Multi-age peer teaching and students' attitude toward science
This qualitative research project addressed the question what are the feelings of middle school students toward science after participating in a multi-age peer teaching experience? The question was selected to help the researcher make an informed decision about returning to peer teaching even though it reduces the time for direct instruction. The research focused on one class of seventh graders over the course of two Earth science units. The research design used three different data streams a prepost semantic differential survey, assessment of student presentations, and the end of the unit test score. The semantic differential survey was anonymous but tracked by pseudonyms. Using the anonymous semantic differential survey meant the results could not be correlated with academic scores. The data supports that the students' attitude toward science improved after participating in multi-age peer teaching. Study results support the researcher's decision to re-introduce multi-age peer teaching.
Bentley, Erica Louise, "Multi-age peer teaching and students' attitude toward science" (2012). School of Education Student Capstone Theses and Dissertations. 878.