Affective Profiles of Year 9/10 Australian and South East Asian Students in Science and Science Education

Abstract

While there are research studies into students' affective perspectives revolving around science and science education over the last five decades, there are few studies on students' attitudes and beliefs in these areas in developing countries in South East Asia, particularly those that do not participate in international assessment programs. This quantitative study investigated the affective profiles of Year 9/10 students in science/science learning from seven South East Asian countries and Australia to understand the similarities and differences in students' attitudes and the implications in advancing the STEM education agenda in these countries. Comparative studies perform several important functions that are closely interlinked and this study heightens our awareness of the impact of systems and cultures on students' emotional views in the areas of science/science education, allowing country coordinators and policy makers to compare and review teaching practices to enhance student engagement and performance. The implications of the study are discussed.

Developing affective learning strategies for science education: A literature review

“…A quantitative study that investigated the affective profile of year 9/10 students in science learning in seven Southeast Asian countries and Australia. The study aimed to understand the similarities and differences in students' attitudes and implications for STEM education development [26]using existing affective scales in the general chemistry laboratory context. The study focused on using affective scales in the general chemistry laboratory environment [27].…”

Exploring the role of motivation in STEM education: A systematic review

“…In parallel with these educational advances, many nations have developed new curricula for STEM education and updated their existing curricula according to the skills that STEM education requires (Andreev et al, 2020;National Science & Technology Council, 2013;Ritz & Fan, 2015). In this way, nations also wanted to take action to educate their students and provide them with skills in the face of changing developments such as global warming, hazardous chemicals, new technologies, environmental protection, and ensuring prosperity in the face of changing world conditions (Hasanah, 2020;Ng, 2020;Ritz & Fan, 2015). In addition to developments, a decline in students preferring college-level STEM fields in many countries has made STEM instruction increasingly important (Akgunduz, 2016;Ng, 2020).…”

“…In this way, nations also wanted to take action to educate their students and provide them with skills in the face of changing developments such as global warming, hazardous chemicals, new technologies, environmental protection, and ensuring prosperity in the face of changing world conditions (Hasanah, 2020;Ng, 2020;Ritz & Fan, 2015). In addition to developments, a decline in students preferring college-level STEM fields in many countries has made STEM instruction increasingly important (Akgunduz, 2016;Ng, 2020). For these reasons, governments have placed significant importance and urgency on developing STEM 2 / 13 instruction and have supported education stakeholders to encourage and promote students in STEM subjects (Tawbush et al, 2020).…”