Developing attitude to science scales for use with children of ages from five to eleven years

Pell, Tony; Jarvis, Tina

doi:10.1080/09500690010016111

Cited by 216 publications

(182 citation statements)

References 19 publications

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“…However, in a study by Pell and Jarvis (2001) found that male students recorded a much higher positive attitude compared to female students. Male students, consistently, have a more positive attitude towards Science compares to female students.…”

Section: Students' Attitude Towards Physics Based On Gendermentioning

confidence: 91%

Attitude towards Physics and Additional Mathematics Achievement towards Physics Achievement

Veloo¹,

Rahimah²,

Khalid³

2015

IES

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The purpose of this research is to identify the difference in students' attitude towards Physics and Additional Mathematics achievement based on gender and relationship between attitudinal variables towards Physics and Additional Mathematics achievement with achievement in Physics. This research focused on six variables, which is attitude towards Physics, career related to Physics, importance of Physics, difficulty of understanding Physics, Physics teachers and Physics equipment usage. The respondents consist of 203 Grade 10 students in science stream who are taking Physics as an elective subject. This research was done in secondary schools in the district of Kota Bharu, Kelantan. A questionnaire was used to gather the data regarding six aspects (24 items). The items from Prokop, Tuncer, and Chuda (2007) were translated and used to determine the students' attitude towards Physics. The findings showed a significant difference in students' interest towards Physics, career related to Physics, importance of Physics, difficulty of understanding Physics, Physics teachers and Physics equipment usage whereby the male students are higher compared to female students. Meanwhile there was no difference between students' attitude towards the importance of Physics and achievement in Additional Mathematics. There is a strong relationship between Additional Mathematics achievement and Physics achievement followed by interest towards Physics and difficulty of understanding Physics. Meanwhile the relationship between students' attitude towards career related to Physics, importance of Physics, Physics teacher and Physics equipment usage is not significant towards Physics achievement. Physics teachers should give more emphasis in not only the learning of Physics but more importantly on students' attitude towards the learning of Physics.

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Section: Students' Attitude Towards Physics Based On Gendermentioning

confidence: 91%

Attitude towards Physics and Additional Mathematics Achievement towards Physics Achievement

Veloo¹,

Rahimah²,

Khalid³

2015

IES

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“…Another study that used Cronbach's alpha in characterising an instrument developed for measuring affect in science education is "Developing attitude to science scales for use with children of ages from five to eleven years" (Pell & Jarvis, 2001) which "reports on the development stages of three attitudes to science and school scales for use with children aged from 5 to 11 years" (p,847). Pell and Jarvis report that 'Attitude subscales measure Bliking school^, Bindependent investigator^, Bscience enthusiasm^, the Bsocial context^of science and Bscience as a difficult subject^with Cronbach Alpha reliabilities for the year groups varying from above 0.8 to below 0.7' (p.847).…”

Section: Examples Of Alpha Cited In Measuring Affective Constructsmentioning

confidence: 99%

The Use of Cronbach’s Alpha When Developing and Reporting Research Instruments in Science Education

2017

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Cronbach's alpha is a statistic commonly quoted by authors to demonstrate that tests and scales that have been constructed or adopted for research projects are fit for purpose. Cronbach's alpha is regularly adopted in studies in science education: it was referred to in 69 different papers published in 4 leading science education journals in a single year (2015)-usually as a measure of reliability. This article explores how this statistic is used in reporting science education research and what it represents. Authors often cite alpha values with little commentary to explain why they feel this statistic is relevant and seldom interpret the result for readers beyond citing an arbitrary threshold for an acceptable value. Those authors who do offer readers qualitative descriptors interpreting alpha values adopt a diverse and seemingly arbitrary terminology. More seriously, illustrative examples from the science education literature demonstrate that alpha may be acceptable even when there are recognised problems with the scales concerned. Alpha is also sometimes inappropriately used to claim an instrument is unidimensional. It is argued that a high value of alpha offers limited evidence of the reliability of a research instrument, and that indeed a very high value may actually be undesirable when developing a test of scientific knowledge or understanding. Guidance is offered to authors reporting, and readers evaluating, studies that present Cronbach's alpha statistic as evidence of instrument quality.

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“…The test ended with three questions where, due to combinations of slope and car characteristics, the car could be said to be moving quickly, moving slowly or not moving. Attitudes to Science, a 21-item questionnaire, was used to explore pupils' attitudes towards the school subject of science (Pell & Jarvis, 2001). asked the pupils to undertake the same task, but only for the science work group (with the names of those in their science work group already printed on the instrument).…”

Section: Insert Table 1 Herementioning

confidence: 99%

Cooperative Learning in Science: Follow‐up from primary to high school

Thurston

Topping

Tolmie

et al. 2009

International Journal of Science Education

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Developing attitude to science scales for use with children of ages from five to eleven years

Cited by 216 publications

References 19 publications

Attitude towards Physics and Additional Mathematics Achievement towards Physics Achievement

Attitude towards Physics and Additional Mathematics Achievement towards Physics Achievement

The Use of Cronbach’s Alpha When Developing and Reporting Research Instruments in Science Education

Cooperative Learning in Science: Follow‐up from primary to high school

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