studies on anxiety about teaching science in preservice elementary teachers
TRANSCRIPT
JOURNAL OF RESEARCH IN SCIENCE TEACHING VOL. 21, NO. 9, PP. 937-950 (1984)
STUDIES ON ANXIETY ABOUT TEACHING SCIENCE IN PRESERVICE ELEMENTARY TEACHERS
MARY E. WESTERBACK
Department of Geology-Geography, Long Island University, C W. Post Cumpus, Greenvale, New York 11548
Abstract
During a sequence of science content courses designed for elementary teachers, anxiety about teaching science as measured by the State-Trait Anxiety Inventory was reduced. Each study: 1977-1978, 1978-1979, 1979-1980, and 1980-1981, was a separate descriptive study. The overall patterns were similar in all four years. Initial anxiety about teaching science was high and changed in a positive direction in all studies. Variations from year to year were attributed to staffing arrangements, grading practices and course sequences. Both the X and Y forms of the STAI were used. There appears to be a high degree of relationship between them, but the Y form was preferable because it is more reflective of anxiety than depression and has better psychometric properties.
Introduction
Anxiety studies about teaching science may help science educators understand why elementary teachers avoid teaching the subject. Science is not a priority for elementary school teachers. More than half the teachers surveyed by Manning (1982) ranked science fourth or fifth out of five subjects. Furthermore, teachers feel unprepared to teach science. Science education studies reflect this concern, i.e., inadequate science background (Victor, 1961 ; Blosser & Howe, 1969), science content requirements (Oberlin & Sanders, 1973), evaluation of the logical thought processes (McKinnon & Renner, 1971), intellectual development (Lawson, Karpus, & Adi, 1978) and many on attitude toward science and science teaching.
Development of bbnew” curricula (ESS, COPES, SAPA, and SCIS), which redefine elemen- tary school science and place manageable limits on what it vovers (Barnard, 1977) has not re- sulted in significant numbers of elementary teachers willing to teach science in the spirit of these programs. In 1976-1977 only 20% of the teachers in grades K-3 and 27% of the teachers in grades 4-6 used these programs. (NSF, 1980, p. 8) Less time was spent teaching science than any other subject (NSF, 1980, p 9).
Studies in the field of psychology which interest science educators generally utilize the State-Trait Anxiety Inventory (STAI) to measure anxiety. This assessemnt instrument measures how subjects feel at a particular moment in time. The STAI consists of two scales, the A-State and A-Trait scales. The A-State scale measures the intensity of transitory feelings of tension, nervousness, worry, or apprehension which fluctuate over time. Situations perceived as
@ 1984 by the National Association for Research in Science Teaching Published by John Wiley & Sons, Inc. CCC 00224308/84/090937-14$04.00
938 W ESTERBACK
threatening result in elevated A-State. A-Trait scales measure individual differences in anxiety proneness which are relatively stable (Spielberger, Gorsuch, & Lushene, 1970, p. 3-5).
King, Heinrich, Stephenson and Spielberger’s (1976) study confirms the A-Trait as rela- tively stable and the A-State as less stable. They describe the relationship between anxiety and learning as complex with causal influences not well defined. Their work suggests that A-Trait may have a direct influence on achievement in addition to influencing A-State.
O’Neill (1972) showed that subjects high in the proneness to anxiety (high A-Trait) show significantly greater initial increases in A-State when in an experimental stress condition than did the low A-Trait subjects. During the learning task, however, these subjects decreased the level of A-State while the low A-Trait remained relatively constant.
Gaudry (1977) reminds us that situations involving failure or threats to self-esteem are situations in which state-anxiety reactions are likely to be differentially aroused. In a discussion of implications for education he points out that anxiety is reduced when people can comment on test items that are ambiguous or difficult, when examinations are given progressively rather than terminally, and when failure in earlier years can be avoided.
Meyers and Martin (1974) found the performance of high A-State subjects was significantly inferior to that of low A-State subjects, while there was no difference in performance between high and low A-Trait subjects.
Relationships between anxiety and academic performance are important. Spielberger (1970) states that the collaboration of psychologists, educational researchers, and classroom teachers is needed to help students cope more effectively with anxiety and learning. Psycho- logists point out the importance of anxiety research to education. However, research studies in the field of science education, psychology, or social psychology have not directly measured anxiety about science or science teaching in preservice elementary teachers. Can changes in the anxiety about teaching elementary science occur as preservice courses are completed? Do these courses increase or decrease anxiety about teaching science?
The researcher began to study anxiety about teaching science in perservice teachers in 1977. Since there were no other studies in the literature on t h s subject, the study was repeated in 1978 and 1979. After discussion with C. D. Spielberger, the researcher continued the studies and measured both state (A-State) and trait (A-Trait) anxiety in the 1980 academic year and compared the original STAI Form X with the newly revised Form Y.
All four descriptive studies measured initial anxiety levels and subsequent anxiety levels during the course of science instruction. The instructors were college faculty in biology, geology, chemistry, and physics departments with no special training in psychology. Teaching styles and personalities differed. The courses were science content courses designed for pre- service elementary teachers. Class attendance was required. Exams covered subject units and were not the traditional mid-term and final exams typical of college courses. In the course of the four years the studies were conducted, the instructional time for the course sequences was increased.
Many variables could not be controlled, so no attempt was made to use an experimental design. W e causality could not be established, consistent trends in the anxiety patterns in the four descriptive studies were observed.
purpose
During the four academic years, 1977-1978, 1978-1979, 1979-1980, and 1980-1981 , studies were conducted at C. W. Post Campus which measured preservice elementary teachers anxiety about teaching science (A-State). In 1980-1981 measurements were also made on
ANXIETY ABOUT SCIENCE TEACHING 939
feelings about life in general (A-Trait). The researcher presents the significant findings from these studies which used the State-Trait Anxiety Inventory to measure anxiety levels.
Description of Science Content Courses
A sequence of science courses was required of all preservice elementary teachers. The courses were designed by Science Division faculty at the request of School of Education faculty. They were not “traditional” lecture courses, although a lecture format was used. The course outlines, based on the major concepts required to teach the “new” elementary science curricula (ESS, COPES, SAPA, and SCIS), emphasized understanding the process of science, not facts. Whenever possible materials were provided for “hands on” activities.
Science 6 and 15 covered earth science and biology and Science 5 and 16 covered physical science (astronomy, physics, and chemistry), Science 6-5 was a 4-credit sequence (which met twice weekly) taught in 1977-1978 and 1978-1979. Science 15-16 was a 6-credit sequence (which met three times weekly) taught in 1979-1980 and 1980-1981.
The Instruments
The StataTrait Anxiety Inventory. There are two forms of the State-Trait Anxiety Inven- tory (STAI). Form X, published in 1970, has been widely used. Spielberger et al. (1980) modified Form X, creating Form Y which is more reflective of anxiety than depression. Form Y was sent to the researcher by C. D. Spielberger. Form X was used for 1977-1978,1978-1979, and 1979-1980, and Form Y was used in 1980-1 981.
Each form (X and Y) has two scales, one for state anxiety (A-State) and one for trait anxiety (A-Trait). State anxiety is defined as a transitory emotional state which can be influ- enced by training (Spielberger et al. 1970). Trait anxiety refers to relatively stable individual differences in anxiety proneness (Spielberger et al., 1970, p. 3). Maximum possible score on each scale is 80 and the minimum possible score is 20.
The A-State scale reflects situational influences at the time of testing, therefore, coefficient alpha measures of internal consistency were computed. Spielberger et al. (1970) found these reliability coefficients for Form X ranged from 0.83 to 0.92. The researcher found the reli- ability coefficient for Form Y was 0.95. For the more stable A-Trait scale test-retest correla- tions were computed. Form X values ranged from 0.73 to 0.86 (Spielberger et al. 1970, p. 9). The researcher found the coefficient alpha reliability for the Y form was 0.92.
Dreger (1978) states that the STAI is one of the best standardized measures of anxiety. Sherwood and Westerback(l983) found that the STAI Y form appears to be a reliable indicator of state and trait anxiety. Their factor structure was similar to larger sample studies of Vagg, Spielberger, and O’Hearn (1 980).
Demographic Questionnaire. Demographlc data were collected on the following variables: I. D., age, sex, college standing, high school and college science and math background, level of enjoyment of science and math courses, and educational specialization (elementary or special education).
Procedure
The State-Trait Anxiety Inventory (A-State) Form X was administered three times during each of the academic years 1977-1978, 1978-1979, and 1979-1980. Administrations were in the Fall semester on the fust day of class, near the end of the semester and near the end of the
940 WESTERBACK
Spring semester. In 1980-1981 both A-State and A-Trait scales of Form Y was administered six times: on the first day of class in September, after the first exam in October, near the end of the first semester, the f is t day of the second semester, at mid-semester in March, and near the end of the second semester in May. Two of these administrations of Form Y were accompanied by an administration of Form X: October 1980 and May 1981.
Instructions for administering the STAI are critical because they create the situation to which the subjects respond. Students who perceive a situation as threatening should have elevated A-States.
The instructions for the A-State are as follows:
IMAGINE that you are a classroom teacher in an elementary school. Among other duties you are totally and solely responsible for the teaching of science to your class. Now please read the directions to yourself for the questionnaire entitled, How Do YOU Feel About Teaching Science?, while I read the directions to you. (The research assistant reads the directions on the Test Form.)
In responding to each of the questions, imagine that you are teaching science for the first time with the knowledge of science that you possess right now. It is the first day of the new semester. Any questions? (Examiner should respond to specific questions that arise by simply repeating the instructions and encouraging the students to use their imagination.)
Instructions for the A-Trait scale are: “HOW do you feel about life in general?” The demographic questionnaire was administered on the first day of class, following the
STAI.
Samples
The subjects for the 1977-1978 and 1978-1979 studies were students who completed the earth science-biology and physical science 4-credit sequence. There were 78 subjects in 1977- 1978 and 71 subjects in 1978-1979. Subjects for the 1979-1980 study were 92 students who completed the earth science-biology and physical science 6-credit sequence. The subjects for 1980-1981 were 39 students who completed the earth science-biology and physical science 6- credit sequence and 25 who completed a reverse 6-credit sequence.
StafFng and Course Coordination
Staff members expressed a desire to teach preservice elementary teachers the content appropriate for their understanding of the basic concepts found in federally funded science curricula (ESS, COPES, SCIS, and SAPA). Faculty from four academic departments participated: biology, chemistry, geology, and physics.
In the 1977-1978 study the biology and geology staff members each taught their own academic discipline, which meant the student experienced a “switch” of faculty mid-semester. Following the example of the physical science teachers (chemistry and physics), each teacher taught both the earth science and biology curriculum during the 1978 and 1979 academic years. In Spring 1981 the “switch” in teachers mid-semester in the earth science-biology sequence was reinstated.
The researcher served as course coordinator communicating the needs of the School of Education to the science faculty, Efforts were made to keep different sections of the same
ANXIETY ABOUT SCIENCE TEACHING 94 1
academic discipline uniform in content, exam format, and exam scheduling. In all sections “mini” exams were given at the end of logical teaching units.
Results and Discussion
The four studies were conducted in 1977-1978,1978-1979,1979-1980, and 1980-1981. They are based on the following research question: What changes in teacher’s anxiety about teaching science occur as preservice elementary teachers complete science courses designed to meet their professional needs?
To determine if the samples were similar in different academic years frequency distribu- tions for the four years were compared. No major differences were shown. The subjects were mostly female, under age 22, with similar high school and college science and math back- grounds. Students had completed the following high school science: biology (95%), earth science (60%), chemistry (55%), and physics (10%). Students’ enjoyment of particular subjects expressed in a ratio of like:dislike indicate they liked science more then they disliked it. Biology and earth science were enjoyed more than chemistry and physics.
Table I presents the means and standard deviations for administrations of the STAI (A- State) Form X from September 1977 to May 1980 and the STAI (A-State) Form Y September 1980 to May 1981. Comparison of the initial means for the administration of the X form as compared by t-tests indicated that there were no significant differences among September administrations in the years 1977-1979. Comparison of the initial means for the administra- tion of the Y form compared to the X form as computed by t-tests is significantly different [September 1977 ( X ) Mean = 48.17 and September 1980 (Y) Mean = 54.18, t = 2.789 (115)
p 0.005; September 1978 (X) Mean = 49.90 and September 1980 (Y) Mean = 54.18, t = 1.963 (108) p 0.05; and September 1979 (X) Mean = 49.34 and September 1980 (Y) Mean = 54.18, t = 2.315 (129) p 0.0251. This indicates there is a difference between the initial means of the X and Y forms. However, while these initial differences must be acknowledged, the focus of these studies is the measurement of change in anxiety levels during an academic year.
Did a change in preservice teacher’s anxiety occur during the 1977-1981 academic years? The repeated measures analysis of variance of three successive administrations of the STAI
(A-State), Form X for the 1977-1978, 1978-1979, and 1979-1980 academic years is presented in Table 11. The 1977-1978 and 1978-1979 results previously reported (Westerback, 1982) are indicated for comparison. Anxiety about teaching science was decreased across the three admin- istrations in each academic year.
In 1980-1981 Form Y was used to measure both state and trait anxiety. Measurements were made at more frequent intervals. At the October and May administration of the Y Form, the X form was also administered so that correlation coefficients between the two forms could be computed. Two course sequences were offered: earth science-biology followed by physical science (Science 15-16) and physical science followed by earth science-biology (Science 16-1 5).
Figure 1 is a plot of A-State means for the four studies where earth science-biology is followed by physical science. The patterns of change are similar for both X and Y forms.
Table I11 presents the means and repeated measured analysis of variance of state and trait anxiety, Form Y, for two science course sequences, Science 15-16 and Science 16-15 for the 1980-1981 academic year. This is graphically summarized in Figure 2. Examiniation of Table I11 shows the reduction of state anxiety was significant at the 0.001 level from September through May for both course sequences.
Correlation coefficients computed for the 1980-1 981 October and May administrations of the X and Y forms of the STAl (A-State) are 0.94 ( N = 94) and 0.93 ( N = 103), respectively.
942 WESTERBACK
TABLE I Means and Standard Deviations for Successive Administrations of the
State Trait Anxiety Inventory (A-State)
May September December
A d m i n i s t r a t i o n A d m i n i s t r a t i o n A d m i n i s t r a t i o n
E a r t h S c i e n c e - B i o l o q v - P h y s i c a l S c i e n c e Usinq Form X
1977-78 ( S c i e n c e 6 - 5 ) , N=78
Mean 48.17 45.58 41.86
S t a n d a r d D e v i a t i o n 11.34 10 .83 1 0 . 6 3
1978-79 ( S c i e n c e 6-51, N=71
Mean 49.90 42.58 42 .21
S t a n d a r d D e v i a t i o n 11.17 12.76 12.45
1979-80 ( S c i e n c e 1 5 - 1 6 ) , N=92
#ean 49.34 41.78 42.97
S t a n d a r d D e v i a t i o n 11.25 9.34 11.12
E a r t h S c i e n c e - B i o l o a v - P h y s i c a l S c i e n c e U s i n a Form Y
1980-81 ( S c i e n c e 1 5 - 1 6 ) , N=39
Mean
S t a n d a r d D e v i a t i o n
54.18
10 .81
40.80
9.98
P h y s i c a l S c i e n c e - E a r t h Sc ience-Bioogy U s i n g Form Y
1980-81 ( S c i e n c e 1 6 - 1 5 ) , N=25
Mean 53.70 41.60
S t a n d a r d Dev i a t i on 12.16 8.59
41.31
11 .85
37.48
8 . 1 1
Correlation coefficients between the X and Y for (A-Trait) for October and May were 0.94 ( N = 94) and 0.94 ( N = 103), respectively. This indicates a high degree of relationship between the two forms for both state and trait anxiety.
It is a common assumption that students perceive physical science as difficult. Therefore, the researcher expected initial state anxiety scores to be elevated in the physical science course. In the 1980-1981 study there was no difference between initial state anxiety means of earth science-biology (Science 15) students and physical science students (Science 16).
in all studies there was an overall reduction in anxiety from September to May. There were some variations within patterns. In order to determine which of the administration shown in
ANXIETY ABOUT SCIENCE TEACHING 943
Figure 1 were significantly different during a single academic year, Tukey’s HSD (honestly significant difference) multiple comparison technique (Kirk, 1968) was computed. The change in state anxiety which took place during the Fall 1977 semester (September to December) in earth science-biology was in a positive direction, but not significant. However, the change in state anxiety which took place during the Spring 1978 semester (December to May) in physical science was significant at the 0.01 level. A different pattern emerged for the 1978-1979, 1979- 1980, and 1980-1981 years. The changes in state anxiety which took place from Fall semesters (September to December) in earth science-biology were significant at the 0.01 level. In con- trast, changes in state anxiety during the Spring semester (December to May) in physical science were not significant.
Why did these patterns differ? The same teachers were involved in teaching the earth science-biology courses. They planned their lessons together, used the same teaching materials and gave the same exams. In the first year (1977-1978) each teacher taught only her academic speciality, either earth science or biology. Mid-semester students “switched” class, so that they had two teachers. In 1978-1979, 1979-1980, and 1980-1981 the teachers taught both earth science and biology to the same students. It can be seen that during this time, anxiety scores were reduced more than in 1977-1978.
Although these are descriptive studies the patterns are worthy of note. The implications support the studies of Garmon, Madeley, and Lockhart, who found that prospective elementary teachers were more comfortable with a single instructor than a team approach.
State anxiety was changed in a negative direction during the Spring 1980 physical science course. Although the change was not significant one wonders why this trend occured. There were two sections of physical science. Scores plotted in Figure 1 are combined scores of students of Teachers F and G. The number of students, means and standard deviations for the
TABLE I1 Analysis of Variance (Repeated Measure) of Anxiety About Teaching Science
Using the STAI (A-State) Form X for 1977-1978,1978-1979, and 1979-1980 in the Earth Science-Biology and Physical Science Course Sequence for
Preservice Elementary Teachers
source of Degrees of sum of Mean
Variation Freedom Squares Square E
1977-78 (N=78)
STAI 2 1574.93 787.47 14.14a
Re s i dual 154 8515.58 55.30
1978-79 (N=71)
STAI 2 2581.52 1293.76 20.37a
Residual 140 8691.67 63.52
1979-80 (N=92)
STAI 2 3028.05 1514-03 26. 94a
Residual 182 10230.35 56.21
Wgnificant at the 0.001 level.
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n t U Y)
1977-78
52 1978.79 L
48 -
44 -
40 -
Sspt. Dec.
STIl. Idministrations
Fig. 1. Mean scores for administration of the STAI (A-State) for four academic years during course sequences where earth science-biology was followed by physical science.
December and May administrations of the STAI, the adjusted means and correlation coefficients for the December and May STAI administrations of Teacher F and G in Spring 1980 are shown in Table IV. The results of an analysis of covariance for the May administration of the STAI with the December administration as a covariate for teacher is shown in Table V. There was a difference, significant at the 0.01 level, between the changes in state anxiety scores of students in classes taught by these teachers. Teacher G was teaching this course for the first time. The course content and exam schedules were similar for both teachers.
52 -
48 - n Y
D U 2 4 4 -
E
I 40 Y -
- c Y)
36 - c
Sept. Dec. May
STAl .Administrations
Fig. 2. Mean scores for administration of the STAI (A-State and A-Trait) Form Y in two science course sequences during the 1980-198 1 academic year.
ANXIETY ABOUT SCIENCE TEACHING 945
A major difference between Teachers F and G involved grading systems. Both teachers gave “mini” exams. Teacher F graded in the “usual” manner, that is, the final grade is the average of all test grades. Teacher G used a “curve.” The students in physical science could not relate to this concept. Many students thought they were failing the course or getting a “bad” grade. Students were very upset about their “poor” performance. They expressed this concern to the course coordinator. This fear was unrealistic. At the end of the course the final grades of Teacher G closely matched the grades of Teacher F. In addition, the final grades in earth science-biology given in the Fall semester and physical science given in the Spring semester were similar. The correlation coefficient between them was singificant at the 0,001 level.
Both Teacher G and the researcher, who was course coordinator, feIt that grading on a “curve” provoked anxiety in these students which may be reflected in their state anxiety
TABLE 111 Means and Analysis of Variance (Repeated Measure) of Anxiety About
Teaching Science Using the STAI, Form Y for 1980-1 98 1
September O c t o b e r December J a n u a r y March Nay
S c i e n c e 15-16 (N=381 a
Mean ( A - S t a t e ) 54.21 45.66 40.58 41.97 41.13
Mean ( A - T r a i t ) 36.58 35.82 36.40 34.47 34 .21
Science 16-15 (N=25)
Mean ( A - S t a t e ) 53.72 47.64 41.60 41.52 35.88 37.48
Mean ( A - T r a i t ) 36.52 35.24 35.40 33.08 32.60 33.44
S o u r c e of D e g r e e s of Sum of Mean
V a r i a t i o n Freedom S q u a r e s S q u a r e E -- -
S c i e n c e 15-16
STAI- S t a t e
R e s i d u a l
STAI- Tr a i t
R e s i d u a l
S c i e n c e 16-15
STAI-Sta te
R e s i d u a l
STAI-Tr a i t
R e s i d u a 1
4
1 4 8
4
1 4 8
5
1 2 0
5
1 2 0
4883.63 1 2 0 0 . 9 1 2 5 - 1 3 b
7190.94 48.59
143 .65 35 .91 2-58’
2057.53 13 .90
5543.97 1108.79 25.88’
5140.51 42.84
302.54 6 0 . 5 1 5 .05b
1437.95 11 .98
aOnly 38 subjects were used in analysis, one was missing data. bSignificant at the 0.001 level. CSignificant at the 0.05 level.
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scores. The following year, the Fall of 1980, when Teacher G eliminated grading on the curve,” anxiety reduction in physical science was again in a positive direction. This suggests
that perceived failure and/or “math anxiety” may be factors in students’ anxiety about teach- ing science in the physical sciences.
In 1980-1981 state anxiety scores taken in the beginning of the new semester in January, were elevated from the measurement taken at the end of the previous semester in December. Why did this occur? Perhaps the expectation of physical science being more difficult was re- flected in elevated anxiety scores. This was not observed in earlier studies because anxiety was not measured at the start of the January semester. This is a subject for future investigation. No elevation of state anxiety took place in January 1981 for students taking the earth science- biology course in January.
The 1980-1981 data were used to compare differences in course sequences. Trait anxiety scores were also examined. In order to determine which of the administrations of the A-State shown in Table 111 were significantly different from each other in the Science 15-16 (earth science-biology and physical science) sequence, Tukey’s HSD multiple comparison technique was computed. The results show that the difference of 13.63 points between September ( X = 54.21) and December ( X = 40.58) is significant at the 0.01 level. This shows that the reduction of anxiety during the earth science-biology portion of the sequence was significant. In this study, the difference of 8.55 between September ( X = 54.21) and October (X= 45.66) admin- istrations is significant at the 0.01 level, while the difference between October (X= 45.66) and December mean ( X = 40.58) is significant at the 0.05 level. The October measurement was taken after the fust examination. Most students were very satisfied with their grades. Apparently students’ anxiety levels were reduced considerably after this experience. In the Spring, the changes which took place during the physical science course, between January (X = 41.97) and May ( X = 41.13) were not significant. In summary, a significant change in state anxiety levels took place during the Fall semester earth science and biology course (Science 15), and virtually no change took place in the Spring physical science course (Science 16).
When the sequence was reversed, Science 16-15 (physical science followed by earth science- biology), Tukey’s HSD multiple comparison technique also shows that the difference of 12.12
6 6
TABLE IV Means, Standard Deviations, and Correlation Coefficients Between
STAI-December and STAI-May for Teachers F and G
Teacher F Teacher G
N
Mean STAI-December
Standard D e v i a t i o n
Mean STAI-May
Standard D e v i a t i o n
Adjusted Mean STAI-May
32 60
41.63 41.87
12.25 1.57
38.75 45.22
9.52 11.43
38.82 45.15
C o r r e l a t i o n C o e f f i c i e n t s Between
STAI-December and STAI-May .58 .53
ANXIETY ABOUT SCIENCE TEACHING 947
TABLE V Unweighted Means Analysis of Covariance for STAI-May with
STAI-December as Covariate
Source of Degrees of Sum of Mean
V a r i a t i o n Freedom Squares Square E
Between 1 8 3 5 . 2 3 835 .25 9 .51a
Within 89 7820.40 8 7 . 8 1
asignificant at the 0.01 level.
between September ( X = 53.72) and December (X= 41.60) is significant at the 0.01 level. This indicates that again, a significant reduction of state anxiety occurred during the fust semester of instruction. The difference between September ( X = 53.72) and October testing ( X = 47.64), 6.08 points, w& significant at the 0.05 level, as was the difference of 6.04 points between October ( X = 47.64) and December (X = 41.60). Again, the measurement taken after the first examination shows a significant drop after that experience.
It can be seen in Figure 2 that the patterns for anxiety scores differ. During the Spring 1981 semester the staffing changed in Science 15. The two disciplines earth science and biology were taught by two different teachers who “switched” students in March. The drop in state anxiety of 5.64 points from January ( X = 41.52) to March ( X = 35.88) during the earth science portion, was significant at the 0.05 level. A new biology teacher was introduced in March. His teaching approach stressed memorization of facts and not the concepts outlined in the “new” elementary science curricula. State means were elevated 1.60 points between March ( X = 35.88) and May ( X = 37.48).
A-Trait measurements taken in 1980-1981 were expected to remain relatively constant, as A-trait represents stable individual differences in anxiety proneness. Examination of Table 111 shows that for the Science 15-16 (earth science-biology and physical science) sequence the overall change in A-Trait was significant at the 0.05 level. The largest difference between succes- sive means was 0.93 points, between December ( X = 35.40) and January ( X = 34.47) during the semester break. Examination of Table I11 also shows that when the sequence was reversed, Science 16-1 5 (physical science-earth science-biology), changes in A-Trait were significant at the 0.001 level. Again, the drop of 2.32 points in trait means was greatest during December ( X = 35.40) and January ( X = 33.08), the semester break. Why? The answer cannot be ascer- tained from the data collected in this study.
It can be seen in Figure 2 that in Science 15 there is a corresponding increase in trait anxiety along with state anxiety from March to May. Figure 2 also illustrafes changes in trait anxiety are small compared to changes in state anxiety.
Mean values for college students and anxiety reaction patients reported by Spielberger et al. (1970), developers of the STAI, are given for comparison. The STAI A-State and A-Trait means, standard deviations, and alpha rqhabilities for 253 male and 231 female undergraduate students are: A-State (male); mean 36.35, SD 9.67, Alpha 0.89; (female); mean 35.12, SD 9.25, Alpha 0.89. For A-Trait (male) 37.68, SD 9.69, Alpha 0.90; (female); 38.25, SD 9.14, Alpha 0.89. Anxiety reaction patients (N = 60) had mean A-State scores of 49.02, SD 11.62, and A-Trait scores of 48.08, SD 10.65.
948 WESTERBACK
The initial A-State means of preservice teachers are much higher than those reported by Spielberger et al. (1970) for female college students. The initial A-State means closely match those of anxiety reaction patients. However, the A-Trait means of preservice teachers are much lower than those of anxiety reaction patients. The A-Trait means of the preservice teachers more closely match those of female undergraduate college students.
A-trait is indicative of relatively stable individual differences in anxiety proneness and A- State reflects situational influences at the time of testing. In cases where A-State scores are several points higher than A-Trait, “science anxiety” may be indicated. The researcher has examined hundreds of STAI scores and found many cases where the A-State was higher than the A-Trait.
Summmy
(1) If the study had been terminated after only one semester (Science 6 in 1977), no signi- ficant anxiety reduction would have been noted.
(2) When a sequence of courses is studied, it can be seen that in each separate descriptive study in successive academic years, overall anxiety about teaching science (state anxiety) was reduced.
(3) In most cases there was no difference in anxiety reduction among the different course teachers. Where differences did exist, closer examination of the teaching situations may reveal important factors. Staffing patterns, teacher behavior (like grading practices), and sequence of topics may explain the direction of change in anxiety levels.
(4) Increasing the time of instruction was not a factor in anxiety reduction. There was no difference in anxiety reduction between the 4-credit courses which met twice weekly (Science 6-5) and the 6-credit courses which met three times weekly (Science 15-16 and Science 16-15).
(5) Replication of the studies indicates that the initial anxiety scores are consistent for the X form of the STAI. Initial scores for the Y form were higher than the X form. This can be expected in an instrument designed to be more reflective of anxiety.
(6) It is not possible to establish causality in descriptive studies. However, it is interesting to note the consistency of anxiety reduction patterns.
Implications
The researcher found the STAI to be an easy to administer, reliable instrument for assess- ment of anxiety about teaching science in preservice elementary teachers. The repetition of patterns of anxiety reduction in consecutive studies with the X form show very consistent trends and predictable means. The initial means with the Y form were significantly higher than one would expect on the X form. This is not surprising because the Y form is designed to be more reflective of anxiety. The similarity of subsequent means and the correlation coefficients between the X and Y forms indicate a high degree of relationship between them. These studies and the work of Sherwood and Westerback (1983) indicate that the STAI is an assessment in- strument which can be used with confidence by science educators.
The researcher was Coordinator of General Science from 1974-1981 with the responsibility for curriculum development and implementation of program goals. In all cases the pattern of anxiety scores was consistent with verbal feedback from students and personal observations. Although causality cannot be established in descriptive studies, it appears that anxiety about teaching science was reduced while subjects acquired subject content knowledge. It is possible that the exam format and course structure contributed to anxiety reduction. Anxiety levels in- creased when grading was on a “curve” not understood by students and when rote memoriza-
ANXIETY ABOUT SCIENCE TEACHING 949
tion was stressed. Considering the different teaching styles and subject areas examined in these studies, and other unidentified variables which may be operational, it is surprising that the patterns are so consistent.
These studies, where no experimental intervention was planned, will be useful as “base line studies.” They represent measurement of student anxiety levels in an actual teaching situation in a college where science faculty provide science content instruction to students enrolled in the School of Education.
What is needed is an attempt to identify factors associated with anxiety and their complex relationships which contribute to anxiety about teaching science. The development of teacher training programs which help alleviate this problem may encourage future teachers to teach science in the elementary classroom.
Speculation of Factors Which May be Associated with Anxiety About Teaching Science
(1) Course structure. Goals must be clearly defined so that students ability to meet them are realized.
(2) Examination format. “Mini” exams appear less threatening, and therefore provoke less anxiety than comprehensive final exams. Perhaps, if students had been told in January that the “rules were changed” so that only a mid-term and a final exam would be given, anxiety levels might be elevated. This idea needs investigation.
(3) Consistency in multiple sections. In multisection courses differences in content areas and exam schedules may make students anxious.
(4) Grading practices. Grading on a “curve” may increase anxiety. (5) Staffing patterns. Switching faculty in the middle of a course may provoke anxiety. (6) Difficult concepts. Specific subject areas which may provoke anxiety could be identified
and strategies devised for student success. Psychologists report that success appears to be related to anxiety reduction.
Acknowledgment
The 1979-1980 and 1980-1981 studies were supported by a grant from the C. W. Post Research Committee.
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Manuscript accepted June 15, 1984