Attitudes to School Science held by Primary Children in Pakistan

Iqbal, Hafiz Muhammad; Nageen, Tabassum; Pell, Anthony

doi:10.1080/09500790802307829

Cited by 14 publications

(14 citation statements)

References 42 publications

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“…In this study, public school teachers held significantly more efficacy beliefs than private school teachers; this finding can be traced to previous research studies (Iqbal, Nageen & Pell, 2008;Shaukat, 2011). In the context of Saudi Arabia, government school teachers have more job security and access to facilities while teaching students.…”

Section: Discussionsupporting

confidence: 54%

Impact of Demographic Variables in the Development of Teachers’ Self-Efficacy Beliefs in the Context of Saudi Arabia

Alwaleedi¹

2016

ASS

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Teacher self-efficacy is one of the important variables to bring change in students' learning. The current study aimed to assess teachers' self-efficacy beliefs on four sub-scales; namely, classroom management, persistent behaviour, classroom anxiety and professional mastery, in the context of Saudi Arabia. The key objective of the study was to determine teachers' self-efficacy beliefs on these sub-scales in relation to gender, age, professional qualification, level of teaching, and job experience. A random sample of 168 male and 106 female teachers was selected from two public and two private schools in Jeddah. A Teachers' Self-Efficacy Beliefs scale developed by Shaukat (2011) was administered to collect data from teachers; the results for this study reported .89 overall reliability of the scale, .72 for classroom management, .73 for persistent behaviour, .66 for classroom anxiety and .76 for professional mastery. Data were analysed using the t-test and ANOVA to determine the impact of demographic variables on the four sub-scales of self-efficacy beliefs. Results showed significant differences between the self-efficacy beliefs of male and female teachers; BA, MA and PhD qualified teachers; primary and elementary and secondary school teachers; and public and private teachers with regard to classroom management, persistent behaviour, classroom anxiety and professional mastery. This study has possible implications for policy makers and teacher educators.

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Section: Discussionsupporting

confidence: 54%

Impact of Demographic Variables in the Development of Teachers’ Self-Efficacy Beliefs in the Context of Saudi Arabia

Alwaleedi¹

2016

ASS

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“…Why, for instance, would Pakistani students be more interested in S&T careers than English or SouthAfrican students? [94] Why would boy/girl differences in I/M/A be less acute in Asian countries? [204].…”

Section: International Differencesmentioning

confidence: 99%

Interest, motivation and attitude towards science and technology at K-12 levels: a systematic review of 12 years of educational research

Potvin

Hasni

2014

Studies in Science Education

522

360

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The relationship that exists between students and science and technology (S&T) is a complex and important one. If it is positive, then social, economic and environmental consequences are to be expected. Yet, many problems of interest/ motivation/attitude (I/M/A) towards S&T have been recorded. A lot of research has been conducted on this topic and a certain number of syntheses have been proposed, but very few of them have followed sufficiently systematic procedures. In this article, we offer a synthetic and systematic description of 228 research articles that were published between 2000 and 2012 and indexed in the ERIC database under I/M/A for S&T at K-12 levels. We focus on the origin of these articles, on the constructs they use and define, on the instruments, and finally on the results they provide, whether correlative or causal. Conclusions and recommendations for future research and interventions are formulated.Keywords: science education; technology education; literature review; interest; motivation; attitude; K-12 Introduction A worldwide concernThe connection that exists between students and science and technology (hereafter designated as 'S&T') through the use of such concepts as 'interest', 'motivation' or 'attitude' (hereafter designated as 'interest/motivation/attitude', 'I/M/A') is an important current and ongoing preoccupation and has been a major concern for researchers and educational systems around the world for a very long time (Osborne, Simon, & Collins, 2003). Although students' I/M/A toward S&T is sometimes judged to be generally positive (Awan, Sarwar, Naz, & Noreen, 2011) -though not without some considerable international differences (p. 43), boy/girl differences and subject-related differences (Schreiner & Sjoberg, 2004) -the idea that interest in S&T is declining has now been widely accepted. According to the Organisation for Economic Co-operation and Development (OECD) (2006, 2008), S&T professions are less attractive and the share of S&T students in higher education has been decreasing considerably. In 2003, Osborne et al. wrote: 'In […] the past decade, the problem has become even more acute ' (2003, p. 1050 This is an Open Access article. Non-commercial re-use, distribution, and reproduction in any medium, provided the original work is properly attributed, cited, and is not altered, transformed, or built upon in any way, is permitted. The moral rights of the named author(s) have been asserted. , 2014 Vol. 50, No. 1, 85-129, http://dx.doi.org/10.1080/03057267.2014 interest-evaluating items (8) in its international testing initiative (Krapp & Prenzel, 2011). Studies in Science EducationStudents and school science & technology: a relationship under tension and a need for research-based synthetic knowledge According to Krapp and Prenzel (2011), besides developmental or identity-based approaches, it is possible to tackle the problem of interest in S&T by supposing that its development depends 'on the quality and type of instruction ' (p. 35) that is given to students in schools. But ...

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“…The attitudinal research is based on the premise that students' meaningful engagement in learning science is primarily determined by their level of motivation and positive attitudes and optimism towards the subject (Osborne, Simon, & Collins, 2011;Rogoff, 2006). The attitude-based research studies conducted in Pakistan (e.g., Anwar & Bhutta, 2010;Iqbal et al, 2009;Iqbal, Nageen, & Pell, 2008) and elsewhere in the world (e.g., Foley & McPhee, 2008;Haussler & Hoffmann, 2003) typically have focused on students' attitudes toward learning science. In the attitude-based research, the main focus has been on perceptions, experiences, emotions, thoughts, opinions, enthusiasm, likes and dislikes, and so on.…”

Section: Literature Reviewmentioning

confidence: 99%

“…These principles are further briefly examined with the help from the researcher literature. Iqbal et al (2008), using an attitude scale used by researchers in the United Kingdom (Pell & Jarvis, 2001, cited in Iqbal et al, 2008, explored primary and elementary school (Grades 4-8) children's attitude toward science, with particular interest to see if there was a difference in the level of the effect of Islamic values on students' attitude compared with the British secular societal values. The study used students' gender and schools' locations (urban and semiurban context) as important units of analysis.…”

Section: Literature Reviewmentioning

confidence: 99%

A Case Study of the Common Difficulties Experienced by High School Students in Chemistry Classroom in Gilgit-Baltistan (Pakistan)

Ali

2012

Sage Open

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This article reports a research study conducted with four chemistry teachers in three high schools (two government schools and one private school) in Gilgit-Baltistan region of Pakistan. The study investigated questions concerning common difficulties high school (Grades 9 and 10) students experience in chemistry classroom, the possible reasons for these difficulties, and the ways in which teachers help students overcome these difficulties. A qualitative case study method was used to investigate the questions, which used in-depth interviews with teachers, classroom observation, and postobservation discussion with the teachers, as main data collection tools. The key findings of the study allude to a huge gap between what is intended in the National Curriculum in terms of students’ learning in chemistry and what actually happens in the classroom where students learn chemistry. Promoting in-depth learning appeared to be an uphill task for the teachers. The main hurdle lies in students’ inability to demonstrate a good understanding of very basic concepts of the subject. Despite faced with such a challenge, the teachers appear to be committed to teaching their subject. The implications of the results of the study are explained in the context of schools, teachers, and other educational stakeholders by emphasizing the need for synchronization and integration of efforts on the part of schools.

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Attitudes to School Science held by Primary Children in Pakistan

Cited by 14 publications

References 42 publications

Impact of Demographic Variables in the Development of Teachers’ Self-Efficacy Beliefs in the Context of Saudi Arabia

Impact of Demographic Variables in the Development of Teachers’ Self-Efficacy Beliefs in the Context of Saudi Arabia

Interest, motivation and attitude towards science and technology at K-12 levels: a systematic review of 12 years of educational research

A Case Study of the Common Difficulties Experienced by High School Students in Chemistry Classroom in Gilgit-Baltistan (Pakistan)

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