The effects of GIS on students' attitudes, self-efficacy, and achievement in middle school science classrooms

This paper examines a non-equivalent quasi-experimental research effort, wherein two versions of a two week Project Based Learning unit were developed, implemented, and assessed. Students used a collaborative GIS or paper maps to support data analysis activities in this eighth grade Earth science unit. Attitude and self-efficacy in science as technology as well as student achievement in science process skills were measured. The study found significant improvement in attitudes toward technology, self-efficacy toward science, and modest, yet significant, improvements for geographic data analysis for students who used GIS.