Latest Research News on Students Attitude : April 21

[1] The development and use of an instrument to assess students’ attitude to the study of chemistry

This paper reports on aspects of a three-phase study whose aim was to gather information on undergraduates’ responses to the study of science. The emphasis of this paper is on methodological issues arising from considerations of how to measure and analyse data on attitudes. The study draws on the methodology employed in an earlier study undertaken in Canada, the Views on Science-Technology-Society (VOSTS) study, applying the methodology in a new context. The first two phases involved the development and validation of an appropriate research instrument. The third phase involved using the instrument with students in the first year of study at a South African University. In additional to the quantitative data gathered, the students’ responses on the instrument were used to develop in-depth ‘profiles’ of particular groups of students. This technique proved particularly effective in identifying areas for possible remedial action.

[2] Relationships between university students’ achievement motivation, attitude and academic performance in Malaysia

Student achievement problems are often highlighted in academic literature and the mass media and therefore, it is pertinent for educators to be aware and to study the factors related to student achievements such as achievement motivation and attitude. The purpose of this study was to identify the relationships between the achievement motivation, attitude and student academic performance. The research design employed was a descriptive correlational. Data were collected by self-reported questionnaire on a sample using cluster sampling technique based on the different faculty of studies in the university. The respondents were 1484 students from a local university (1102 females and 382 males). They were following the education, science, humanities, agriculture/technical/engineering programmes.

[3] Managing Students’ Attitude towards Science through Problem – Solving Instructional Strategy

The study was designed to further clarify the claim by several authors that methods of instruction could change students’ attitude positively towards science. It was the belief of the author that if students were allowed to develop higher cognitive processes through problem solving strategies, either as teacher directed or self-directed, their attitudes toward chemistry might change positively. Therefore, the effect of teacher-directed and self-directed problem-solving strategies on students’ attitude toward chemistry was investigated. The four-stage (logical) model of solving Chemistry problems as suggested by Ashmore, Casey and Frazer (1979) was adopted for the study. The findings in this study showed that students in the experimental group developed more positive attitude towards Chemistry after the treatment. It was then recommended that teachers should adopt problem solving strategies in their teaching in order to win many more students to chemistry. Besides giving students the content, the process is equally important for them to comprehend some scientific concepts and principles. This could make them develop more positive attitude toward the learning of science.

[4] The Development of Science Domain Based Learning Tool Which is Integrated with Local Wisdom to Improve Science Process Skill and Scientific Attitude

This research was conducted to : (1) improve the science domain based learning media which is integrated with appropriate local potention for Science learning material Object Change Around Us for students grade VII of Junior High School, (2) know the effectiveness of science based learning media which is integrated with developed local potention to improve science process skill and scientific attitude of students grade VII of Junior High School. This research was a research and development which adapt 4D Thiagarajan model which include four steps, they were: (1) define, (2) design, (3) develop, and (4) disseminate and Borg & Gall development model which was done into 7 steps, they were: (1) research and information collecting, (2) planning, (3) developing preliminarry form of product, (4) preliminary field testing, (5) main product revision, (6) main field testing, and (7) operational product revision. The research result showed thet the science domain based learning media which was integrated with developed local potention were: (1) appropriate to be used for science learning material Object Change around us for students grade VII of JHS, (2) effective to improve science process skill and scientific attitude of students grade VII of JHS.

[5] Effectiveness of Brain-based Learning Strategy on Students’ Academic Achievement, Attitude, Motivation and Knowledge Retention in Electrochemistry

 

The purpose of this study was to examine the effect of Brain-Based Learning strategy on students’ academic achievement, attitude, motivation and knowledge retention in Electrochemistry. The study used a pretest-posttest quasi-experimental design. A total of 87 Senior Secondary Two students from two intact classes from North-Eastern part of Nigeria with an average age of 17 years of 2015/2016 academic session participated in this study. One of the classes served as the experimental group that used Brain-Based Learning (N=40) while the other was control group that used Lecture-Based Teaching method (N=47). Data were collected through achievement test, attitude and motivation scales. The data collected were analyzed with means, independent t-test, and Analysis of Covariate which were used to compare the groups’ scores. The findings of the study reve­aled that the Brain-Based Learning approach used in the experimental group was more effective in incre­asing student achievement, attitude and motivation of students towards chemistry than the Lecture-Based approach used in the control group. It was identified that the difference between retention test scores were also statistically significant in favour of experimental group.

 

Reference

[1] Bennett, J., 2001. The development and use of an instrument to assess students’ attitude to the study of chemistry. International Journal of Science Education23(8), pp.833-845.

[2] Bakar, K.A., Tarmizi, R.A., Mahyuddin, R., Elias, H., Luan, W.S. and Ayub, A.F.M., 2010. Relationships between university students’ achievement motivation, attitude and academic performance in Malaysia. Procedia-Social and Behavioral Sciences2(2), pp.4906-4910.

[3] Adesoji, F.A., 2008. Managing students’ attitude towards science through problem–solving instructional strategy. The Anthropologist10(1), pp.21-24.

[4] Dwianto, A., Wilujeng, I., Prasetyo, Z.K. and Suryadarma, I.G., 2017. The development of science domain based learning tool which is integrated with local wisdom to improve science process skill and scientific attitude. Jurnal Pendidikan IPA Indonesia6(1).

[5] Uzezi, J.G. and Jonah, K.J., 2017. Effectiveness of brain-based learning strategy on students’ academic achievement, attitude, motivation and knowledge retention in electrochemistry. Journal of Education, Society and Behavioural Science, pp.1-13.

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