The relationship between attitudes toward science and science achievement

Abstract

This study investigated the relationship between elementary pupils' attitudes toward science and their science achievement. Residualized gain scores were used to analyze the data. By using residualized gain scores, the effects of individual differences can be minimized. In addition to controlling for these differences, residualized gain scores do not possess the measurement errors that are normally associated with simple change scores. The subjects of this study were 583 intermediate elementary pupils. The average class size was 21. A pretest‐posttest design was used. To insure consistency in the teaching of the lesson, each teacher was given an identical detailed science lesson that included all the instructions and materials needed for the activity. The pupils were pre‐ and posttested. The pupils' science achievement was assessed by a test, the “Hough Pupil Process Test.” It consisted of multiple choice and fill‐in questions. The attitude instrument, the “Hough Attitude Inventory,” was given to the elementary pupils involved in this study. It was field tested and found to discern attitudes. The instrument consisted of six statements to which the subjects responded by circling either yes, I don't know, or no. The analysis revealed that there was a significant relationship between the pupils' residualized gain scores on the “Hough Pupil Process Test” and their residualized gain scores on the “Hough Attitude Inventory” (r = 0.45).

Priming urban learners' attitudes toward the relevancy of science: A mixed‐methods study testing the importance of context

“…Hough and Piper () showcased a significant relationship between elementary students' academic achievement in terms of process skills and their attitudes toward science. Ten years later, Gogolin and Swartz observed in their mixed‐methods study that non‐science majoring college students' attitudes toward science “change with exposure to science, but that the direction of that change may be related to the quality of the exposure” (Gogolin & Swartz, , p. 500), thereby associating attitudes with the design of the learning environment and the relevance of the content.…”

Science attitude scale for middle school students

“…Hough developed a six-item Likert-type science attitude scale for intermediate grade students (Hough & Piper, 1982). Fraser (1978) revised four science attitudes scales representing four attitude objects: enjoyment of science lessons, interest in science outside lessons, fluidity of science, and the social implications of science.…”

In Pursuit of Validity: A comprehensive review of science attitude instruments 1935–2005

“…In persistently trying to address this multi-faceted problem, a number of investigators have developed and published instruments to assess students' science attitudes. The underlying hypothesis has been that attitudes help to steer career choice and school performance (e.g., Cannon & Simpson, 1985;Germann, 1988;Hill, Atwater, & Wiggins, 1995;Hough & Piper, 1982;Rennie & Punch, 1991;Wyer, 2003). Many attitude instruments have been used through the years, but if these instruments have not been well validated, what exactly can be said of the claimed relationships?…”