Comparison between Student Learning Outcomes in Higher Elementary School Science with an STS Modules and Typical Textbooks

The purpose of this study is to determine whether science, technology, and society modules (STS modules) enhances student attitudes towards science and their achievement. The study involved 8 teachers and 315 students in 8 grade nine classes in Palestine. This study adopted a quasi-experimental methodology, in which eight intact classes of science were utilized. Four were treatment groups, in which the students were taught using the STS teaching learning modules and the students in the other 4 classes are (control group) were taught using atypical textbook. The dependent variables are gender, places (urban and rural) and teaching materials. The major findings indicated that students who are taught using STS teaching learning materials (Modules) scored higher than the control groups in an achievement test and an attitudes scale survey. Females showed higher achievement scores compared to males; however, there were no significant differences between female and male students in their attitudes towards science. It is concluded that there, are no significant differences in the students’ attitudes in relation to their geographical belongings.