Opportunity for Equity in the Community: Museum Field Trips for Disadvantaged Children

Background and Significance

As we become an increasingly technological society, there has been an increased focus on science education throughout the U.S. (Bloom & Mintz, 1990). Addressing the necessity of science education takes on new urgency as adequate resources have not been dedicated to science education in the recent past. Moreover, gaps currently exist in science education outcomes between cultural, ethnic, linguistic, socioeconomic status, and racial groups. This is the result of unequal learning opportunities for different students (Lee, 2011).

This study aims to determine if a museum-based science enrichment field trip increases self-efficacy, motivation to learn science, and overall knowledge. The study also compares differences in effects between sub-groups of students. Students from fourth and fifth grades took field trips to the Pink Palace Museum in Memphis, Tennessee four times during the 2012-2013 school year. Each grade level took a 45-minute tour of a specific hall correlated with learning objectives. Using The Self-Efficacy and Metacognition Learning Inventory (SEMLI-S) (Thomas, Anderson, & Nashon, 2008), Generalized Self-Efficacy Scales (GSE) (Bandura, 1977; 1986; Schwarzer & Jerusalem, 1995), and a 25-item sample of the Tennessee Comprehensive Assessment Program (TCAP), pre and post-test measures of students’ self-efficacy, motivation, and overall knowledge were assessed.

Results

Paired-samples t-tests were conducted to investigate differences between pretest and posttest on the SEMLI-S. Significant differences were found overall (t = -3.126, p = .002); paired-samples t-tests were conducted to investigate differences between pretest and posttest on the General Self-Efficacy scale. Significant differences were found among 4th graders only (t = -4.441, p = .000); among 5th graders only (t = 4.595, p = .000). Finally, paired-samples t-tests were conducted to investigate differences between pretest and posttest on the TCAP Sample Test. Significant differences were found overall (t = -16.857, p = .000). Results found an overall significant increase of 404% on the TCAP sample tests between pre and posttest. Both the number and percent of students who passed the TCAP sample test increased as did average overall scores. T-test comparisons of the SEMLI-S and GSE reveal improvements in motivation and self-efficacy for both girls and boys in fourth grade. This did not hold true for girls and boys in the fifth grade, perhaps due to differences in age and culture, self-perception of fifth grade girls, or teaching effects. Students with disabilities demonstrated the greatest improvement in motivation and self-efficacy.

 

Discussion and Implications

The improvements seen in this study indicate field trips may aid in retention of at-risk students. Findings suggest interesting implications for future research. Further studies should examine the differentiating factor between girls in the fourth and fifth grade. The results suggest the importance of adequate funding for education that includes enrichment activities, and provides evidence to support policies that enhance public education for all. Under the current conditions, funding for education is at risk, and funding for enrichment educational activities even more so. It is thus social work’s responsibility to advocate for policies that increase the educational opportunities for all children.