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Abstract

A study involving urban, minority high school students in a supplemental education program was conducted during 1989 to test the null hypothesis that no relationship exists between exposure to program activities and changes in mathematics performance or attitude towards science. The treatment activities integrated science, with language arts, mathematics, computers and counseling and enabled students to discuss matters of concern and the relationship of these concerns to their academic work and to future success in careers based in science and mathematics. Mathematics performance data were analyzed using ANOVA (premath X group, postmath X group), and t-test/pairs (premath vs. postmath). Pre- and postreatment data on attitude towards science were rank ordered, paired and analyzed using the Wilcoxin Matched-Pairs Signed Ranks Test.

The findings reveal a significantly positive treatment effect. In spite of the caution suggested by the limited sample, exposure to the treatment has resulted in an increased positive effect, not only upon attitude towards science, but also upon mathematics performance.