The relationship of student characteristics and student performance in science as viewed by meta‐analysis research

Fleming, M. Lynette; Malone, Mark R.

doi:10.1002/tea.3660200510

Cited by 77 publications

(62 citation statements)

References 3 publications

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“…Gender differences favoring males are greater in the physical than in the biological sciences (Anderson, 1983;Fleming & Malone, 1983;Haladyna & Shaughnessy;1982;Kahle & Lakes, 1983;Kahle & Meece, 1994;Lawton & Bordens, 1995;Mullis & Jenkins, 1988;Nelson, Weiss, & Capper, 1990). Among Israeli students, Friedler and Tamir (1990) reported that gender differences in attitudes toward science were minimal in elementary school, but increased from middle school onward.…”

Section: Gender Differences In Attitudes Toward Sciencementioning

confidence: 93%

Competency beliefs, positive affect, and gender stereotypes of elementary students and their parents about science versus other school subjects

André

Whigham

Hendrickson

et al. 1999

J. Res. Sci. Teach.

193

177

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Iowa students and parents completed related attitude and belief questionnaires about school subjects. Grade K-3 students received simpler questionnaires than did Grade 4-6 students or parents. Among Grade 4 -6 children, girls perceived higher competence in reading than did boys, but boys perceived higher competence in physical science. All children perceived physical science competence lower than reading or math competence. Parents perceived boys as more competent in science. Girls like reading more than boys did; boys and girls did not differ in liking of science. Grade 4 -6 children also expected lower grades in and attached lower importance to physical science than to reading. Parents perceived science as more important for boys and expected higher performance of boys. Jobs related to math or science were seen as more male dominated. These results provided a more comprehensive picture of attitudes and beliefs about science in the elementary school than had existed and suggested that attitudinal gender differences related to physical science begin to develop by the earliest elementary school years. Policy implications are that intervention programs designed to promote gender equity should be extended to the early elementary school years and also should address parental attitudes. Additional implications for policy and research are discussed. © 1999 John Wiley & Sons, Inc. J Res Sci Teach 36: 719 -747, 1999 While much research on attitudes toward and beliefs about science has been conducted, relatively little of this research has (a) focused on elementary school students, (b) examined developmental trends, or (c) compared attitudes and beliefs toward science to attitudes and beliefs toward other school subject matters. To improve attitudes toward science, knowledge is needed about the current state of attitudes toward school subjects across grade levels for each gender. Haladyna and Shaughnessy (1982) called for more developmental research on attitudes. In addition, examining the relationship between parent and student attitudes provides a basis for understanding extrascholastic influences on the development of subject matter specific attitudes. This article focuses on the developmental pattern of students' attitudes and beliefs toward school subject matters during the elementary years and the relationship of student attitudes and parental attitudes. We focus on five attitudes and beliefs: (a) positive affect or liking of the subject matter, (b) perceived importance of the subject matter, (c) perceived competence in the subject mat-JOURNAL

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Section: Gender Differences In Attitudes Toward Sciencementioning

confidence: 93%

Competency beliefs, positive affect, and gender stereotypes of elementary students and their parents about science versus other school subjects

André

Whigham

Hendrickson

et al. 1999

J. Res. Sci. Teach.

193

177

View full text Add to dashboard Cite

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“…Low positive correlations between attitude toward science and achievement in science have been reported (Perrodin, 1966;Wick & Yager, 1966;Vitrogan, 1967b;Myers, 1968;Uguroglu & Walberg, 1979;Fleming & Malone, 1983;Schibeci & Riley, 1986;Keeves & Morganstern, 1992). Much of the recent research concerning this relationship stems from Eisenhardt (1977).…”

Section: Introductionmentioning

confidence: 91%

Relationship among laboratory instruction, attitude toward science, and achievement in science knowledge

Freedman¹

1997

J. Res. Sci. Teach.

230

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This study investigated the use of a hands-on laboratory program as a means of improving student attitude toward science and increasing student achievement levels in science knowledge. Using a posttest-only control group design, curriculum referenced objective examinations were used to measure student achievement in science knowledge, and a posttest Q-sort survey was used to measure student attitude toward science. A one-way analysis of variance compared the groups' differences in achievement and attitude toward science. Analysis of covariance was used to determine the effect of the laboratory treatment on the dependent achievement variable with attitude toward science as the covariable. The findings showed that students who had regular laboratory instruction (a) scored significantly higher (p Ͻ .01) on the objective examination of achievement in science knowledge than those who had no laboratory experiences; (b) exhibited a moderate, positive correlation (r ϭ .406) between their attitude toward science and their achievement; and (c) scored significantly higher (p Ͻ .01) on achievement in science knowledge after these scores were adjusted on the attitude toward science covariable. There were no significant differences in achievement or attitude toward science for the limited English proficiency groups. It was concluded that laboratory instruction influenced, in a positive direction, the students' attitude toward science, and influenced their achievement in science knowledge. It was recommended that science instruction include a regular laboratory experience as a demonstrated viable and effective instructional method for science teachers. This model of science instruction has been shown to be effective with students of diverse backgrounds who live within large urban centers.

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“…Flemming and Malone (1983) Wilson (1983), in a meta-analysis of research on science achievement, found that achievement in science seems more highly related to interest in science than it is to psychologically scaled attitude.…”

mentioning

confidence: 99%

Science Teacher Education

Driel

Abell²

2010

International Encyclopedia of Education

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The relationship of student characteristics and student performance in science as viewed by meta‐analysis research

Cited by 77 publications

References 3 publications

Competency beliefs, positive affect, and gender stereotypes of elementary students and their parents about science versus other school subjects

Competency beliefs, positive affect, and gender stereotypes of elementary students and their parents about science versus other school subjects

Relationship among laboratory instruction, attitude toward science, and achievement in science knowledge

Science Teacher Education

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