SCORES: A project for change?

Abstract

Two intervention programmes ‐ ‘limited’ (using instructional materials only) and ‘full’ (using instructional materials, student and parent programmes, role models and field trips) ‐ were implemented in two rural high schools in the United States with two male teachers. A similar school and teacher served as a control site. Student attitudes, confidence and experiences were assessed, and demographic, enrolment, and achievement data were collected. In addition, trained observers collected qualitative impressions. The results suggest that a combination of quantitative and qualitative methodologies may enable researchers to interpret results more appropriately, since social desirability may affect data obtained by quantitative methods. In addition, the impact of student achievement level on student attitudes toward, confidence in and perceived ability for science has been assessed. Last, a more refined intervention model is described, based on the results of the Science Career Options for Rural Environment Students (scores) project.