The main purpose of this study was to investigate the influence of teachers' expectancy and students' attitude towards science (ATS). The participants were 130 teachers and 300 students from secondary schools in Indonesia. The results indicated teachers' expectancy significantly affected students' ATS. Different kind of expectancy led teachers to have different classroom behavior. Teachers expect students from the science streams to have significantly higher potential to improve their academic achievements compared to the students from non-science stream. The results also showed that there is a significant correlation between teachers' expectancy and students' perception of teachers' behavior. Furthermore, because students from science stream perceived that their teachers are supportive, they believe that the teachers expected them to score higher in science. In turn, this belief led them to possess higher ATS compared to the non-science stream students, which perceived that their teachers are focusing more on controlling their behavior. It could be concluded that teachers' expectancy affected students' ATS, moderated by the students' perception of teachers' behavior.
Feedback plays an important role in fostering deep learning. It is widely recognized as one of the most powerful influences on students' learning. Meanwhile, timeliness is one of the important elements for feedback to be effective. In line with the technology development, the trend of feedback delivery has been shifted from conventional written and oral feedback to computerized feedback. It can be planned and delivered to students in a timely manner. To fully utilize the advantage of computerized feedback, students' views should be taken into account. This study investigated students' perception on computerized feedback through semi-structured interviews. From the results, seven themes were identified: (1) Meaning, (2) Content, (3) Comprehensibility, (4) Usefulness, (5) Timeliness, (6) Emotion, and (7) Attention. The findings of this study emphasize the needs for understanding students' perceptions of computerized feedback to maximize its role in improving students' performance.
Attitude towards science (ATS) is major concern in science education due to its positive correlation with students’ science achievement. However, previous studies showed that students’ ATS is decreasing in many countries. Although many attempts have been taken to solve this problem, little consideration has been given to the effect of track position and students’ ATS. While cognitive aspect plays major role in tracking, affective aspect such as ATS is overlooked. It might be one of the factors that contributing to the decrease of students’ ATS. Accordingly, this paper aimed to investigate the effect of tracking on students’ ATS. A total of 450 science stream students and 299 arts stream students were involved in this study. The findings showed that among science stream students, 21 students (4.67%) prefer arts stream rather than science stream. Their ATS level is statistically significant lower than science stream students who prefer science stream and the effect size is large (Cohen’s d = 1.1028). Meanwhile, among arts stream students, 47 students (15.7%) prefer science stream rather than arts stream. Although their ATS level is higher than arts stream students who prefer arts stream, the difference is not statistically significant, with negative and small effect size (Cohen’s d = -.2271). The findings of this study would bear significant implication to enhance awareness of public and educators about the important of ATS in tracking. Moreover, this study would provides useful information for stakeholders in determining students’ stream. Key words: affective, attitude towards science, science education, tracking.
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