Attitude towards Learning of Science and Academic Achievement in Science among Students at the Secondary Level

By Narmadha, U.; Chamundeswari, S. | Journal of Sociological Research, July 1, 2013 | Go to article overview

Attitude towards Learning of Science and Academic Achievement in Science among Students at the Secondary Level


Narmadha, U., Chamundeswari, S., Journal of Sociological Research


Abstract

The present study aimed to investigate attitude towards learning of Science and academic achievement in Science among students at the secondary level. Using random sampling technique 422 students, from the secondary level in different systems of education, namely, state, matriculation and central board schools were chosen. The Attitude toward Learning of Science Scale (Grewal, 1972) was used to assess the attitude towards learning Science and the marks scored in Science were taken from their half yearly performance. The data collected was subjected to statistical analysis, namely, mean, standard deviation, 't'- test, 'F- ratio, Karl Pearson's Product Moment Correlation Co-efficient 'r'. Results showed that the students belonging to the central board schools have a higher level of attitude towards learning of Science compared to students in state board but did not differ with students in matriculation board schools at the secondary level. Similarly, students belonging to central board schools performed better in Science subject compared to the students in state and matriculation board schools at the secondary level. The girls are significantly better in their attitude toward learning of Science when compared to the boys in all categories of schools. In matriculation and central board schools the girls are better than boys in their academic achievement in Science whereas in state board schools there is no significant difference in their gender. A positive correlation was found to exist between attitude towards learning Science and academic achievement in Science among the students.

Keywords: Attitude, Learning of Science, Academic Achievement

1 INTRODUCTION

Scientific progress is faster today than ever before. This progress is reflected not only by the many discoveries made each year but also by the thousands of scientists involved in research and by the vast sums of money spent on scientific work. As the number of scientists has grown, cooperation and communication among them have become increasingly important. Many recent achievements have resulted from scientists working in research teams. Hundreds of scientific journals, professional societies, and computerized information systems make it possible for scientists throughout the world to exchange information quickly and easily. Increasingly powerful and advanced equipment is helping scientists in many different fields expand knowledge about the world.

Nowadays, learning of Science becomes very important and learning Science in a more interactive way through the usage of communication technology is highly encouraged. Moreover, learning Science is also very beneficial as it has been linked with other subjects such as History, Geography, Mathematics, English and other languages. This will certainly help the children in many ways as they get to learn many things at a time.

Teachers should try to make learning of Science an enjoyable experience, the one that the children will remember for a life time as Science is an on-going process and it will continue even when these children have stepped out of primary school. Therefore, it is definitely a wise move to help these children to understand the importance of Science and the significance of learning Science. Under such circumstances, it becomes important to investigate the learning of Science by children, who are the potent citizens of tomorrow.

An early notable contribution towards Science was made by Klopfer (1971), who categorized a set of affective behaviours in Science education as:

* the manifestation of favourable attitudes towards Science and scientists;

* the acceptance of scientific enquiry as a way of thought;

* the adoption of ' scientific attitudes' ;

* the enjoyment of Science learning experiences;

* the development of interests in Science and Science-related activities; and

* the development of an interest in pursuing a career in Science or Science related work. …

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