Gender Differences in Students’ Attitude towards Science

Sofiani, Desri; Maulida, A S; Fadhillah, Nanda; Sihite, Dameria

doi:10.1088/1742-6596/895/1/012168

Cited by 20 publications

(20 citation statements)

References 10 publications

(11 reference statements)

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Research findings suggest that students possessed a high level of all attributes of scientific attitudes (SCIAT) and attitudes towards science (ATSCI). This result was somewhat different from a similar study in Indonesia, in which Sofiani et al (2017), indicated that science students had a moderate attitude towards science, with little attitude difference between male and female students. However, in the Philippines, Lacap (2015) determined that science major students have high attitudes in terms of open-mindedness, aversion to superstitions, curiosity, and objectivity, while moderate in terms of suspended judgment and rationality.…”

Section: Discussioncontrasting

confidence: 99%

“…Attitudes towards science are feelings, beliefs, and commitments to the values of scientific works for society or scientists themselves called affective orientation. Attributes of attitudes towards science are covered by 1) interest in science, 2) science value awareness, 3) belief and value about science, and 4) virtue and ethics in science (Barco-Southall, 2012;Chin, 2005;Ornstein, 2006;Osborne et al, 2003;Smith et al, 2014;Sofiani, Maulida, Fadhillah, & Sihite, 2017;van Aalderen-Smeets et al, 2012).…”

Section: Conceptual Frameworkmentioning

confidence: 99%

See 1 more Smart Citation

A Student’s Scientific Mind: A Confirmatory Factor Analysis

Chokchai

Pupat

2018

MJLI

View full text Add to dashboard Cite

Purpose – The research aimed to examine the construct validity of a scientific-mind measurement model for secondary school students in Bangkok and the factor loading values of scientific-mind indicators. Methodology – Stratified random sampling was used to select a sample of 500 Grade 8 students studying in a Bangkok school district during the 2016 academic year. Testing of scientific-mind measurement was used as the research instrument and construct validity testing of the scientific-mind measurement model utilized second-order confirmatory factor analysis (CFA) was carried out with SPSS AMOS software Version 23. Findings - The testing of the scientific-mind measurement model for secondary school students in Bangkok was consistent with the empirical data. The scientific-mind factors consisted of two indicators, including scientific attitudes and attitudes towards science. Scientific attitudes were comprised of nine indicators. The indicator with the highest factor loading value was creatively working with other people. Attitudes towards science contained four indicators. The indicator with the highest factor loading value was science value awareness. Significance – The results revealed that teachers and educational administrators have the potential to use the study’s scientific-mind factors in their approaches to course development, as well as in designing a manual for learning management. The study’s model can also help in measurement and evaluation of secondary school students’ progress in developing a better scientific mind.

show abstract

Section: Discussioncontrasting

confidence: 99%

Section: Conceptual Frameworkmentioning

confidence: 99%

A Student’s Scientific Mind: A Confirmatory Factor Analysis

Chokchai

Pupat

2018

MJLI

View full text Add to dashboard Cite

show abstract

“…is finding does not support the assertion of Imasuen and Omorogbe [29] which established significant differences between the attitude of male and female students in Mathematics. On the other hand, this finding is in conformity with the finding of Sofiani et al [46] who reported that gender's influence on students' attitude to science was not significant. Also, it could be seen from this finding that socioeconomic status had no significant effect on the participants' attitude.…”

Section: Discussionsupporting

confidence: 90%

Using Guided Discovery to Improve Students’ Retention and Academic Attitudes to Financial Accounting Concepts

Ugwoke

Olulowo

Ige

2020

Education Research International

View full text Add to dashboard Cite

Financial Accounting is one of the specialised subjects in the Nigerian senior secondary school curriculum. It is no gain saying that without apposite comprehension of the subject, the goals of its inclusion in the curriculum might not be fully accomplished. Hence, the researchers are in quest of appropriate instructional strategies that entail students’ active participation and improve students’ learning outcomes (attitude and retention) through practice-oriented research. Consequently, this research determined the effectiveness of guided discovery instructional strategy, in relation to a conventional lecture, on learning outcomes of students in Financial Accounting concepts. This study adopted a nonrandomized pretest, posttest, control group quasiexperimental design with a 2 × 2 × 3 factorial design. 147 secondary school students in level 5 were selected from eight secondary schools in the northern part of a Southwestern state, Nigeria. The research instruments used were Teachers’ Instructional Guides on Guided Discovery, Students’ Attitude to Financial Accounting Questionnaire (r = 0.89) and a 30-item Financial Accounting Retention Test (r = 0.83). The analyzed data affirmed that the treatment improved students’ attitude (F(1,134) = 344.935; p < 0.05 ; η2 = 0.720) and retention (F(1,134) = 385.431; p < 0.05 ; η2 = 0.742) of accounting concepts. This study recommended that teachers should utilize the guided discovery strategy to develop attitudes and knowledge retention of learners in Financial Accounting.

show abstract

“…The research results on student perceptions and critical thinking skills in scientific learning based on gender differences showed that there was not any difference between male and female students in perceptions and critical thinking skill. This is supported by [29] who state that the perceptions and attitudes of students in scientific learning showing no differences between male and female students. This result is also supported by a study from [30] which states that female students appear comparable to male students in science classes on physics subject.…”

Section: Discussionmentioning

confidence: 66%

“…One important step to improve critical thinking skill in scientific learning is knowing students' perception. By knowing students' perception of the scientific learning approach, the effectiveness of learning and efforts to develop critical thinking skill can be more efficient in the classroom [20,21]. Several previous studies have developed instruments for measuring students' perception of scientific learning.…”

Section: Introductionmentioning

confidence: 99%

Measuring Students Scientific Learning Perception and Critical Thinking Skill Using Paper-Based Testing: School and Gender Differences

Sari

Sumarmi

Astina

et al. 2019

Int. J. Emerg. Technol. Learn.

View full text Add to dashboard Cite

This study aims to describe and test students' perception of scientific learning, students' critical thinking skill level in scientific learning, differences in perception and critical thinking skill level of students based on school differences and gender, and the influence of perception on students' critical thinking skill in scientific approach learning. It involved 206 students from three high schools in Banjarmasin, Indonesia. Quantitative data was obtained from a perception questionnaire and critical thinking skill test. The perception questionnaire refers to Perception of Science Classes Survey (PSCS). The test used refers to indicators of critical thinking skill from Ennis in 2011. Data were analyzed using non parametric statistical tests with the SPSS version 23 application for Windows. The results showed that 1) students' perception of scientific learning were in the medium category, 2) students' critical thinking skill level was in a low category, 3) there were differences in perception and critical thinking skill level based on school, but there are not any differences found based on gender, 4) there was an influence of perception towards students' critical thinking skill in scientific learning approach. Designing innovative learning methods, involving student activity, and providing recommend-ed learning facilities are suggested to do to enhance students' positive perception and critical thinking skill.

show abstract

Gender Differences in Students’ Attitude towards Science

Cited by 20 publications

References 10 publications

A Student’s Scientific Mind: A Confirmatory Factor Analysis

A Student’s Scientific Mind: A Confirmatory Factor Analysis

Using Guided Discovery to Improve Students’ Retention and Academic Attitudes to Financial Accounting Concepts

Measuring Students Scientific Learning Perception and Critical Thinking Skill Using Paper-Based Testing: School and Gender Differences

Contact Info

Product

Resources

About