The effectiveness of puppetry art in changing learners’ attitudes in Natural Sciences

Abstract

The declining attitudes of learners towards science over the years has been a source of concern to educationists. Researchers has shown that learners’ attitudes towards science can be influenced by the type of tool or strategy the teacher employs to deliver the lesson in the classroom. This study aims to determine the effectiveness of puppetry art as a teaching tool to change the attitudes of learners towards natural sciences within the context of the STEAM educational approach. The study was conducted at three different schools in the Motheo District of the Free State province. The participants were Grade 9 learners who were selected by random sampling and placed in three experimental and control groups. The study employed a quantitative research methodology and the experimental research design method. Data was obtained through pre-tests and post-tests using a standardised attitude survey, the Colorado Learning Attitudes about Science Survey (CLASS). Descriptive and inferential statistics were used in the analysis of the data, while the analysis of covariance (ANCOVA) was employed to adjust the dependent variable to remove the effects of the uncontrolled sources of variation represented by the concomitant variable in the test of the null hypothesis. The results showed that the learners’ personal interest, conceptual understanding and applied conceptual understanding categories regarding their attitude towards natural sciences were positively influenced by the application of the teaching tool. The learners’ sense-making effort, general problem-solving confidence, and sophistication, as well as the real-world connection categories regarding their attitude towards natural sciences were not influenced by the teaching tool. Further research is needed to focus on ways to improve the implementation of the application of this teaching tool for improved learner performance, as well as their change in attitude towards science.