Prediction of attitude and interest of science students of different ability on their academic performance in basic science

Adodo, S O

doi:10.5897/ijpc10.049

Cited by 22 publications

(23 citation statements)

References 5 publications

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“…This diversity is reflective of the society in which all student will enter and in general should be embraced rather than feared. Yet, being in homogenous groups has social, emotional, and academic benefits (Adodo & Agbayewa, 2011;Plucker & Callahan, 2014;Shimazoe & Aldrich, 2010). It is not unreasonable for students in mainstream programs to have opportunities in which students are surrounded by like-minded individuals.…”

Section: Concluding Thoughtsmentioning

confidence: 99%

Handbook of Cultural Studies and Education

Trifonas¹,

Jagger²

2018

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In public education, mainstream programs cater to all students. Schools strive to cater to the needs to their diverse student population by developing effective and engaging programming. There exist some specialized programs to appeal to and nurture particular facets of their students. Gifted programs have been developed to allow students identified to be the best and brightest to flourish. Through accounts of former gifted students' school experiences, aspects of the gifted program that positively contributed to their learning experience are identified. In our society, we want all children to have a high-quality education. Although developed for a specific demographic, do gifted programs provide some insight as to how best we can support the needs of all students?A classroom is filled with students, each with their own set of skills, abilities, and preferences. Schools strive to cater to the needs to their students by developing effective and engaging programming. Similarly, schools create a nurturing environment in which their students may thrive. The majority of Canadian classrooms are integrated in that it is up to the teachers to celebrate the individual and varied strengths and challenges that each student brings to the classroom. Yet, some specialized programs exist to appeal to and nurture particular facets of their students. For example, there are programs for students who are interested in the arts, athletics, music, or science. Some programs offer curricula to students not typically received in the Canadian public school system (e.g., International Baccalaureate, Advanced Placement). Other programs cater to students who are hearing or visually impaired. Still others meet the needs of students with learning difficulties or are gifted. This chapter explores one such specialized program, specifically developed to support gifted students. The intent is not to critique or debate the merits of such a program (for this, see for example: Borland, 2005;Reis & Renzulli, 2010). Rather, the gifted program serves an example of a program developed to cater to a specific student demographic providing a context to explore different facets of an educational program. Gifted Students and Their NeedsTo better understand the priorities of many gifted programs, it is important to first understand the needs of the students to which they serve.

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Section: Concluding Thoughtsmentioning

confidence: 99%

Handbook of Cultural Studies and Education

Trifonas¹,

Jagger²

2018

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“…As all of the teacher, chemistry teacher had main role in conducting teaching learning instruction that brings on improvement of students' motivation in studying chemistry [1]. Since varied studies revealed that student had a lacked of students' interest, attitude, and motivation toward chemistry [2][3]; another study proven that it is because the meaningless of chemistry content [4][5]. Students considered chemistry as meaningless due to their inability in using chemistry content knowledge in overcoming real world problems.…”

Section: Introductionmentioning

confidence: 99%

The Role of Collaborative Learning Based STSE in Acid Base Chemistry: Effects on Students’ Motivation

Priyambodo¹,

Fitriyana²,

Primastuti³

et al. 2021

Advances in Social Science, Education and Humanities Research

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Designing learning environment that leads on the improvement of students' motivation becomes crucial for chemistry teachers. The objective of this research was to investigate the effects of collaborative learning-based Science, Technology, Society, and Environment (STSE) towards students' motivation in acid base chemistry lesson. A pre-test post-test non-equivalent control group design was adopted in this quasi-experimental research. Two classes who enrolled in science programme from a public senior high school in Sleman Regency, Yogyakarta, Indonesia were used as the research sample of this study. Through cluster random sampling, one group was devoted as experimental class (N=30) receiving collaborative learning based STSE while the other one as control class (N=32) taught by traditional teaching. A Chemistry Motivation Scale (CMS) was administered as data collection tool of students' motivation before and after the teaching intervention. These data were analysed using descriptive statistics, Mann Whitney U, Kruskal Wallis, and Wilcoxon tests. The findings of this research revealed that there was significantly difference of students' motivation among experimental and control classes. This difference was occurred in favour of experimental class. Moreover, the data of students' motivation on experimental class signified a higher improvement than the control class. Thus, it can be highlighted that collaborative learning based STSE has an effect in improving students' motivation. The result of this study recommends to implement collaborative learning based STSE since it is promising in order to promote students' motivation in learning chemistry.

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“…The mentality of students towards a specific subject, such as science, predominates their learning regarding this school subject. Adodo and Gbore (2012) affirmed that the mind frame is the individual's tendency towards a specific thing, thought or foundation. They stated that such change is caused by the extensive attitude significance, which handles all aspects of character improvement, such as values, solitary interest, goals and proficient change gained from the interests of an expert in addition to different times of one's gradual lives.…”

Section: Introductionmentioning

confidence: 99%

Scaffolding Strategies in Promoting Attitudes of Saudi Middle School Science Students

2021

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Developing teaching strategies has become the cornerstone of education. The most successful educational strategies are those that adhere to their vital role to students as they focus on raising the students' attitude towards learning. This research shed some light on the impact of scaffolding strategies on middle school students' attitudes towards the science subject. Specifically, the aim of this research is twofold: to examine students' attitudes towards learning and enjoying science and to emphasise their attitudes towards science teachers and their teaching methods in the classroom. A quasiexperimental research design was implemented to achieve the research objectives involving pre-and post-test for the experimental and control groups. The research population consisted of 84 ninth-grader science students in Saudi. A questionnaire of 24 items was developed to cover the major dimensions of the study after being validated by relevant experts. After conducting the questionnaire, data were collected accordingly and then analysed using descriptive analysis and inferential statistics. Findings showed a significant difference in the science student's attitude in favour of students who were taught using scaffolding strategies compared with those taught using conventional teaching methods. Based on the findings, the research proposes that scaffolding strategies should be applied as educational venues of learning autonomy to students in classrooms that directly and indirectly promote students' positive attitudes towards learning science. The research concluded with a recommendation that scaffolding strategies should be applied when teaching science for better outputs. Therefore, policymakers and curriculum planners need to adopt scaffolding as a typical teaching strategy for the art of teaching in general and science in particular.

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Prediction of attitude and interest of science students of different ability on their academic performance in basic science

Cited by 22 publications

References 5 publications

Handbook of Cultural Studies and Education

Handbook of Cultural Studies and Education

The Role of Collaborative Learning Based STSE in Acid Base Chemistry: Effects on Students’ Motivation

Scaffolding Strategies in Promoting Attitudes of Saudi Middle School Science Students

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