate
that
physics is
more of a m a l e f i e l d t h a n w i l l f e m a l e s .
A
for
t,
significant
Physics
males
did
mo r e
p= 0 . 0 0 0)
as
Physics
I 03
did
(see
10 3
that
is
a s more
hypothesis
found
Physics
227
a
females
103
males
did
(t=-4.22,
compared
p =0 .0 1).
for
masculine
Th u s ,
Physics
to
the
2 2 7 a n d 103
31).
4 C:
Males
is
useful
retained
w ill
rate
physics
as
more
males did not
significantly
rate
than females
for
Physics
did.
227
Thus,
and
the
null
10 3 s t u d e n t s
T a b l e 3 2) .
HYPOTHESIS 4 D:
enjoyment
At
the
Th u s ,
0.05
the
1 03 s t u d e n t s
HYPOTHESIS
in anxiety
Males
of p h y s i c s
indicate a greater
and
was
was
227
rejected
Table
level
than females w ill.
physics
did.
physics
( t =2 . 2 9 ,
At t h e 0 . 0 5 l e v e l ,
(see
0.05
students.
Physics
females
HYPOTHESI S
useful
the
than : Physics
hypothesis
students
and
indicate
discipline
null
227
at
will
indicate
a greater
active
than females w ill.
level,
males
active enjoyment
null
hypothesis
(see
Table
4 E:
Females
than males w ill.
is
did
of
not
significantly
physics
retained
for
than females
P h y s i c s 227
33).
will
rate
themselves
higher
96
TABLE 30
A t Test
of S i g n i f i c a n c e
Between th e
Mea ns f o r
A t t i t u d e s T o w a r d O n e ' s own A b i l i t y t o do P h y s i c s
Gr o u p
Mean
Standard
No .
t
Level
Deviation
(N)
Val ue
Significance
0.510
105
2.11
0.02*
2.09
0.02*
P h v s i c s 227
mal e s
4.05
females
Phvsics
3.83
0.492
29
3.68
0.624
38
103
males
females
3.29
21
0.727
\
^Significant
at
the 0.05
(
level
-
of
97
TABLE 31
A t
Test of S i g n i f i c a n c e
Between th e
A t t i t u d e s T o w a r d women i n t h e F i e l d of
Me an
Gr oup
Standard
No.
.t
Deviation
(N)
Value
0 . 5 86
105
Means f o r
Physics
Level
of
Significance
P h v s i o s 227
ma l e
D . 19
0.493
CM
I
4.15
CVJ
. 0.396
CTi
Phvsics
2■=r I
female
0.000s
I 03
ma l e
38
-2.29
female
^Significant
4.45
at
the 0.05
0.459
level
21
0.01»
TABLE 32
A t Test
Gr oup
Phvsics
of S i g n i f i c a n c e b e t w e e n t h e Me a n s for. t he;
p e r c e i v e d u s e f u l n e s s of P h y s i c s
Mean
Standard
No .
t
Deviation
(N)
Val ue
0.451
105
4.3 5
-
females
males
females
4.21
0.578
29
3.70
0.611
38
I .25
0. 1
I . 59
0.06
1.03.
3.42
0.666
21
of
Significance
227
males
Phvsics
Level
99
TABLE 33
A t
Test
Gr oup
of S i g n i f i c a n c e B e t w e e n t h e Mea ns f o r
A c t i v e E n j o y m e n t of P h y s i c s
Mean
Standard
No.
t
Deviation
(N)
Val ue
0.476
105
Level
3.85
-0.49
females
3 . 89
0.446
29
3.73
0.511
38
,
. 0. 3
P h v s i c s /I 03
mal es
0.14
females
3.70
0.677
21
of
Significance
P h v s i c s 227
mal es
the
0. 4
A t,
significant
Physics
2 27 s tu d e n ts
Physics
227
than
did
null
females
Physics
hypothesis
re ta in e d for
is
at
the
but
O ;0 5 l e v e l
not
for
indicated
227
males
rejected
Physics
a
Physics
greater
( t = I . 96 ,
for
was
found
103
fear
students.
of
p =0 . 0 3 ) .
physics
Thus,
P h y s i c s 227 s t u d e n t s
I 03 s t u d e n t s .
for
Th e r e s u l t s
the
but , i s
are
shown
i n T a b l e 3 4.
HYPOTHESIS 4 F :
Females
mo r e p o s i t i v e a t t i t u d e s
A t,
Physics
significant
.103
students
P h y s i c s 227 s t u d e n t s .
will
toward success
at
the
( t =- 2 . 1 7 ,
Physics
the
null
h y p o t h e s i s is. r e j e c t e d
but
is
A Comparison
their
they have
ability
A t,
P h y s i c s 227
mo r e
than
have
found
for
not
for
but
than males
for Physics
227
students
(see
did.
more
Thus,
10 3. s t u d e n t s ,
T a b l e 3 5).
of t h e A t t i t u d e s of P h y s i c s 227 S t u d e n t s
T^ o s e of P h y s i c s 103 S t u d e n t s
HYPOTHESI S 5 A:
that
was
p =0.0 2),
toward success
Physics
they
103 f e m a l e s i n d i c t e d
attitudes
for
that
than males w ill.
0.0 5 l e v e l ,
positive
retained
indicate
Physics
significantly
t o do p h y s i c s
significant
at
mo r e
than
the
ma le s and f e m a l e s .
positive
Physics
attitudes
103
22 7 s t u d e n t s
positive
Physics
0.05
did
indicate
attitudes
toward
103 s t u d e n t s w i l l .
level,
was
found
for
P h y s i c s 227 m a l e s i n d i c a t e d
toward’ th e ir
males
w ill
to
ability
(t =3.23j
to
do
physics
p= 0 . 0 0 1 ) .
Also,
■TABLE 34
A
t
Test
Gr oup
Phvsics
of S i g n i f i canoe
Between
A n x i e t y of Phy s i c s .
Mean
the
S t a n d a rd
No .
t
Devia t i o n
(N)
Value
0.599
1 05
Me a ns
for
Level
Significance
227
males
females
3.66
3.40
0.650
29
3.61
0.577
38
I .9 6
0.03*
1.09
0. 1
Phvsics UIi
mal e s
females
3.38
^Significant
at
0.829
the 0.05
level
21 .
of
102
T a b l e 35
A
t
Test
of S i g n i f i c a n c e
B e t we e n
the
Means
A t t i t u d e s Towar d S u c c e s s i n P h y s i c s
Grou p
Mean
for
Standard
No.
t
L e v e l of
Deviation
(N)
Va l ue
Significance
P h y s i c s 227
mal e s
4.09
0.504
I 05
0.28
females
Phvsics
4.07
0.39 5
29
3. 9 5
0.498
38
0 .4
I 03
I
rv
ma l e s
females
4.22
^Significant
at
0,438
the 0.05
level
21
0.02»
Physics
227
toward
did
females
their
ability
( t = 2.9 5 ,
rejected
for
ma l e and
significantly
of p h y s i c s
At
the
indicate
rated
physics
wa s
females
in
designed
for
positive
level,
found
as
that
a
these
same
physics
103
males.
for
indicated
wome n i n
physics
( t =5.97»
to
be
Also,
the
10 3
than
did
227
field,
it
is
was
more
P h y s i c s 227 m a l e s
null
(see
were
more u s e f u l
Also,
field
than
hypothesis
Table
w ill
found
at
Physics
than did
Physics.
indicate
will.
the
227
0.05
males
Physics
227
is
37) .
I 03 s t u d e n t s
I 03 s t u d e n t s .
p =0.0 0 0).
in t h i s
22 7 a n d
masculine
than Physics
2 27 a n d
field
indicate
227 s t u d e n t s
relationships
Physics
the
not
the
Physics
would
students
Physics
in
did
Earlier
Since
be a mo r e
Thus,
be mo r e u s e f u l
Significant
males
to
have
I 03 f e m a l e s t o w a r d women i n
wa s f o u n d .
f o r mal e and f e m a l e
to
women
discipline
females
than Physics
HYPOTHESI S 5 C:
level
227
w ill
both Physics
courses.
36) .
females
did.
masculine
is
will.
227
toward
in
Table
toward
103 f e m a l e s
males
I 03 f e m a l e s
fem ales
attitudes
Physics
more
Physics
indicate
Physics
physics
22 7
attitudes
hypothesis
study toward a physics r e la te d
attitudes
retained
(see
attitudes
No d i f f e r e n c e
not
students
than Physics
that
physics.
null
t h a n P h y s i c s I 03 f e m a l e s
it
did
positive
0.05
study,
predicted
the
Physics
mor e p o s i t i v e
of p h y s i c s
did
female
positive
than Physics
Thus,
5 B:
mo r e
more
t o do p h y s i c s
p= 0 . 0 0 3 ) .
Hypothesis
field
indicated
10 3
fem ales
104
TABLE 36
t
Test
Attitudes
Gr oup
of
S i g n i f i c a n c e Between
the
Means
for
To wa r d O n e ' s Own A b i l i t y t o do P h y s i c s
Mean
S t a n d a rd
No .
t
Deviation
( N)
Va l ue
O
Ul
O
A
105
Level
Significance
Ma l e s
Physics
Physics
227
4.05
103
3.68
0.624
38
22 7
3.83
0.492
29 ‘
3.23
0.001*
2.9 5
0.003*
Females
Physics
Physics
103
^Significant
3.29
at
0.727
the 0.05
level
21
of
105
TABLE 37
A
t
Test
of S i g n i f i c a n c e
Between
the
Mea ns
A t t i t u d e s Towa r d Women i n t h e F i e l d o f P h y s i c s
Gr o u p
Mean
Standard
No.
t
Deviation
(N)
Va I ue
0.586
105
Level
Physics
22 7
4.19
103
4.15
0.493
38
227
4.58
0.39 6
29
-0.36
0.4
- I .09
0. 1
Females
Physics
Physics
103
4.45
0.459
21
of
Significance
Ma l e s
Physics
for
indicated
physics
to
be m o r e u s e f u l
females
(t=4.39,
p=0.000).
rejected
for
and
male
female
HYPOTHESIS 5D:
greater
active
Thus,
the
students
Physics
enjoyment
than did
of
227
null
than
103
hypothesis
(see
Table
students
physics
Physics
is
3 8 ).
will
indicate
will
Physics
a
103
students.
No r e l a t i o n s h i p s
0. 05
level.
active
enjoyment
neither
did
fem_ales.
and
Physics
of
females
227
227
fear
Table
physics
level.
significantly
did
and
Physics
for
than w ill
were
Physics
less
neither
fear
did
103 f e m a l e s .
HYPOTHESI S 5F:
positive
students
not
indicate
Physics
as
is
to
at
the
a greater
103 m a l e s
compared
did
and
Physics
103
retained
Physics
found
227
of
Th u s ,
to
103
be
m ales
physics
Physics
for males
227
the
Physics
not
as
toward
success
the
10 3 m a l e s
compared
s h o wn
227 s t u d e n t s
at
in d icate
Physics
hypothesis
are
indicate
significant
females
null
w ill
students.
did
than
The r e s u l t s
attitudes
is
to
retained
i n T a b l e 40.
w ill
than
indicate
Physics
10 3
will.
No s i g n i f i c a n t
level.
than
significant
P h y s i c s 227 s t u d e n t s
m a l e s and f e m a l e s .
more
did
be
39) .
No r e l a t i o n s h i p s
0.05
to
the null hypothesis
(see
of
males
females
HYPOTHESI S 5 E :
less
found
physics
Physics
Thus,
were
relationships
P h y s i c s 227 m a l e s
attitudes
toward
success
did
than
not
were fo und a t t h e 0.05
indicate
Physics
103
more
males
positive
did
and
107
TABLE 38
A
t
Test
Gr oup
o f S i g n i f i c a n c e B e t w e e n t h e Me a ns
Pe rc eiv ed U se fu l n es s of P h y s i c s .
Mean
Standard
No.
t
Deviation
(N)
V a l ue
0.451
105
for
the
Level
Significance
Ma l e s
Physics
Physics
227
4.35
103
3.70
0.611
38
227
4.21
0.578
29
5.97
0.000*
4.33
0.000*
Females
Physics
Physics
103
^Significant
3.42
at
0.666
the 0.05
level
21
of
TABLE 39
A t
T e s t o f S i g n i f i c a n c e B e t w e e n t h e Me a n s f o r
A c t i v e E n j o y me n t of P h y s i c s
Gr oup
Mean
Standard
No.
t
Level of
Dev i a t i o n
(N)
Va l ue
Significance
0.476
105
Ma l e s
P h y s i c s 227
Physics
3.85
I 03
3.73
0,511
38
P h y s i c s 227
3- 89
0 . 4 46
29
I . 26
0. 1
1.12
0.1
F e ma l e s
Physics
103
3.70
the
0.677
21
109
TABLE 40
A t T est of S i g n i f i c a n c e Between th e
Fear
of P h y s i c s
Gr o u p
Mean
Mea ns f o r a
Standard
No .
t
Dev i a t i o n
(N)
Val ue
0.599
I 05
Level
Significance
Mal es
Physics
Physics
22?
3.66
I 03
3.61
0.577
38
227
3.40
0.650
29
0.48
0.3
0.05
0 .5
Females
Physics
Physics
103
3.38
0.829
21
of
neither
did
females.
a nd
Physics
Thus,
females
22 7 f e m a l e s
the null
(see
Table
as
compared
hypothesis
to
Physics
is retain ed
103
for males
41).
Summary
This
of
one’s
research
preparation
one’s grades in
b et ween the
with
that
between
investigation
and
of
of
science
nonscience
following
were
in physics:
found
(a) t h e
103 f e m a l e s ;
science
for
number
males;
for
and
Physics
Physics
(d) the
227
math and s c i e n c e
fem ales
compared
majors
as
exist
in
of q u a r t e r
physics.
correlated
high
physics
hours
to
school
of y e a r s
and.Physics
school
between math
for
of
grades
ma t h f o r
of h i g h
103
The-
school
females;
(c)
Physics
2 27
college
mat h
females.
No s i g n i f i c a n t
by
of
( b ) the number
n u mb e r
of m a l e s a s
grades
of y e a r s
of h i g h
with
differences
and e n g i n e e r i n g
positively
22 7 m a l e s
of y e a r s
found some
found to
and
be
n u mb e r
Physics
the
to
physics
and n o n e n g i n e e r i n g m a j o r s .
were
preparation
relationships,
some d i f f e r e n c e ' s w e r e f o u n d
science
A few r e l a t i o n s h i p s
and
also
Also,
the a t t i t u d e s
those
It
s o me
toward
and a t t i t u d e s
of f e m a l e s .
compared t o
attitudes
physics.
preparation
found
with
difference
was f o u n d f o r
t a k e n by m a l e s a s
two
exceptions.
t h e a m o u n t of
compared to
Physics
that
taken
22 7
males
TABLE 41
A
t
Test
Gr o u p
of S i g n i f i c a n c e
Between
A t t i t u d e s Toward S u c c e s s i n
Mean
t h e Means
Physics
Standard
No .
t
Devi a t i o n
(N)
Val ue
0.504
I 05
Level
22 7
4.09
I .55
Physics
I 03
3.95
0.498
227
4.07
0.39 5
0.06
38
Females
Physics
'
29
- I .24
Physics
I 03
4.22
0.438
21
of
Signi finance
Mal es
Physics
for
0.1
112
indicated
physics
that
they
relationships
attitudes
toward
following
attitudes
grades
for
toward
one’s
males,
Physics
males,
and
usefulness
active
of
attitudes
be
males
in
indicated
discipline
than
themselves
did
in
attitudes
do
for
(b)
exist
and
between
physics.
toward
for
(d )
attitudes
Physics
(c)
the
227
lack
Physics
103
perceived
I 03 f e m a l e s ;
Physics
to
wo me n i n
103 f e m a l e s ;
and
Th e
correlated
positive
physics
I 03 f e m a l e s .
and
(e ) the
22 7 m a l e s ,
Physics
No. c o r r e l a t i o n s
were
females.
differences
of m a l e s and f e m a l e s .
higher
to
positively
Physics
physics
significant
themselves
grades
females,
for
227
found
and P h y s i c s
103
physics
Physics
Some
to
science
f o r P h y s i c s 227 m a l e s ,
and P h y s i c s
for
also
females:
ability
physics
enjoyment
I 03 m a l e s ,
10 3
Physics
of
to
college
have.
(a) p o s i t i v e
103 m a l e s ,
of f e a r t o w a r d
rated
more
and
seem
Physics
own
were
physics
in p h y s ic s :
physics
of
taken
t h a n P h y s i c s 2 27 f e m a l e s
Some
found
ha d
than
physics
females.
higher
found
Both g r o u p s
confidence
that
were
of ma l e s
females.
was
Also,
in a n x ie t y
between
a
the
rated
Bot h g r o u p s
more
Physics
masculine
227
than Physics
females
227 f e m a l e s
did.
Also,
between
Both
higher
the
males
in
a
few
significant
attitudes
and
of
females
confidence
than
differences
Physics
in
Physics
did
males
227
227
and
and
were
103
rated
females
found
students.
themselves
in
Physics
113
10 3.
Both
greater
males
perceived
and
females
usefulness
10 3 m a l e s a n d f e m a l e s .
in
for
Physics
physics
22 7 i n d i c a t e d
than
did
Physics
a
Chapter V
CONCLUSIONS
The c o n c l u s i o n s
into
three
physics
parts:
by s e x ;
(a)
f r om
this
math
research
and
(b) a t t i t u d e s
paper
science
toward
are
divided
preparation
physics
for
by s e x ; a n d
( c ) a c o m p a r i s o n o f t h e a t t i t u d e s o f P h y s i c s 22 7 s t u d e n t s
to those
of P h y s i c s
I 03 s t u d e n t s
by s e x .
Mat h and S c i e n c e P r e p a r a t i o n
Mat h and G r a d e s
A positive
high
school
Physics
103
c o r r e l a t i o n b e t w e e n t h e n u mb e r o f y e a r s of
math
and
females.
grades
Al so,
in
physics
wa s
a significant
hours
found
for
correlation
was
of
college
ma t h
i n p h y s i c s f o r P h y s i c s 227 f e m a l e s .
Physics
problems.
by Sex
in Physics
found b e t we e n t he n u m b e r , of q u a r t e r
and g r a d e s
for Physics
227
While
requires
in
high
calculus
school,
for
solving
Physics
227
physics
males
and
f e m a l e s had b e e n p r e p a r i n g f o r a c o l l e g e m a j o r i n s c i e n c e
or
engineering,
necessary
basic
and t h u s ,
mathematics
they
ha d p r o b a b l y r e c e i v e d
in high s chool .
The a mo u n t
the
of
II5
mat h
taken
by m a l e s a n d f e m a l e s
A significant
number
of
physics
quarter
for
mathematics
grades
correlation,
Physics
learning
for
females
On t h e
knowledge
hours
other
positive
correlation
w o me n
should
skills
m a t h was p o s i t i v e l y
mat h
in
in
grades
wa s
this
study
for
may
mathematical
be
be
found
in
and
mo r e
the
grades
Formal
closely
school
of
in
college
related
physics
correlated
only
the
103 f o r
aware
to
of
significant
Physics
227
lim iting
courses
amount
the
of
high
Perhaps
necessity
careers,
in
of
since
physics
t h e c o r r e l a t i o n of
correlation
fem ales.
factor
are
A significant
achievement
In f a c t ,
a basic
females.
related
to
only
math
mat h.
between
Physics
for
the
a
math
between
103 r e q u i r e s
High
both courses.
to
learning
to
be p a r t i c u l a r i l y
math
found
fem ales.
knowledge
wa s
ma t h and g r a d e s
females
college
Physics
a basic
school
was
wa s s i m i l a r .
males.
of m a t h e m a t i c s .
to o ffe r
for
of
appears
hand,
designed
learning
though
227
than
in high school
for
found
Formal
math
fem ales
in
a
field.
Science
A positive
of y e ars
of high
Physics
227
a nd G r a d e s
correlation
school
males
and
in
was
science
Physics
found
between
the
number
and g r a d e s i n p h y s i c s
Physics
I 03
fem ales.
for
Thus, learning
c o n c e p t s and t e r m s
science
found
courses
that
learning
gained
in
Previous
Physics
A positive
school
be
Brasted
ma y
ma y a f f e c t
carried
out
wa s
influenced
by
found
are
227
mu c h
course,
it
skills
227.
as
between
in
that
suggests
than
the
number
physics
physics
Most h i g h
may
school
more
than
is
advanced
for
to
an
person
receive
wh o
be
have
had
wh o
higher
not.
In
helpful
for
physics
courses
Although
Physics
school,
physics
high
science.
Mat h
p h y s i c s may h e l p i n P h y s i c s
individual
may
A study
students
t a u g h t as a m a t h e m a t i c a l
in high school
if
a
227.
that
those
discipline.
learned
physics,
learning
in high school
Physics
ha d a t e n d e n c y
school
227.
in
a mathematical
also
Thus,
(1957)
chemistry
high
Physics
taught
is
the
in Physics
and g r a d e s
grades
chemistry
college
manner,
studying
one's
manner,
and Gr ades
physics
one's
by B r a s t e d
took high school
like
affect
males.
physics
in
and
(1957)
so in l i k e
The k n o w l e d g e a n d p r i n c i p l e s l e a r n e d
grades
sciences
sciences.
Courses
school
as
physics
may
to elem entary
in o t h e r
Just
chemistry,
correlation
of high
227
school
physics
o th e r high
learned
school.
high
college
from
Physics
high
in c o lle g e
of
of y e a rs
previously
taking
performance
p h y s i c s may be r e l a t e d
first
takes
an a d v a n t a g e
in
high
school
learning
the
117
subject
m atter
methodology
is
On t h e
very
hand,
in
for success
227
courses,
college
physics
The l a c k
in
Physics
for
103,
positive
learning
enough
much h e l p
103 m i g h t
such
physics
correlation
may
the
math
be
very
not
subject
from
previous
between
m atter
level
of
physics
any o t h e r p r e v i o u s
in l e a r n i n g
wa s n o t
The
103.
courses
may
not
the
subject
matter.
previous
college
physics
be q u e s t i o n e d
correlation
on t h e u s e of
solving.
introductory
that
of a r e l a t i o n s h i p
a significant
the
10 3 r e l i e s
learning
both
classes
be o f
Physics
since
problem
school
may be d i f f e r e n t
necessarily
and
and
for
high
The m e t h o d o l o g y
Physics
227
Physics
mathematics
learned
important
Physics
similar.
other
little
methods
of
for
females.
found,
coefficient
Although
a relatively
was
found
large
( r = 0.349,
p=0.06).
Ma t h P r e p a r a t i o n o f M a l e s a s C o mp a r e d t o t h a t o f F e m a l e s
No
amount
of
females.
courses
took
significant
the
mat h
taken
difference
by m a l e s
as
was
compared
No d a t a w e r e o b t a i n e d a s t o
taken.
This
s ame l e v e l
found
study does not
o f ma t h a s m a l e s
to
between
that
the q u a l i t y
show
did.
the
t a k e n by
of m a t h
whether females
Science
Preparation
of M a l e s a s
C o mp a r e d t o
P h y s i c s 22 7 m a l e s h o w e v e r ,
more
college
science
were o b t a i n e d
study
does
than
not
show w h e t h e r
science
courses
Physics
P r e p a r a t i o n of
Males
No
physics
significant
females
physics is
thought to
may
that
they
to
difference
although
males
the
No
courses taken.
took
the
data
This
s a me l e v e l
M a l e s a s C o mp a r e d t o t h a t of
prior
students,
then
of
2 27 f e m a l e s .
of
as m a l e s did.
indicated
more c o l l e g e
of F e m a l e s
were found to have ta k e n
Physics
as to the q u a lity
that
be
a large
had
taken
P h y s i c s 227
was
be a f i e l d
more l i k e l y
to take
for
’ t'
better
significantly
than females
found
negative
Females
Physics
was
found.
did.
103
If
d e s i g n e d f o r me n ,
more
physics
than
females.
Attitudes
Attitude
Physics
with
Toward S u c c e s s
10 3 f e m a l e s i n d i c a t e d
toward success
agrees
Toward P h v s i c s
in
the
physics
data
of
than
Physics
mo r e p o s i t i v e
Physics
Fennema
f o u n d f e m a l e s i n one s c h o o l o u t
in
bv Se x
I 03 m a l e s
and. S h e r m a n
attitudes
did.
This
(1 97 7)»
who
of f o u r t o h a v e i n d i c a t e d a
significantly
more p o s i t i v e
attitude
toward
success than
males.
The P e r c e i v e d
There
attitudes
wa s a
toward
significant
103 f e m a l e s .
Physics
103
females
higher
also
found
Physics
a
more
masculine
physics
is
compared
found t h a t
than
and
a
103
that
discipline
of
relatively
engineering
attitudes
field
in
for
of
of
physics,
that
course.
coefficient
wa s
indicated
than
did
discipline
Fennema
and
that
physics
females.
this
Sherman
study
wa s
Since
can
(1977).
be'
They
m a t h a s mo r e o f a m a s c u l i n e f i e l d
did.
Whether
exclusively
the
positive
in physics
the
correlation
103 m a l e s
males regarded
females
between
males.
mathematical
to
in
achieved
positive
Physics
227
wome n
grade
a large
for
correlation
The m o r e p o s i t i v e
toward
the
Surprisingly,
of P h y s i c s
wome n .in p h y s i c s a n d g r a d e s
Physics
the
Masculinity
a
person
perceived
f o r me n o f n o t ,
unaffected
majors).
Physics
103 f e m a l e s
result
of p e rc e iv e d
in
that
being
was
P h y s i c s 227 ( m o s t l y s c i e n c e
and
correlation
nonscience
role
Physics
103 f e m a l e s w o u l d a g r e e
(1971),
Dwyer
and
as
performance
(mainly
(1974),
person's
The p o s i t i v e
sex
physics
majors)
standards.
The
(1979).
for
c o u l d be t h e
results
with the research
Fitzpatrick
found
for
o f Ha wl e y
As H a w l e y
I 20
suggests,
w o me n ' s
men' s v i e w s
engaged
that
of t h e i r
roles.
in t r a d i t i o n a l
me n
Wo me n ,
perceived
wh o
careers,
did
This
of
the
performance
line
not
female
not
physics
this
believe
study,
behavior
that
in
of
related
tended
in
a
to believe
sex
based
traditionally
a nd
them
grades
way.
.feminine
this
the r e la tio n s h ip
physics
to
women who w e r e
me n v i e w e d
may e x p l a i n
masculinity
may be
occupations
engaged
reasoning
perceived
In
female
were
in
in
way.
between
physics
f o r P h y s i c s 10 3 f e m a l e s a n d t h e l a c k o f s u c h a r e l a t i o n s h i p
f o r P h y s i b s 227 f e m a l e s .
standards
to a f f e c t
Fitzpatrick's
affect
arithm etic
research
A positive
in
one's
physics
for
Physics
10 3 f e m a l e s .
Both
o wn
groups
abilities
with
the
mat h
to
of
2 27
scores.
that
Ability
Sim ilarily,
women's
roles
do
do p h y s i c s
of
t o do P h y s i c s
found
do
males,
Both s t u d i e s
females.
was
to
males
research
themselves
than
On e ' s
ability
Physics
o f Fox (19 7 9 ) .
rated
suggests
correlation
toward
agree
test
s howed s e x r o l e
mat h a c h i e v e m e n t .
Confidence
their
R e s e a r c h by Dwyer
physics
Physics
indicated
than
more c o n f i d e n t
that
in
and
I 03
more
females
F e n n e m a and
found
between
grades
in
males,
and
confidence
did.
Sherman
in most
their
attitude
These
in
data
(1977)
and
cases
males
abilities
t o do
121
Other
research
results.
Brown,
As w a s
Bush,
suggested
and B l y t h
self-esteem
shows,
than
by
the
( 1 97 8 ) ,
males.
high
school
percentage
research
females
And
as
Ott's
physics
Simmons,
have
a lower
(I 97 8)
research
as
compared
with
the
men,
low
confidence
in
a
a
grades
sm aller
Wo me n m a y . h a v e
highly
mathematical
course.
At t h e
found
Although
study were found to have h ig h e r
The P e r c e i v e d U s e f u l n e s s o f
0.0 5
between
grades
in
appear
to
females.
because
for
influence
they
are
they
may h a v e f e l t
I 03
of
and
recognize
or low
of
was
physics
of
physics
performance
science
dtudy.
correlation
and
females.
usefulness
males
mostly
were high
that
usefulness
Physics
227
Physics
significant
scholastic
probably
fields
a
perceived
perceived
Physics
their
and l i f e .
the
the
students
whether
level,
physics
Thus,
for
sim ilar
of
ma y
o f t h e m e x p e c t e d t o e a r n a n A.
p a rticularily
These
indicate
w o m e n may n o t e x p e c t t o do a s w e l l a s m e n .
t h e women i n t h e i r
in
investigations
Physics
does not
by
males
227
or
females,
and e n g i n e e r i n g
majors.
the importance
physics
Therefore,
achievers
p h y s i c s wa s n e e d e d f o r
of
regardless
in
physics,
their
future
of
they
work
■ I 22
The
however,
attitudes
may
course.
have
effort
the
course.
Physics
influenced
The l o w e r
less
of
the
Physics
lfh e i r
perceived
toward
and
Physics
females
227
of
correlations
physics
I 03
grades
males
indicated
males
this
and
did.
own
and
Teaching
found
physics
of
in
the
physics,
the
may h a v e p u t
between
for
females.
into
toward
anxiety
low a n x i e t y
Physics
Also,
strategies
Decreased
females,
performance
usefulness
were
in
and
Physics
mo r e a n x i e t y
anxiety.
males
103 m a l e s a n d f e m a l e s
F e a r of
Positive
10 3
physics
might
could
227 m a l e s
Physics
2 27
than Physics
alleviate
result
in
s ome
better
grades.
The A c t i v e
Significant
the a c tiv e
Physics
Enj o y me n t of
positive
correlations
227
males,
and
Physics
doing p h y sics,
one
doing
person
spend
may
do
differeences
physics
of
were
found
between
e n j o y m e n t of p h y s i c s and g r a d e s i n p h y s i c s f o r
more one l i k e s
ma y
Physics
in
were
males
the
physics,
the
found
as
I 03 m a l e s
course.
between
compared
females.
The
more c o n s t r u c t i v e
time
and
to
thus
Also,
the
that
and
the
no
active
of
better
that
significant
enjoyment
females.
of
Women
appear
to enjoy doing
physics
related
activities
a s much a s
me n d o .
A C o mp a r i s o n o f t h e A t t i t u d e s o f P h y s i c s 22 7 S t u d e n t s t o
t h o s e o f P h v s i c s 1 0 ^ S t u d e n t s bv Se x
Confidence
Physics
2 27
males
toward
their
ability
males.
Also,
Physics
attitudes
toward
I 03 fern a l e s
The
her
or
not
feel
that
choice
that
physics
females
ability
feels
of
about
college
he o r s h e i s
ma y
discipline.
If
felt
do
227
their
one
person
serious
to
mo r e
positive
than
did
indicated
to
do
attitudes
Physics
mo r e
physics
103
positive
than
Physics
did.
wa y
his
indicated
be
less
this
implications
significantly
study.
If
capable
apt
be
to
the
regarding
mo r e
one’s a b i l i t i e s
study
a
does
physics,
then
physics
then
sex b ia s.
about
there
Physics
their
are
more
227 m a l e s
abilities
influenced
to
than males,
t h e n t h e y ma y be l e s s a p t t o s t u d y a d i s c i p l i n e
which
is
related
to
they
physics
are
less
and l e s s
apt
If
able
to
to
females
to
than did
that
females.
related
do p h y s i c s
feel
227
individual
of doing
case,
confident
Physics
an
may a f f e c t
are
do p h y s i c s
do w e l l .
124
Masculinity
Physics
attitudes
Physics
toward
I 03
indicate
field
females.
did
22 7
of P h y s i c s
did
women i n
physics
than
Physics
227 f e m a l e s
not
the
Also,
indicate
field
Physics
t o be s i g n i f i c a n t l y
Physics
students
I 03
appear
I 03 s t u d e n t s
in
of
males.
to
be
this
more
physics
227
males
positive
than
did
did
not
more of a m a s c u l i n e
Thus,
similar
attitudes
to
the
of
attitudes
respect.
Usefulness
P h y s i c s 227 m a l e s
than
did
Physics
indicated
103
physics
indicated
physics
males.
Also,
t o be m o r e
useful
to
be mo r e u s e f u l
Physics
227
than
Physics
did
females
103
females.
Physics
less
useful
science
relate
relates
perceive
physics
life
nature
to
non- s c i e n c e
directly
about
the
students
might
perceive
t h a n P h y s i c s 227 s t u d e n t s
related
directly
other
103
their
a science
majors.
to
be.
her
of
or
the
less
major
the
physics
choice
of
no n r
may
mo r e
than
a person
way a n i n d i v i d u a l
for
being
to
a p e r s o n ’s m a j o r
the le ss usefu l
Also,
as
of t h e
Physics
engineering
Thus ,
his
because
majors.
or
to p h y sics,
usefulness
ma y a f f e c t
of
physics
one ’s f u t u r e
college
feels
work
study.
ma y
or
Th e
125
less
useful
a person
that
person
may be t o
perceives
physics
study a physics
to
be,
the
related
less
apt
discipline..
Active Enjoyment
P h y s i c s 227 s t u d e n t s
attitudes
Physics
toward
the
active
I 03 s t u d e n t s .
enjoyment
similar
of
to
physics
the
did
enjoyment
Thus,
of
Physics
attitudes
the
indicate
students.
students
0.05
less
fear
Thus,
appears
be
physics
toward
than
the
did
active
appears
to
be
students.
Physics
227
physics
anxiety
to
227
Physics
of
more p o s i t i v e
103 s t u d e n t s
of P h y s i c s
level,
of
attitudes
F e a r of
At
not i n d i c a t e
than
toward
sim ilar
students
did
physics
to
did
not
Physics
103
Physics
10 3
Physics
22 7
of
that
of
students.
Success
in
P h y s i c s 227 s t u d e n t s
attitudes
toward
students.
Thus,
Physics
of
success
Physics
227
did not i n d ic a te
in p h y s ic s
attitudes
103 s t u d e n t s
appears
students.
Physics
toward
to
be
more p o s i t i v e
than did
success
similar
in
Physics
physics
1.0 3
of
to the a t t i t u d e s
I 26
Recommendations
B a s e d on t h e
conclusions
of t h i s
paper,
the
following
hecomra' en d a t i o ns a r e made :
1.
college
of
It
is
advisors
selected
having
math
recommended
discuss
math
interest
in
a nd s c i e n c e
subject
ma y
be
and
found
for
this
hours
for
should
is
be
the
of
physics
only
Physics
227
advised
math
females.
In
between
fact,
a strong
high
math
The
school
Physics
the
in
this
the
women.
of
for
grades
students
Formal
of y e a r s
as
advantages
learning
for
found
and
well
that
for
important
correlation
college
the
physics.
was
as
Those
important
b e t w e e n t h e number
Also,
quarter
students
introductory
in
school
courses.
p a rticularily
grades
females.
high
their
science
physics
of
only c o r r e l a t i o n
math
with
preparation
matter
learning
and
that
103
n u mb e r
physics
of
was
correlateion
P h y s i c s 227 f e m a l e s was t h e o n l y c o r r e l a t i o n f o u nd i n
study
2.
develop
It
in
abilities
toward
Physics
is
their
to
Confidence
positive
and
students
do
physics,
physics,
try
in one's
effect
Also,
227
recommended
women i n
physics,
physics.
for
to
instructors
a sense
of
encourage
lessen
some
positive
that
encourage
ability
on
females.
to
the
high
do
confidence
positive
active
levels
physics
individuals'
attitudes
particularily
toward
in
their
attitudes
enjoyment
of
appears
anxiety.
to
have
perform ance
women
of
in
a
in
physics
and
the
active
on s ome
enjoyment
students'
negatively
grades.
affect
one's
to
On t h e
have
other
one's perform ance
i f one's a t t i t u d e s
perhaps
appear
toward
physics
performance
in
a positive
hand,
fear
in t h i s
could
that
affect
seems
field.
Thus,
be i m p r o v e d ,
field
might
to
then
also
be
improved.
3•
Lastly,
promote
such
students'
research
S o me
paper
perform ance
in
more p o s i t i v e
and
in
pursue
of
were
the
if
females
in
were
than
to
males,
of
attitudes
also
have
affecting
s ome
to
were
then perhaps
the
one's
be
sex
of
developed
performance
would
encourage
this
the fie ld
attitudes
then
the
significantly
toward
students
to
which
found
females
female
might
instructors
regard
significantly
positive
and
attitudes
a career
as
that
without
same
found
attitudes
participation
Improved
attitudes
physics,
Thus,
equally
recommended
indicated
Males
physics.
is
positive
sex.
dependent.
it
more
improve.
w o me n
to
physics.
Summar y
It
can
be
is
used
hoped
for
instructional
attitudes
22 7 o r
that
student
to
Thus,
of
this
advisem ent
strategies.
were found
10 3 g r a d e .
the r e s u l t s
Certain
be c o r r e l a t e d
and
research
for
paper
planning
preparation
to e i t h e r
the
and
Physics
i f a s t u d e n t i s ma d e a w a r e o f t h e
quality
of
physics,
success
background
then
in
instruction
attitudes
achievement.
that
his
could
which
conducive
person
or
her
ma y
chosen
be p l a n n e d
are
most
to
to
have
high
a
field
better
of
cultivate
conducive
achievement
to
chance
study.
in
for
Also,
those
positive
high
academic
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130
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APPENDIX
Letter
and Survey
Instrument
Dear S t u d e n t :
Thi s s u r v e y i s be i n g . conducted t o l e a r n s o me t h i n g about
t he r e l a t i o n s h i p bet ween a t t i t u d e s and achi e vement o f s t u d e n t s
in the f i e l d of p h y s i c s .
I hope t h a t you w i l l a g r e e t o h e l p
me i n t h i s s t u d y by c o m p l e t i n g t he f o l l o w i n g q u e s t i o n n a i r e .
The f i r s t
part
of the study c o n s i s t s
of
information.
Please
indicate
your r e s p o n s e
q u e s t i o n i n t h e space p r o v i d e d .
general
to
each
The s econd p a r t of t h e s u r v e y c o n s i s t s of s e v e r a l s t a t e ­
me n t s .
P l e a s e i n d i c a t e your r e s p o n s e to each s t a t e m e n t in t he
box p r o v i d e d t o i t s r i g h t .
The c h o i c e s f o r r e s p o n s e ar e t he
f o l l o w i n g : s t r o n g l y a g r e e , a g r e e , n e u t r a l , d i s a g r e e , and
strongly disagree.
THE RESULTS OF THIS SURVEY WILL BE USED FOR RESEARCH
PURPOSES ONLY.
ALL RESPONSES WILL BE HELD IN CONFIDENCE.
My s i g n a t u r e d e s i g n a t e s t h a t I am a w i l l i n g p a r t i c i p a n t
in t h i s res earch p r o j e c t .
S i g n a t u r e : ______________________________
GENERAL INFORMATION
1. What i s your major?________________________u_________________________
2.
3
I s t h i s a r e q u i r e d c o u r s e f o r your major?___________ ________
. Sex:
4.
5.
Male____
Femal e_____
In whi ch age group do you f a l l ?
17 and under___
1 8 - 2 2 ___
23 and over___
While in c o l l e g e , how many q u a r t e r hours of ma t h e ma t i c s have
you t a k e n ? ______________________ __:___
6 . While i n c o l l e g e , how many q u a r t e r hours of s c i e n c e have you
t a k e n ? _______________________________ _
7 . While i n c o l l e g e , how many q u a r t e r hours of p h y s i c s have you
t aken prior, t o t h i s c o u r s e ? ___ ________________________ ——-------------8 . While i n h i g h s c h o o l , how many y e a r s of ma t h e ma t i c s have you
t a k e n ? _________________________ ______
9.
While in h i gh s c h o o l , how many y e a r s of s c i e n c e have you
t aken?
______________________ _____
10.
While i n hi gh s c h o o l , how many y e a r s of p h y s i c s have you
t a k e n ? _______________________
11.
What i s your l e c t u r e s e a t numbe r?________ ___________________
12.
At what time do you a t t e n d t he p h y s i c s l e c t u r e ? ___________
.
THE MODIFIED FENNEMA-SHERMAN ATTITUDES SCALE
-r
1.
I am c h a l l e n g e d
immediate I y .
by p h y s i c s p r o b l e m s
2.
I e x p e c t to have
of s c h o o l .
3.
I
b.
I don't
think
5.
I'm
the
6.
Physics
7.
When a q u e s t i o n i s l e f t u n a n s w e r e d i n p h y i s c s
I c o n t i n u e to t h i n k ab o u t i t a f t e r w a r d .
class,
8.
I n t e r m s o f my a d u l t l i f e
t o do w e l l i n p h y s i c s .
f o r me
9.
I get a sinking fe e lin g
physics problems.
little
use
for
see p h y sic s as a s u b j e c t
d a i l y l i f e as an a d u l t .
not
is
I
could
type
to
I
o f no r e l e v a n c e
it
not
I will
12.
Being f i r s t
pleased.
13.
Studying physics
a s f o r men.
14 .
Physics
15 .
I am no good
16.
P h y s i c s u s u a l l y m a k e s me f e e l
nervous.
im portant
of t r y i n g
hard
u n e a s y and c o n f u s e d .
i n many ways a s a n a d u l t .
in a p h y s i c s
just
c o m p e t i t i o n w o u l d make me
as
appropriate
for
women
f o r men.
in
my
physics.
when I t h i n k
11.
is
in
physics.
is
Physics
is
use
physics.
uncomfortable
a nd
140
ma k e s me f e e l
rarely
out
t o my l i f e .
10.
use p h y s i c s
w ill
in
understand
p h y s i c s when I g e t
do a d v a n c e d
do w e l l
I can't
e®
Page
2
17 .
I haven't
physics
18 .
F o r some r e a s o n ,
u n u s u a l ly hard
19.
I do a s
20.
It
21.
Mos t s u b j e c t s I c a n h a n d l e
f o r f l u b b i n g up p h y s i c s .
22.
Kn o wi n g p h y s i c s w i l l
23•
I'll
24.
Physics
25.
It
26.
When a p h y s i c s p r o b l e m a r i s e s t h a t I c a n ' t i m m e d i a t e l y
s o l v e , I s t i c k w i t h i t u n t i l I have t h e s o l u t i o n .
27.
Girls
28.
I ' d be p r o u d
physics.
29.
Physics
30.
Taking
31.
Physics w ill
work.
32.
I
THE MODIFIED FENNEMA-SHERMAN ATTITUDES S C A L E - C o n t i n n e d
u s u a lly worried
problems.
little
wouldn't
courses.
even though
f o r me.
wo r k
in
help
be
is
not
as
to
physics
seems
possible.
take
okay,
solve
but
me e a r n
more
a living.
work.
subject.
physics
are
the o u tstanding
of
be i m p o r t a n t
a s an
a bit
student
a nd s t i m u l a t i n g
a waste
physics
I have a knack
t o be r e c o g n i z e d
phyiscs.
studying
is enjoyable
physics
study,
to
141
w o u l d make me h a p p y
e x c e l l e n t s t u d e n t in
to
all
being able
f o r my f u t u r e
b e e n my w o r s t
who e n j o y
I
physics
b o t h e r me a t
need p h y s i c s
has
about
peculiar.
in
t o me.
tim e.
t o me i n my l i f e ' s
d o n ' t u n d e r s t a n d how some p e o p l e c a n s p e n d s o much
t i m e on p h y s i c s a n d s e e m t o e n j o y i t .
I
Page
3
33.
I
THE MODIFIED FENNEMA-SHERMAN ATTITUDES SCALE-C o n t i n u e d
x v
3 4.
th in k
I t's
in
an
I
co u ld
h an d le
h a rd to b e lie v e
p h y sic s.
35.
I
sure
th a t
36.
Women c e r t a i n l y
p h y sics.
37.
F em a les
are
I
as
can
are
good
m ore
a
d iffic u lt
fe m a le
co u ld
le a rn
p h y sic s.
lo g ic a l
enougn
as
m a les
in
V
p h y sic s.
to
be
do
a
g en iu s
w ell
in
p h y sic s.
-
I
u su a lly
39.
I t
w o u ld make p e o p l e
good
stu d e n t.
40.
I
w o u ld h av e m ore f a i t h in th e
p r o b le m s o l v e d by a man t h a n
41.
W hen a w om an h a s t o
fem in in e to ask a
42.
M ale s a r e n o t
p h y sics.
43.
P e o p le w o u ld t h i n k
A 's i n p h y s i c s .
44.
I
45.
W in n in g a p r i z e in p h y s ic s w o u ld
u n p le a s a n tly c o n sp ic u o u s.
46.
I
lik e
47.
I
w ill need
fu tu re .
48.
I
have a lo t
p h y sics.
d o n 't
have
lik e
been
p h y sic s
of
d u rin g
me
so lv e a
man f o r
th a t
to
re la te d
firm
ease
lik e
n a tu ra lly
p eo p le
a
at
le ss
if
p h y sic s
h elp .
w as
th in k
I
th a n
an
I 'm
te sts.
w ere
answ er fo r
a woman.
b e tte r
I
p h y sic s
a
a
p h y sic s
p ro b le m ,
fe m a le s
egghead
sm art
make
if
in
me
re a lly
it
in
I
got
p h y sic s.
reel
p u zz les.
m astery
of
p h y sic s
se lf-c o n fid e n c e
w hen
fo r
it
is
my
com es
to
I
142
38.
Page
4
49.
If
I g o t th e
o n e knew .
50.
I
stu d y
p h y sics
51.
I
alm o st
te s t.
never
52.
My m i n d g o e s b l a n k a n d I
when w o rk in g p h y s i c s .
53.
F ig u rin g
54.
I
55.
P h y sics
56.
I
57.
It
58.
G irls
59.
The c h a lle n g e
me.
60.
P h y s i c s m a k e s me
i r r i t a b l e , and
61.
I
62.
B ein g r e g a r d e d
th in g .
63.
G e n e ra lly I
p h y sic s.
64.
P h y sics
THE MODIFIED FENNEMA-SHERMEN ATTITUDES SCALE-C o n t i n u e d
h ig h e st
out
grade
because
have
I
in
know
g o tte n
p h y sic s
p h y sic s
how
u n ab le
p ro b le m s
am
re la te d
sure
can
co u ld
be
can
get
is
do
re a lly
do
ju s t
good
of
as
have
to
w e ll
p h y sic s
sm art
f e lt
w ork
w in
as
a
boys
p ro b le m s
c le a rly
appeal
to
me.
—
in
p h y sic s.
p riz e
in
in
p h y sic s.
p h y sic s.
does
not
appeal
to
re stle ss,
p h y sic s.
in
p h y sic s
secure
a w o rth w h ile
p h y sic s
me t h e a n s w e r t o a d i f ­
w ork i t o u t f o r m y s e lf .
f e e l u n c o m fo rta b le ,
im p a tie n t.
in
a
b o rin g .
advanced
g reat
grades
as
are
is.
th in k
not
no
143
w o u ld
I
p u z z le s
it
d u rin g
to
does
w o u ld r a t h e r h a v e som eone g iv e
f i c u l t p h y s ic s p ro b le m th a n to
p refer
useful
shook-up
am
I 'd
and
about
w o u ld
be
a
g reat
a tte m p tin g
n ecessary
su b je c t.
,
Pages
rp jjg
MODIFIED FENNEMA SHERMAN ATTITUDES S C A L E - C o n t i n u e d
I w o u ld t r u s t a
man t o f i g u r e
66.
O nce I s t a r t
p ro b le m , I
67.
If
I had good
h id e i t .
68.
I
w o u ld e x p e c t a w om an
ty p e of p e rs o n .
69.
I 'd
70.
I
u su a lly
have
been
71.
A p h y sic s
te st
scares
72.
P h y sics
be
happy
woman j u s t a s
o u t im p o rta n t
much a s I w o u ld
c a lc u la tio n s.
t r y i n g to w ork on a p u z z lin g
f in d i t h a rd to sto p .
g rad es
to
get
in
p h y sic ist
to p
at
p h y sic s,
grad es
ease
in
in
I
w o u ld
to
be
a
tru s t
a
p h y sic s
try
to
m a sc u lin e
p h y sic s.
p h y sic s
classe s.
me.
!____
d o e s n 't
scare
me a t
a ll.
I
144
65.
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