Evaluating Attitudes Toward Non-formal Science Education Programs Among High School Science Teachers in Southeast Louisiana

Abstract

The Louisiana Department of Education (LDOE) has begun implementing Louisiana Student Standards for Science (LSSS), as well as developing high school science certification programs. The LDOE recognizes that teaching science using three-dimensional learning methods and phenomena based inquiry learning will be a challenge that would be addressed in part by partnerships between formal science teachers and nonformal science education programs. However, limited available information on this topic shows that utilization of nonformal science education opportunities by science educators has declined and, in some instances, have been relegated to unstructured “fun” outings to reward students, often after the final quarter has ended. This study evaluates the attitudes and behaviors among high school science teachers in southeast Louisiana related to the use of nonformal education programs and materials to enhance student outcomes. A thirty-one question survey based on The Theory of Planned Behavior (TBP) was developed to gather data on teacher demographics, teacher attitude, intention, and perceived social pressure to incorporate nonformal education programs in their curriculum. TPB constructs include attitude toward the behavior, subjective norms, perceived behavioral control and intention. The survey was conducted using the Qualtrics program, and data were analyzed using SPSS® version 28 software. Major findings of this study showed a statistically significant positive response related to teacher attitude, intention, and perceived social pressure to incorporate nonformal education programs in their curriculum. Positive perceived behavioral control was found to be less robust, but still favorable. These outcomes suggest that high school science teachers are likely to partner with and utilize materials from nonformal science education providers.