Effectiveness of MAEA's interactive science programs in terms of African-American students' attitudes and classroom learning environment
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The effectiveness of MAEA’s interactive science programs was investigated for a sample of 269 disadvantaged African-American students in Columbus, Ohio, in terms of students’ perceptions of their science classroom learning environment and attitudes. Whereas pretest-posttest changes were statistically nonsignificant for comparison schools, MAEA students experienced significant improvements in classroom cooperation and teacher support and in attitude to inquiry and enjoyment of science classes.
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