Quantifying attitude to chemistry in students at the University of the South Pacific

Brown, Stephen; Sharma, Bibhya N.; Wakeling, Lara; Naiker, Mani; Chandra, Shaneel; Gopalan, Romila D.; Bilimoria, Veena

doi:10.1039/c3rp00155e

Cited by 17 publications

(15 citation statements)

References 24 publications

(34 reference statements)

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“…Exploratory factor analysis of the data obtained using ASCI (Bauer, 2008) initially indicated latent factors which included intellectual accessibility (concordant with 'cognitive'), emotional satisfaction and anxiety (concordant with 'affective'). Further studies (Brown et al, 2014;Xu, Villafane, & Lewis, 2013) have confirmed this internal data structure, by consistently showing that both affective and cognitive sub-scales are contained within ASCI. Thus, we are confident that the instrument used to quantify attitude was appropriate and valid for this group of students.…”

Section: Discussionmentioning

confidence: 61%

Attitude to the study of chemistry and its relationship with achievement in an introductory undergraduate course

Brown

White²,

Sharma³

et al. 2015

JoSoTL

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A positive attitude to a subject may be congruent with higher achievement; however, limited evidence supports this for students in undergraduate chemistry – this may result from difficulties in quantifying attitude. Therefore, in this study, the Attitude to the Study of Chemistry Inventory (ASCI) – a validated instrument to quantify attitude, was used to measure attitude to chemistry in 125 undergraduates studying an introductory course in chemistry, as part of a BSc Chemistry major. The 13 week course contained 4 summative assessments: practical (PRAC), tutorial (TUT), on-line web-based learning (OWL), and a final exam (FE). Sub-scales within ASCI which quantify the ‘affective’ and ‘cognitive’ components of attitude were determined. Firstly, for all 125 students, weak correlations (r) between the affective scale score and FE (r=0.275, P

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Section: Discussionmentioning

confidence: 61%

Attitude to the study of chemistry and its relationship with achievement in an introductory undergraduate course

Brown

White²,

Sharma³

et al. 2015

JoSoTL

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“…One single item was independent of the other four factors and described with the term ‗Fear' (Bauer, 2008). This method became widespread and was used to evaluate the attitude of college-level students in the Pacific Islands towards Chemistry (Brown et al, 2014). In 2011, Bauer's method was refined by Xu and Lewis by reducing the number of items from its original 20-item form and five latent constructs to eight adjective pairs in two factors: -Emotional satisfaction‖ and -Intellectual accessibility‖ (Brandriet et al, 2011;Xu and Lewis, 2011).…”

Section: Literature Reviewmentioning

confidence: 99%

Using the Semantic Differential Method to Assess the Learning Motivation and Attitude of First-Year Students Towards Chemistry in University of EMERCOM of Russia

Svidzinskaya

Baskin

Mezentseva

2019

International Journal of Education and Practice

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It is an interesting to obtain an objective view of students' attitude toward a certain discipline and to construct effective pedagogical diagnostics based on the obtained data. Such data relates to both the academic performance of students and also their emotional attitude towards a subject and motivation to study it. This research study, using the semantic differential method, used a survey tool for measuring students' attitudes towards-Chemistry‖ as a body of knowledge and practical use. A questionnaire was administered to first-year students from the University of EMERCOM of Russia, who were studying Chemistry as a basic discipline. Methods of graphical and factor analysis were used to process the data obtained during the study. The concurrent results of both methods prove the applicability of the graphical data processing method for small subject groups' analysis, when factor analysis was not sufficiently accurate. As a result of statistical data processing, four basic factors, reflecting the students' attitude to the Chemistry course, were identified. The learners were seen having different attitudes depending on the major chosen, on gender and on the nature of the educational group. A lack of understanding of the role of Chemistry in professional disciplines was found to be a major cause for low learning motivation. It was also revealed that academic performance could be increased by monitoring the students' emotional states. A combination of both factor analysis and graphical data processing made this study both qualitative and quantitative. Contribution/Originality: The primary contribution of this research is to investigate the pedagogical diagnostics method of students' emotional perception in an educational process, based on the differential method, which allows tracking of the change in attitude towards a subject during training and choose teaching methods that increase motivation for learning.

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“…ASCI was originally validated in the US with undergraduates majoring in chemistry [9], and subsequently, a shorter version of the original 20 item questionnaire was developed by [10], also in chemistry undergraduates. The Attitude toward the Subject of Chemistry Inventory (ASCIv1) developed by [9] to measure student attitudes toward chemistry as a discipline was recently used to quantify chemistry attitudes of college level students in the Pacific Islands [11]. This shortened version (ASCIv2) has been used in Australia and the US [12], and contains eight items in two subscales, 'intellectual accessibility' congruent with the cognitive component of attitude, and 'emotional satisfaction' congruent with the affective component of attitude.…”

Section: Introductionmentioning

confidence: 99%

Construct Validity and Reliability of Attitudes towards Chemistry of Science Teacher Candidates

Sumarni

Susilaningsih

Sutopo

2018

IJERE

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Developing students' positive attitude toward learning is one of the important things, because some researchers mention that attitudes toward the subjects are related to academic achievement. Teachers, in the implementation of learning can evaluate attitudes toward the subjects, in order to know how students' attitude toward learning that is/has been going on. Therefore, an attitude assessment is required for valid, reliable and practical learning. The purpose of this research is to develop a Likert scale type questionnaire that can measure students' attitudes toward chemistry. In this study initially has been compiled as many as 43 items. The items in the present scale were adapted from the Test of Science-Related Attitudes (TOSRA) and Attitudes towards Chemistry Lessons Scale (ATCLS). After the contents validation of the questionnaire by the expert, the questionnaire is tested on 245 college students. Determination of construct validity which is conducted with exploratory factor analysis obtained 32 items valid question. The result of factor analysis shows that the scale has nine factors that explain 62.105% of the total variance. In addition, it shows the finding of 'reliability coefficient (Cronbach' alpha) of 0.91. The results obtained showed that it has obtained valid and reliable questionnaires as a measuring tool that can be used to determine student attitudes toward chemistry in chemistry foodstuffs lectures.

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Quantifying attitude to chemistry in students at the University of the South Pacific

Cited by 17 publications

References 24 publications

Attitude to the study of chemistry and its relationship with achievement in an introductory undergraduate course

Attitude to the study of chemistry and its relationship with achievement in an introductory undergraduate course

Using the Semantic Differential Method to Assess the Learning Motivation and Attitude of First-Year Students Towards Chemistry in University of EMERCOM of Russia

Construct Validity and Reliability of Attitudes towards Chemistry of Science Teacher Candidates

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