Girls in Computer-Supported Science Classrooms:
Perceived Classroom Climate and Attitudes Toward the Learning of Science

Tamar Levine
Tel Aviv University, School of Education
Israel
 
 
ABSTRACT

This study examines girls' perceptions of the learning processes in their science classrooms and
their attitudes toward learning science in classrooms that: (a) integrate computer base activities
with traditional science activities in a cooperative multitasking environment, and (b) implement
cooperative learning strategies but make no use of computer-based activities.


INTRODUCTION
The introduction of computers in science classrooms is accompanied by conflicting expectations
regarding their potential effect on gender-related differences in attitudes toward science, as well
as on students' perceptions of their classroom climate. On the one hand, it is hoped that the use
of computers will enhance girls' attitudes toward science since computer-based activities can: a)
be a more attractive and challenging instructional means (Johnston, 1987; Malone, 1981); b)
reduce anxiety and threat, improve self-confidence and a sense of success (Adams, 1985;
Lavoie & Good, 1988; Okey, 1984; Reif, 1985), and, c) enhance students' understanding of
science (Leonard, 1992).

On the other hand, the computer is not considered as a neutral value and attitudes towards
information technology are more extreme  than are those towards other educational media
(Anderson,1985). Therefore if gender-related differences in attitudes toward the computer
follow similar patterns to those established for science or math, as girls tend to associate
computers with math and technology - there is little hope for improved attitudes toward science
learning among girls when integrating computers and science. Indeed, research findings show
that boys' attitudes towards computers are generally more positive than those of girls (Clariana
& Schultz, 1993; Levine & Gordon, 1989; Sutton 1991). Nevertheless, research also show that
boys and girls differ in their perception of the role of computers in learning, and in their
preference for different types of computer-based activities (Hall & Cooper, 1991; Sanders
1984).

Since the way students perceive their classrooms is influenced by both instruction  and learning,
it would be useful to examine whether, to what extent, and in what way, girls differ from boys
in both their perception of the classroom climate when computers are meaningfully integrated in
their classes, and to what extend the use of computers positively affect girls attitudes toward
the learning of science.

The study was conducted in one middle school in San Diego, California. Nine 7th grade
classrooms with 265 students; 123 boys and 137 girls comprised the sample for the study. Five
classes (N=146; 75 boys and 71 girls) engaged in the school's traditional curricular activities
which were integrated with a computer-based program (Rediscover Science Known as RDS).
Four classes (N=112; 48 boys; and  66 girls) were assigned to the control group conditions: here
science was taught through the school's traditional activities only. An attitude questionnaire
and a classroom climate questionnaire were used to assess several dimensions of attitudes and
the perceived classroom climate in the two study groups. Following a year of study under the
assigned learning conditions Multi variate statistics was used to analyze the data.

The finding of the study revealed that in the experimental group boys' and girls' attitudes were
either similar, or else girls' attitudes were even significantly more positive in selected dimensions
of attitudes. In the control group, no differences were found in any of the attitudinal measures,
apart from a slight tendency reflecting more positive attitudes among boys. The findings do not
reflect a narrower gender gap in the experimental group, but rather show an increase in the level
of positive attitudes among both boys and girls.

This study, which reveals that the largest attitude related differences are related to instructional
conditions and not gender supports the view that students' attitudes toward science learning
depend mainly on teaching practices (Mason & Kahle,1988). It also adds further support to the
view that attitudes toward computer use in science are more linked to the types of activities or
tasks involved, than to any inherent gender related abilities.

        The results of the study suggest that a sensitive and balanced combination of a variety of
computer-based experiences and traditional  learning activities, in the context of a cooperative
learning approach is likely to result in improving both girls' and boys' attitudes. These results
are important since such a mode of computer application has been highly recommended by
educators and is likely to become the most popular form of computer-based instruction in the
future. This application of computer-based learning, referred to by Shavelson et al. (1984) as
"orchestration", makes the computer a natural part of science learning and communicates,
particularly to girls, that the computer can have a desired professional impact and does not
necessarily constitute an 'intimidating' and disconnected field.
        
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