Gender, Achievement, and Perception Toward Science Activities

The purpose of this study was to investigate the perception toward science activities and science achievement of boys and girls in middle school life science. Student perceptions toward science activities and achievement were measured in three different instructional treatments: textbook‐worksheet, traditional laboratory, and Search, Solve, Create, Share (SSCS) problem solving. The results indicate no significant difference in student achievement by gender or science activities, and no significant difference in perception by gender. However, a significant difference (p<.05) was obtained for student perception by science activities. Follow‐up comparisons suggested significant differences among SSCS problem solving and traditional laboratory and textbook‐worksheet activities, with no difference between traditional laboratory and textbook‐worksheet activities.