TITLE:
Relevance, Rigor, and Relationships: Student Perceptions Following Participation in an Integrated Experiential Zoo-Based Academic High School Science Program
AUTHORS:
Elizabeth A. Mulkerrin, John W. Hill
KEYWORDS:
Zoo-Based; Experiential; High School Science Program; Relevance; Rigor; Relationships
JOURNAL NAME:
Creative Education,
Vol.4 No.4,
April
15,
2013
ABSTRACT: The purpose of this
survey study was to compare students’ measured Likert scale perceptions of
posttest school climate survey, relevance, rigor, and relationships domain
scores following 11th- and 12th-grade participation in either an integrated
experiential zoo-based academic high school science program (n = 18) or a same school district
integrated experiential school-based academic high school science program (n = 18). Science coursework delivery
site served as the study’s independent variable. ACT composite scores and
science grade point average scores were equivalent for students participating
in both science programs. Students participating in the zoo-based experiential
academic high school science program completed real world, hands-on projects
on-site at a nationally recognized zoo while same school district control group
students participating in the integrated experiential school-based academic
high school science program completed matched curriculum, real world, simulated
projects in their classrooms. Students who completed the integrated
experiential zoo-based academic high school science program compared to control
group students had statistically greater posttest Likert scale perceptions of
program relevance where independent t(34)
= 4.13, p = .0002 (two-tailed), ES =
1.410; program rigor t(34) = 3.66, p = .0008 (two-tailed), ES = 1.237; and
program relationships t(34) = 4.98, p