Relationship between perceived levels of classroom individualization and science‐related attitudes

Abstract

Relationships between perceived levels of classroom individualization and science‐related attitudes were explored for a sample of 712 junior high school science students. Five dimensions of perceived individualization (personalization, participation, independence, investigation, and differentiation) were measured with the Individualized Classroom Environment Questionnaire (ICEQ), while seven distinct attitudes were measured with the Test of Science‐Related Attitudes (TOSRA). Hierarchical regression analyses revealed that the set of individualization variables accounted for a significant increment in end‐of‐year attitude scores, beyond that attributable to corresponding beginning‐of‐year attitude scores, for four of the seven attitudes considered. Significant associations between an individual individualization variable and an attitudinal dimension were positive in all cases. The study also provided support for the reliability and validity of the ICEQ and TOSRA and for their general usefulness in science education research.

Complete Issue

“…These results are consistent with previous research that found significant relationship links between students' attitudes and their achievement outcome (Fraser and Butts, 1982;Cheng and Seng, 2001;House, 1993, Gardner, 1975. According to those studies, positive attitudes towards science could promote better performance and vice -versa.…”

“…Moreover, studies have revealed that attitudes and beliefs cannot be used to predict students' outcome in mathematics (Papanastasiou, 2000). Supporting this view, the findings by Fraser and Butts (1982) showed little correlation between attitudes and achievement. Finally, Eisenhardt's (1977) research indicated that achievement influences attitudes more than attitudes influence achievement in mathematics.…”

“…Studies by Fraser and Butts (1982) contradict the views presented above and thus conclude that the empirical evidence is insufficient to support the claim that attitude and achievement are highly related. Moreover, studies have revealed that attitudes and beliefs cannot be used to predict students' outcome in mathematics (Papanastasiou, 2000).…”

A Cross-National Study of Secondary Science Classroom Environments in Australia and Indonesia

“…This is a major advantage that TOSRA has over some other science attitude tests which yield only a single overall score rather than a separate score for a number of distinct attitudinal measures. In addition to studies that have examined the validity of the TOSRA (Kalili 1987;Schibeci and McGaw 1981), the TOSRA has been used to evaluate innovations (Lott 2002), to compare the attitudes of different groups of students (White and Richardson 1993;Joyce and Farenga 1999) and to explore associations between the learning environment and students' attitudes (Fraser and Butts 1982;Fraser and Fisher 1982;Wong and Fraser 1996). For the purpose of our study, three of the seven scales were selected as being the most salient: Normality of Scientists, Attitude to Scientific Inquiry and Career Interest in Science.…”

Effects of Background and School Factors on the Mathematics Achievement

“…Opposing these views, Fraser and Butts (1982), reviewed a meta-analysis by Willson (1981) and concluded that the empirical evidence is insuf®cient to support the claim that attitudes and achievement are highly related. And Eisenhardt's (1977) research indicated that achievement in¯uenced attitude more than attitude in¯uenced achievement in mathematics.…”