Factors Affecting Secondary Schools Students’ Attitudes toward Learning Chemistry: A Review of Literature (original) (raw)

ATTITUDES AND ACHIEVEMENTS OF HIGH-SCHOOL STUDENTS IN CHEMISTRY

Teaching and Learning Science at all Levels of Education, 2014

Influence of students’ attitudes on learning various school subjects and learning in general is not new in scientific researches. When considering students’ interest for learning chemistry, research showed that their attitudes affect significantly, while the education level of parents is not considered to be a factor that influences, nor the gender of students. The attitudes and beliefs of students towards chemistry are influenced by the media and the dominant beliefs within the culture. Students achievements are very important in many aspects: they are used by teachers when choosing appropriate methods and concepts they need to teach; they show students what do they know in certain part of a subject and direct them towards their future professional orientation; they show parents what kind of knowledge, skills and values their children are learning in school.

Secondary School Students’ Attitudes Towards Learning Chemistry: Comparison by Gender, Age and Educational Stream

GAMTAMOKSLINIS UGDYMAS / NATURAL SCIENCE EDUCATION, 2020

There is a dilemma among secondary school students’ attitudes towards learning chemistry in public sector educational institutions. Chemistry is considered as complicated and painstaking subject for students. Research was conducted to explore students’ attitudes towards learning chemistry of public sector secondary school students of district Lahore. Researchers used quantitative research approach based on positivist paradigm through conducting survey. Sample consisted of randomly selected enrolled 700 secondary school students: 350 male and 350 female. Questionnaire was administered to measure students’ attitudes based on 5-point Likert type options. Content validity of the instrument was confirmed from three expert opinions, and reliability was measured by calculating Cronbach’s Alpha Scores .841. Normality of the data was confirmed by calculating Shapiro-Wilk’s test, p > .05, n < 2000. Data were analyzed in SPSS by calculating independent sample t-tests and one-way ANOVA. F...

Attitude towards Learning Chemistry among Secondary School Students in Malaysia

Asian Journal of Behavioural Studies

In this current era, the world is facing environmental challenges where the future communities are losing interest in science subjects such as chemistry. There are many factors that contributed to students’ success. One of the factors is the students’ attitude in learning. The result of this study revealed that a majority of the students has a positive attitude towards learning chemistry when they conduct chemistry experiments in the laboratory. Students also show positive attitude towards teachers’ teaching style. Result also revealed that most students have a negative attitude towards chemistry because they lack interest in the subject and the syllabus itself.Keywords: Attitude, chemistry, future communities, environmental challengeseISSN 2398-4295 © 2018. The Authors. Published for AMER ABRA cE-Bs by e-International Publishing House, Ltd., UK. This is an open-access article under the CC BY-NC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/). Peer–review under respon...

Students’ Attitudes Toward Chemistry Lessons: The Interaction Effect between Grade Level and Gender

The purpose of this quantitative study was to examine the interaction effect between grade level and gender with respect to students' attitudes toward chemistry lessons taught in secondary schools. The sample consisted of 954 chemistry students in grades Secondary 4-7 (approximately 16-19 years of age) in Hong Kong. Students' attitudes were surveyed using an attitude toward chemistry lessons scale (ATCLS), and subscale scores were produced on four dimensions: liking for chemistry theory lessons; liking for chemistry laboratory work; evaluative beliefs about school chemistry; and behavioral tendencies to learn chemistry. When the ATCLS data were subjected to two-way MANOVA, the interaction effect between grade level and gender on students' attitudes toward chemistry lessons was statistically significant. The interaction effect was attributable to scores on the theory lessons subscale and laboratory work subscale. Male students in Secondary 4 and 5 liked chemistry theory lessons more than their female counterparts. However, male students' liking for chemistry laboratory work declined when they progressed from Secondary 4 to Secondary 7; no such a significant decline in attitude toward chemistry laboratory work was found in females. Overall, both males and females were just marginally positive about chemistry lessons during the years of secondary schooling. Implications of these findings for curriculum design are discussed.

Higher Secondary School Students’ Attitude towards Chemistry

Asian Social Science, 2012

The focus of this study was about higher secondary school students' attitude towards chemistry subject, chemistry teacher and teaching methodologies of chemistry teacher. Like academic achievement, attitude is considered to be an important product of higher secondary education. The population of this study was all the higher secondary schools students of Khyber Pakhtunkhwa (Pakistan), however due to time constraints and convenience the 35 second year students of government higher secondary school Jamrud Khyber agency Khyber Pakhtunkhwa were taken as convenience sample for this study. A modified questionnaire of Abulude (2009), Cheung (2009) and class room life script of Johnson and Johnson, Johnson, Johnson & Anderson (1983), of likert scale were used as an instrument for this study. The attitude of the students was analyzed by the mean score of each statement. The study revealed that students were very much satisfied from the chemistry teacher however students have worries about the subject of chemistry and the methodology of chemistry.

Attitude toward chemistry: Student’s perception based on learning experience

Journal of Physics: Conference Series, 2020

This research is descriptive study that explains students’ scientific attitude in learning chemistry. Based on the purpose, a questionnaire which contained several statements about students’ scientific attitude was distributed. The number of students who participated was 55 students in two high schools in Yogyakarta, Indonesia. Questionnaire data were analyzed quantitatively as a percentages, then categorized as low, medium and high. The data shows that most students still have scientific attitudes in the low and medium categories. This research is can be additional information for teachers and other researchers to improve students’ scientific attitude because scientific attitudes are also related to student achievement.

A Basic study on the factors influencing students' interest in Chemistry

This study investigated the contribution of basic factors such as teaching, student attitude, parental influence, co-curricular activities to the interest in learning chemistry in the middle school and in the senior school level. The interest they have for the subject plays a key role for their academic performance in the subject, which is not discussed or quantified in this study. Our study primarily extracted qualitative evidence by interviewing students from Year 8 to 13. Then data was gathered through a questionnaire. The gave us a vague hint on the key role of teaching methodology at middle school level. Poor methods exercised in teaching which may continue as a vicious cycle to upper classes .

The Effect of Lower- Secondary Chemistry Education: Students' Understanding to the Nature of Chemistry and Their Attitudes

Journal of Balitc Science Education, 2019

This research follows the previ-ous study examining the effect of chemistry education on students’ perception and understanding to the nature of chemistry (NoC) as well as their attitudes towards it as a school subject. Grade 9 students (N = 282) at the end of their compulsory schooling were given a set of open-ended questions focused on their understanding to NoC, perception of chemistry topics’ importance, topics the students found interesting and their evaluation of chemistry as a school subject. The answers were analysed using the open coding approach. It is possible to conclude most of the students do not have a clear idea about the nature of chemistry. Students assess chemistry as a school subject in the middle of the 5 point Likert scale. The results of this research offer the background for a more complex analysis of effects influencing students’s conception of chemistry and its subject matter.

“The Relationship of Motivation to Learn and Attitude Towards Chemistry on the Academic Achievement of High School Chemistry Students,”

Denila, Richard V. This study investigated the relationship of high school chemistry students’ motivation to learn and attitude towards chemistry with their chemistry academic achievement. This study was conducted at Norala National High School, Division of South Cotabato, for the school year 2009-2010. The study made use of the correlation method with the questionnaires in Likert scale to gather the data. The instruments used were: Motivation questionnaire to learn (as adopted and modified by Ortiz, 1997) for determining the students’ motivation to learn chemistry; the Attitude Towards Science Scale (ATSS) by Wilkinson, 1979, as adopted by Alava, 2004 for determining the students’ attitude towards chemistry; and the Achievement Test in Chemistry for ascertaining the academic achievement of the third year chemistry students. The statistical tools used in the study were frequency count, percentage, the mean, standard deviation, and Pearson product-moment correlation (r) at 0.05 confidence level. Findings showed that the third year students are motivated in achievement, in affiliation, in competence, and in maintenance to learn chemistry. Study show that they have the desire to learn the concepts and skills in chemistry. Collectively, the third year high school students’ have favorable attitude towards chemistry. The academic performance level of the of the third year students in high school chemistry is satisfactory. This indicates that the students are moderately competent in the knowledge and skills in chemistry. There is a statistically significant relationship between the third year students’ motivation to learn chemistry and their attitude towards chemistry. A statistically significant relationship exists between the third year students’ motivation to learn chemistry and their academic achievement in chemistry. Statistically there is a significant relationship between the third year students’ attitude towards chemistry and their academic achievement in chemistry.

Çalık, M., Ültay, N., Kolomuç, A. & Aytar, A. (2015). “A cross-age study of science student teachers' chemistry attitudes”. Chemistry Education: Research and Practice, 16, 228-236, DOI: 10.1039/c4rp00133h

The aim of this study is to investigate the effects of some variables (gender and year of study) on science student teachers’ (SSTs) chemistry attitudes. An adapted version of Chemistry Attitudes and Experiences Questionnaire was administered to 983 SSTs drawn from four different universities in the region of Eastern Black Sea, Turkey. Significant differences between genders’ mean scores of the CAEQ indicate that the females somewhat develop stronger positive attitudes towards chemistry than do the males. Furthermore, because the first year of the study generally had the highest mean scores of the three subscales of the CAEQ, it can be deduced that tertiary education lacks improving the SSTs’ positive chemistry attitudes to a satisfied level and/or a large effect size. Hence, its attitudinal quality should be intimately inquired.