Thesis Sikap Sains Murid

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SCIENCE-RELATED ATTITUDES AND SCIENCE ACHIEVEMENT

OF FORM THREE STUDENTS IN FULLY RESIDENTIAL

SCIENCE’SCHOOLS IN KELANTAN

A thesis submitted to the Graduate School in partial

fulfillment of the requirements for the Degree

of Master of Science ( Management )

Universiti Utara Malaysia

bYEYU FOO ON

Copyright 0 1995 by Eyu Foo OnAll rights reserved

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PERMISSION TO USE

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In presenting this thesis in partial fulfillment of the requirements for a Post

Graduate Degree from Universiti Utara Malaysia, I agree that the library of this

university may make it freely available for inspection. I further agree that

permission for copying from this thesis in any manner, in whole or in part, for

scholarly purposes may be granted by the lecturer or lecturers who supervised my

thesis work, or in their absence, by the Dean of the Graduate School where my

thesis was conducted. It is understood that any copying or publication or use of

this thesis or parts thereof for financial gains will not be allowed without my prior

written permission. It is also understood that due recognition will be given to me

and to Universiti Utara Malaysia for any scholarly use of any material in my thesis.

Requests for permission to copy or to use materials in this thesis, in whole

or in part, should be addressed to:

Dean of Graduate SchoolUniversiti Utara Malaysia

Sintok, 06010 Jitra,Kedah Darulaman, Malaysia

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Completing this thesis gives me a feeling of achievement and fklfillment.

But this accomplishment could never have been possible without the support,

commitment and personal sacrifice of some caring persons to whom I owe my

gratitude and appreciation. To all of them, I say thank you.

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Special mention goes to :

Professor Dr. Milandre “Nini” Bugarin Rusgal of the Graduate School of

Universiti Utara Malaysia for her professional insight, guidance and

devotion throughout the supervision of my thesis and to Dr. Teh Yik Koon

of the School of Social Development, Universiti Utara Malaysia , for her

support and input for this thesis;

The Ministry of Education and Institut Aminuddin Baki for their financial

sponsorship of my master degree programme ;

Universiti Utara Malaysia, in particular the Graduate School, for providing

the opportunities for my scholarly and academic training;

Associate Professor Dr. Ibrahim Abd Hamid, Dean of the Graduate School

for his academic and moral support;

Professor Dr. Mohd. Nawi Ab. Rahman and Associate Professor Dr.

Mohd. Salleh Hj. Din of Universiti Utara Malaysia for their inputs during

my Research Methodology class;

The Boarding School Unit of School Division , Education Planning and

Research Department ( EPRD ) and the Kelantan State Education

Department for granting me the permission to conduct the research;

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The principals, teachers and form three students of S&o& Menengah

Sains Machang and Sekolah Tengku Muhammad Faris Petra of K&&m

for their cooperation and warm hospitality given during the duration of my

research;

Tuan Hj Shafii bin Ismail and Tuan Hj. Kamaruzzaman bin Hassan, my

former principals, for their support and encouragement;

Tang Yam Lay, my beloved wife, for her unfailing love, support and

encouragement, devotion and care of the children during my absence. My

children, Chern Wei, Huay Nee and Zhi Chen for their sacrifice, patience

and understanding, My parents for their encouragement and support.

All my friends and all those who contributed directly or indirectly to my

studies.

( Eyu Foo On )

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This thesis is dedicated to the education administrators of the Boarding

School Unit, School Division , Ministry of Education , to the school principals ,

teachers and non-academic staff of Sekolah Menengah Sains Machang and

Sekolah Tengku Muhd Faris Petra. A special dedication goes to my wife, children

and parents who have helped make this accomplishment a reality.

ABSTRAK

Sikap Terhadap Sains Dan Pencapaian Sains Pelajar-Pelajar Tingkatan Tiga Di

SekolahSekolah Sains Berasrama Penuh Di Kelantan

Oleh: Eyu Foo On

Kajian ini cuba rnengkaji korelasi di antara pencapaian dalam mata pelajaran

sains dengan sikap terhadap sains di kalangan 218 orang pelajar tingkatan tiga di

dua buah sekolah berasrama penuh di negeri Kelantan. Di samping itu, ia cuba

menentukan (1) sama ada jantina, status sosio-ekonomi (SSE), lokasi rumah dan

lokasi sekolah akan memoderasikan hubungan tersebut ; (2) sama ada faktor-faktor

sikap terhadap sains akan menjelaskan dengan signifikan varian dalam pencapaian

sains dan (3) faktor sikap yang mana satukah akan menjadi peramal terbaik kepada

pencapaian sains.

Kajian-kajian yang lampau mengenai korelasi di antara sikap terhadap sains

dengan pencapaian sains telah didokumentasikan dengan baik di Malaysia dan

tempat-tempat lain. Namun begitu, kajian ini merupakan satu kajian ulung yang

cuba menyelidik hubungan tersebut di sekolah-sekolah berasrama penuh di

Malaysia. Minat untuk menjalankan kajian ini berasaskan kepada pengumuman-

pegumuman nasional masa kini, yang selaras dengan Wawasan 2020, untuk

menggalakkan pembangunan sains dan teknologi sebagai satu prasyarat untuk

merealisasikan impian Malaysia untuk menjadi sebuah negara maju Keputusan-

keputusan kajian ini adalah berhasrat untuk memberi satu gambaran terhadap

posibiliti tersebut.

Kajian ini menyelidik pencapaian sains melalui keputusan-keputusan yang

diperolehi daripada Peperiksaan Pertengahan Tahun yang telah dijalankan di

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Sekolah Menengah Sains Machang dan Sekolah Tengku Muhd. Far-is Petra.

Keputusan-keputusan peperiksaan ini berkemungkinan tidak merangkumi

pencapaian sains secara total, namun ianya diiktirafkan sebagai satu peramal yang

baik bagi megukur pencapaian pelajar beraraskan Peperiksaan Penilaian Menengah

Rendah (PMR). Tiga komponen sikap terhadap sains telah diselidiki: (1) sikap

terhadap mata pelajaran sains; (2) sikap terhadap guru-guru sains dan (3) sikap

terhadap implikasi sosial dari sains. Instrumen untuk mengukur sikap-sikap

tersebut adalah berdasarkan kepada Soalselidik Sikap yang diperkenalkan oleh

Skurnik, L.S dan Jeff’s, P.M.{ 1970 ). Instrumen tersebut telah diprauji untuk

kesahan dan reliabiliti; keputusan-keputusan yang diperolehi menghasilkan satu

nilai Cronbach Alpha 0.9348. Data telah dianalisis dengan bantuan statistik

deskriptif ( min dan sisihan piawai ), korrelasi Pearson, ujian Chi-kuasadua, ujian-t,

analisis regressi linear dan regressi “stepwise”. Aras signifikan ditetapkan pada

satu priori 0.05.

Soalselidik-soalselidik telah dijalankan kepada semua 2 18 pelajar. Populasi

digunakan sebagai sampel kerana bilangannya adalah kecil secara relatif dan boleh

diuruskan. Kadar respon yang diperolehi ialah 100%. Ini adalah kerana penyelidik

sendiri yang menjalankan dan mengumpulkan semua soalselidik dengan sokongan

daripada pengetua-pengetua sekolah berkenaan dan pegawai-pegawai daripada

Unit Berasrama Penuh, Kementerian Pendidikan.

Seramai 218 responden terdiri daripada 140 pelajar putera dan 78 pelajar

puteri; 59 SSE tinggi, 100 SSE sederhana dan 59 SSE rendah; 66 daripada lokasi

bandar dan 152 daripada lokasi luar bandar dan; 99 daripada sekolah

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berlatarbelakangkan bandar dan 119 daripada sekolah berlatarbelalcangkan luar

bandar.

Pemprosesan data menjanakan keputusan-keputusan berikut:

(1) Tidak terdapat korelasi yang signifikan di antara pencapaian sains dengm &ap

terhadap sains ( berasaskan skor komposit ); (2) Pencapa.ian sains adalah

berkorelasi positif dan signiflkan dengan sikap terhadap mata pelajaran sains dan

terhadap implikasi sosial dari sains di kalangan pelajar puteri, tetapi tidak untuk

pelajar putera. Perbezaan di antara pelajar putera dan puteri adalah tidak

signifikan; (3) Pencapaian sains adalah negatif dan tidak berkorelasi secara

signifikan dengan sikap terhadap guru sains; (4) Pencapaian sains adalah positif dan

berkorelasi secara signifikan dengan sikap terhadap mata pelajaran sains dan

implikasi sosial dari sains untuk kumpulan SSE tinggi dan rendah, tetapi negatif

dan berkorelasi secara signiflkan untuk kumpulan SSE sederhana. Perbezaan di

antara kumpulan SSE tinggi dan rendah adalah signifikan; (5) Pencapaian sains dan

sikap terhadap implikasi sosial dari sains adalah positif dan signifikan untuk pelajar-

pelajar berlokasi kediaman berasaskan luar bandar, tetapi tidak untuk pelajar-

p&jar berlokasi kediaman berasaskan bandar; (6) Sikap terhadap sains

menjelaskan secara signifikan varian dalam pencapaian sains. Namun begitu, hanya

6.22% dijelaskan secara signiflkan oleh sikap terhadap sains. Ciri-ciri demografik

menjelaskan secara signifikan hanya 1.80% varian tersebut. Ia menggambarkan

bahawa 92% varian berkenaan adalah disumbangkan oleh faktor-faktor yang tidak

diliputi dalam kajian ini; (7) Peramal terbaik terhadap pencapaian sains ialah sikap

terhadap implikasi sosial dari sains; (8) Tidak terdapat perbezaan korelasi yang

signifikan diperolehi di antara sikap pelajar putera dan puteri. Sikap positif yang

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tinggi diperolehi untuk semua sikap yang dikaji kecuali untuk guru sains; (9)

Korelasi yang paling signifikan di antara pencapaian sains dengan sikap terhadap

sains adalah sikap terhadap implikasi sosial dari sains.

Korelasi yang lemah, tetapi tidak signifikan di antara pencapaian sains

dengan sikap terhadap sains adalah signifikan jika diambil kira penampilan sikap

positif yang tinggi di kalangan responden. Pelajar yang berpencapaian tinggi dapat

melihat perkaitan sains dengan kursus-kursus sains di universiti. Ini membawa

implikasi kepada cabaran keenam Wawasan 2020. Dapatan-dapatan bahawa

pencapaian pelajar-pelajar puteri berkorelasi tinggi dengan sikap terhadap sains

menunjukkan populariti yang semakin meningkat terhadap sains di kalangan

pelajar-pelajar puteri; satu fenomena yang memerlukan kajian lanjutan.

Sikap negatif pelajar terhadap guru sains haruslah diteliti dan ia merupakan

satu subjek untuk penyelidikan lanjut. Dapatan bahawa pelajar-p&jar SSE rendah

dan pelajar-pelajar dari luar bandar menunjukkan sikap positif terhadap sains yang

lebih tinggi membawa implikasi kepada polisi-polisi pendidikan, khususnya dalam

memperluaskan peluang-peluang untuk kemasukan ke sekolah berasrama penuh

dan pembukaan peluang-peluang untuk bantuan kewangan kepada ahli-ahli

masyarakat yang kurang bernasib baik.

Oleh kerana kajian in adalah terhad kepada dua buah sekolah berasrama

penuh dan prestasi pencapaian pelajar dalam Peperiksaan Pertengahan Tahun,

keputusan-keputusan dalam kajian ini tidak dapat digeneralisasikan untuk pelajar-

pelajar dari semua sekolah berasrama penuh.. Jadi, dengan ini, diperakukan

bahawa satu kajian menyeluruh di peringkat nasional perlu dijalankan untuk

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kesemua 33 buah sekolah berasrama penuh dengan memasukkan faktor-faktor

pencapaian sains yang lebih lengkap.

ABSTRACT

Science-Related Attitudes And Science Achievement Of Form Three Students In

Fully Residential Science Schools In Kelantan

by: Eyu Foo On

This study attempted to investigate the correlation between science

achievement and science attitudes among 218 form three students of two fully

residential science schools in Kelantan. Corollary, it attempted to determine (1)

whether gender, SES, school and home settings will moderate the relationship; (2)

whether science attitude factors will significantly explain the variance in science

achievement; and (3) which science attitude factor will best predict science

achievement.

Previous studies on the correlation between science attitudes and science

achievement are well documented in Malaysia and elsewhere, However, this study

is the first attempt to investigate the relationship in fully residential schools in

Malaysia. The interest to conduct the study was based on the present national

pronouncements, in line with the sixth challenge of Vision 2020, to promote

science and technology development as a precondition for the realisation of

Malaysia’s dream to become a fully industrialised nation. The results of this study

were intended to provide insights for that possibility.

This study investigated science achievement from the results obtained from

the mid-term examinations conducted in Sekolah Menengah Sains Machang and

Sekolah Tengku Muhammad Faris Petra. While this examination result may not

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capture the totality of science achievement, it is recognised as a good predictor for

the performance of the students for the Lower Secondary Assessment ( PMR)

Examination. Three science attitude components were examined: (1) attitudes

towards science subjects; (2) attitude towards science teachers and (3) attitudes

towards the social implications of science. The instrument was based on the

Attitude Questionnaire developed by Skurnik, LS and Jeffs, P.M. ( 1970 ). The

instrument was pretested for validity and reliability, the results of which yielded a

reliability Cronbach Alpha of 0.9348. The data were analysed with the aid of

descriptive statistics ( mean and standard deviations ); Pearson Correlation, Chi-

square, T-test, Linear Regression Analysis and Stepwise Regression. The level of

significance was set apriori at 0.05.

The questionnaires were administered to all the 218 students. The

population was used as sample since the number was relatively small and

manageable. A response rate of 100 % was obtained since the researcher

personally administered and collected the questionnaires with the support of the

school principals and officials of the Boarding School Unit, School Division of

Ministry of Education.

The 218 respondents consisted of 140 males and 78 females; 59 high SES,

1 0 0 average SES and 59 low SES; 6 6 from urban and 152 from rural home

settings and 99 from urban and 119 from rural school settings.

The investigation of the data generated the following results: (1) There is

no significant correlation between science achievement and science attitudes

( composite scores ); (2) Science achievement is positively and significantly

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correlated with attitudes towards science subjects and attitudes towards the social

implications of science among female students, but not among their male

counterparts; the difference between the males and females is not significant; (3)

Science achievement is negatively and not significantly correlated with attitudes

towards science teachers; (4) Science achievement is positively and significantly

correlated with science attitudes towards science subjects and the social

implications of science for the high and low SES groups but negatively and

significantly correlated for the average SES group. The differences between the

high and low SES groups were significant; (5) Correlation between science

achievement and attitudes towards the social implications of science is positive and

significant for rural-home based students, but not for urban-home based students;

(6) Science attitudes significantly explained the variance in science achievement.

However only 6.22 % was explained significantly by science attitudes.

Demographic characteristics significantly explained only 1.80 % of the variance. It

appears that 92 % of the variance are attributable to factors not explored in this

study; (7) The best predictor for science achievement is attitude towards the social

implications of science; (8) There is no significant difference in the correlation for

attitudes between male and female students. High positive attitudes were

registered except towards science teachers; (9) The most significant correlation

between science achievement and science attitude was noted for attitudes towards

the social implications of science.

The weak, but not significant correlation between science achievement and

science attitudes is significant considering the registration of high positive attitudes

among the respondents. The high achievers foresee the pursuit of science-related

courses in the university. This bears implications to the sixth challenge of Vision

2020. The findings that achievement of female students correlated highly with

science attitudes tend to indicate the growing popularity of science among female

students - a phenomenon that needs further study.

The negative attitude of students towards science teachers must be

examined and be made a subject for further research. The finding that low SES

rural-home based students registered more positive attitudes towards science bears

implication to education policies specifically in the widening of opportunities for

access to science residential schools and the opening of opportunities for financial

support for the less privileged members of society.

The study was limited to two residential science schools and the mid-term

performance of the students and, therefore, the results could not be generalised for

all fully residential science school students. It is, therefore, recommended that a

nation-wide study of all the 33 fklly residential science schools be conducted with

the inclusion of all science achievement factors.

TABLE OF CONTENTS

PERMISSION TO USE

ACKNOWLEDGEMENT

DEDICATION

ABSTRAK

ABSTRACT

TABLE OF CONTENTS

LIST OF TABLES

LIST OF FIGURES

GLOSSARY OF TERMS

CHAPTER

1.0 INTRODUCTION

1.1 Context of the Problem

1.2 Statement of the Problem

1.3 Research Objectives

1.4 Research Questions

1.5 Research Hypotheses

1.6 Significance of the Study

1.7 Delimitations of the Study

2.0 CONCEPTUAL FRAMEWORK

2.1 Review of Related Literature

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2.1.1 Relationship Between Science-Related

Attitudes with Science Achievement.

2.1.2 Demographic Characteristics and

Science Attitudes

2.2

2.3

Research Model

Research Variables

2.3.1 Conceptual Definitions

2.3.2 Operational Definitions

3.0 RESEARCH DESIGN AND METHODOLOGY

3.1

3.2

3.3

3.4

3.5

3.6

Type of Study

Unit of Analysis

Population

Sample and Sampling Technique

3.4.1 The Respondents

Data Gathering Technique

3.5.1 Administration of the Survey

3.5.2 The Instrument

Data Analysis Techniques

3.6.1 Scoring

3.6.2 Categorisation of Composite Science Attitudes

3.6.3 Categorisation of Attitudes Towards the Social

Implications of Science

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3.6.4 Categorisation of Attitudes Towards

Science Subjects

3.6.5 Categorisation of Attitudes Towards

Science Teachers

3.6.6 Categorisation of Science Achievement

3.6.7 Categorisation of Students’ Parental Socio-

Economic Status (SES)

3.6.8 Statistical Tools

3.6.9 Significance level

4.0 PRESENTATION AND DISCUSSION OF FINDINGS

4.1 Major Findings

4.1.1

4.1.2

4.1.3

4.1.4

Science Achievement and Science Attitudes

Science Achievement, Science Attitudes and

Demographic Characteristics

The Explanation of Variance in Science

Achievement

Best Science Attitude Predictor for Science

Achievement Results

4.2 Analysis, Interpretation and Discussion of Findings

4.2.1 Science Achievement and Science Attitudes

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4.2.2

4.2.3

4.2.4

4.2.5

4.2.6

4.2.7

4.2.8

Moderating Role of Demographic Characteristics

on the Relationship Betweeen Science Achievement

and Science Attitudes

Explanation of the Variance in Science

Achievement

Best Science Attitude Predictor for Science

Achievement Results

Gender, Science Achievement and Science

Attitudes

SES, Science Achievement and Science

Attitudes

Home Setting, Science Achievement and

Science Attitudes

School Setting, Science Achievement and

Science Attitudes

5.0 SUMMARY, CONCLUSIONS AND RECOMMENDATIONS

5.1 Summary

5.2 Conclusion

5.3 Recommendations

5.3.1 For Researchers

5.3.2 For Practitioners

BIBLIOGRAPIflI

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Appendix A

Appendix B

Appendix C

Appendix D

Appendix E

Appendix F

Appendix G

Appendix H

Appendix I

Appendix J

Appendix K

Appendix L

Appendix M

Letters of Correspondence

Survey Attitude Questionnaire

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Frequency and Percentage of Respondents

by Schools and School Setting

Frequency and Percentage of Respondents by

Gender

Frequency and Percentage of Respondents by SES

Frequency and Percentage of Respondents by Home

Setting

Factor Analysis on Attitude Items

Multiple Regression Analysis for Individual

Attitude Items with Science Achievement

Correlation Between Demographic

Characteristics and Science Achievement

Pearson Correlation Coefficients for

Demographic Characteristics and Composite

Attitudes

Frequency and Percentage Response to Each

Item by Scale

Frequency and Percentage of Respondents with

Positive and Negative Science-Related Attitudes


Positive and Negative Composite Science Attitudes

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Appendix N

Appendix 0

Appendix P

by Demographic Characteristics


Positive and Negative Attitudes Towards Science

by Demographic Characteristics


Positive and Negative Attitudes Towards the

Social Implications of Science by Demographic

Characteristics

Frequency and Percentage of Respondents

with Positive and Negative Attitudes Towards

Science Teachers by Demographic Characteristics.

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CURRICULUM VITAE 157

LIST OF TABLES

Table 1 : Attitudes Towards Science and Education with SES 5

Table 2 : Distribution of Questionnaire Items 4 0

Tabe13 : Positive and Negative Questionnaire Items 4 1

Table 4 : Statistical Tools Used 4 6

Table 5 : Pearson Correlation Coefficients For Science-Related Attitudes

and Science Achievement 4 9

Table 6 : Pearson Correlation Coefficients For Science-Related

Attitudes, Science Achievement by Gender and SES. 51

Table 7 : Pearson Correlation Coefficients For Science-Related

Attitudes, Science Achievement by Home and School Settings 5 4

Table 8 : Chi-Square For Demographic Characteristics and

Science Achievement. 5 5

Table 9 : T-Test For Differences in Science Achievement by

School Setting 5 6

Table 10 : T-Test for Differences in Science-Related Attitudes by

Demographic Characteristics 5 7

Table 11 : Chi-Square For Science-Related Attitudes and Demographic

Characteristics 5 8

Table 12 : T-Test for Difference in Science Achievement by

Demographic Characteristics 5 9

Tabel 13 : Multiple Regression Analysis for Science Achievement

and Science Attitudes 6 0

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Table 14 : Multiple Regression Analysis for Science Achievement

and Science Attitudes

Table 15 : Stepwise Multiple Regression Analysis for Science

Achievement and Science Attitudes.

6 1

6 2

Table 16 :

Table 17 :

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8 7

8 8

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9 3

9 4

9 6

Table 18 :

Table 19 :

Table 20 :

Table 21 :

Table 22 :

Table 23 :

Table 24 :

Table 25 :

Table 26 :

Multiple Regression Analysis for Science Achievement

and Science Attitude.

Multiple Regression Analysis for Science Achievement

and Demographic Characteristics

Multiple Regression Analysis of Science Achievement

and the Science-Related Attitudes

Pearson Correlation Coefficients for Science-Related

Attitudes with Science Achievement by Gender

T-Test for Science Attitudes by Gender

Pearson Correlation Coefficients For Science-Related

Attitudes and Science Achievement by SES

T-Test for Low and High SES Science Achievement and

Attitudes

Pearson Correlation Coeffkients For Science Attitudes,

Science Achievement and Home Setting

T-Test for Science-Related Attitudes by Home Setting

Pearson Correlation Coefficients For Science-Related

Attitudes and Science Achievement by School Setting

T-Test for Science-Related Attitudes by School Setting

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LIST OF FIGURES

Figure 1 :

Figure 2 :

Figure 3 :

Figure 4 :

Figure 5 :

Figure 6 :

Figure 7 :

Figure 8 :

Figure 9 :

Model Showing the Relationships Between Science

Achievement, Science-Related Attitudes and Demographic

Characteristics

Histogram of Composite Science Attitudes Scores

Scatterplot of Science Achievement and Composite

Science Attitude Scores

Histogram of Attitude Towards the Social Implications

of Science Scores

Scatterplot of Attitude Towards the Social Implications

of Science Scores

Histogram of Attitude Towards Science Subjects Scores

Scatter-plot of Attitude Towards Science Subjects Scores

Histogram of Attitude Towards Science Teachers Scores

Scatter-plot of Attitudes Towards Science Teachers Scores

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6 8

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GLOSSARY OF TERMS

Bumiputera Malay and other indigeneous people inMalaysia.

SES Socio-Ecocnomic Status.( Status Socio-Ekonomi )

SBP

KBSM

PMR

SRP

MARA

NAEP

SISS

AAUM

IEA

Fully Residential School( Sekolah Berasrama Penuh )

Integrated Curriculum for Secondary School( Kurrikulum Bersepadu Sekolah Menengah )

Lower Secondary Assessment Examination( Peperiksaan Penilaian Menengah Rendah)

Lower Certificate of Education( Sijil Rendah Pelajaran)

Council of Trust for the Indigeneous People( Majlis Amanah Rakyat )

National Assessment of EducationPerformance

Second International Science Study

American Association of University Women.

International Association for Evaluationof Education Achievement

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CHAPTER 1

INTRODUCTION

1.1 Context of the Problem

The Sixth Challenge of Vision 2020 provides the establishment of

“ a scientific and progressive society, a society that isinnovative and forward looking, one that is not only aconsumer of technology, but also a contributor to the scientificand technological civilisation of the future ” ( MahathirMohamad, 1991)

This challenge bears implications to the educational system at all levels.

Specifically, it is addressed to institutions charged with the responsibility of

training students in science and mathematics. This is anchored on the

philosophy that the growth, development and progress of a nation depends,

to a large extent, on the level and quality of national education.

As early as 1973, the Ministry of Education addressed the need for

encouraging Bumiputera students to participate in science education

through the establishment of fully residential science secondary schools

with the hope of inculcating positive attitudes towards science as a

precondition for recruiting more students in higher education in the field of

science and technology.

In 1995, the Ministry of Education explicitly expressed the objective of

increasing the number of science students with the corresponding provision

1

of training and science facilities in schools ( Education Directory, 1995 ).

To date, there are 33 fully residential schools ( SBP ) in Malaysia.

A close examination of the performance of fully residential schools at the

Lower School Certificate Examination ( SRP ) level in 1992 showed that

the passing rate of students in science subjects was 100%. However,

quality-wise only 63% of these students scored Al and A2 distinctions in

science. Qualitatively, therefore , the results do not seem to reflect the

target set by the Boarding School Unit.( Boarding School Unit, School

Division Report, 1993 ). Some questions were raised : What are the

factors or causes of the under-performance of some of the students of fully

residential science schools ? What factors determine the performance of

students ? Have the right science attitudes been inculcated among the

target clientele of fully residential schools ? Is performance ( achievement )

related with the demographic characteristics of the students ?

A number of studies were conducted in Malaysia and elsewhere to

investigate the issue. Performance in science by students at the school level

have not been satisfactory as gleaned from the study entitled “ Insights

Into Science Education: Planning and Policy Priorities in Malaysia”

conducted by a team from the Ministry Educational Planning and Research

Division, with the cooperation of other divisions, and aided by the

Paris-Based International Institute for Educational Planning. It was

reported that :

2

“ Our study suggests that achievement in this subject isoften poor, teaching is frequently classroom-based with nopractical work and many general science teachers are notstrongly committed” ( The STAR, 11th August 1993 ).

This observation bears significant implications to the present policy

aspiration of the Ministry of Education which targets a 60 : 40 ratio in

favour of science oriented to arts oriented students. The present ratio is

20 : 80 ( Khalijah in New Straits Times, 2nd June 1994 ). Raising the ratio

urgently demands an investigation of factors which will enhance science as

a choice among students. The present trend of enrolment in the science

stream is alarming with the number of Bumiputera students drastically on

the downtrend from 17,719 in 1989 to 12,237 in 1994 ( Sunday STAR,

1 lth June 1995 ). This is a critical situation for a nation propelling itself

towards becoming an industrialised nation by the year 2020. This study is

an attempt to investigate the factors associated with science achievement

with the hope that positive plans of action could result from the findings

generated.

Access to science schools among the less privileged groups has been

widened effectively from the year 1993 to 1994. More and more poor

students from rural areas have been allocated places in selected residential

schools under a special programme to help boost their performance. In the

1993/1994 school session , 1,300 poor students gained entry into form one

in residential schools under a special program. ( New Straits Times, 13th

October 1993 ). It is believed that students from rural areas can be as good

as those from urban schools if given the opportunity. Will these rural

3

students have the positive attitudes towards science and be competent in it?

An empirical study is needed to provide answers to these questions.

According to Prof. Datuk Dr. Kamaruddin Hj Kacar, Education Director of

Council of Trust for the Indigenous People ( Yayasan Pelajaran MARA )

who quoted the findings from a study by Universiti Malaysia Sarawak, the

reason for Bumiputera students shying away from science related subjects

at school or concentrating in science at the tertiary institution was due to a

“ phobia ” or “ mental block ” towards science-related subjects. In his

paper entitled “ Towards an Increase in Quality Bumiputera Students

in Science and Technology “, he mentioned that :

“ These negative perceptions among Bumiputera studentshave caused a great concern to the nation, especially with theemphasis put on science and technology as Malaysia strives tobe a fully developed nation by the year 2020 ” ( SundaySTAR, 11th June 1995 )

According to a research study on interest in science, one can conclude that,

among others, interest in science seems to be related to gender, science

achievement and attitudes towards science ( Bingham, 1967-68; Meyer,

1970; Neujahr & Hansen, 1970 ).

There were many studies documented on the relationship between socio-

economic status ( SES ) and school achievement. Socio-economic status is

measured by a wide variety of factors including parent’s educational level,

occupations of the parents, family income and location of the residence

( White, 1982 ).

4

1 .

2.

3.

4.

According to Haggerty ( 1987 ), in the western world, there had been

increasing concern for the ‘ problem ’ of girls and science during the past

decades. Evidence showed that such a problem exists which includes:

Fewer females than males are employed in scientific and technological

occupations;

Fewer females than males are enrolled in tertiary science or technology

programmes or graduate with science degrees ;

Fewer females than males enrolled in elective mathematics or physical

science courses at the secondary school level ;

On a standardised achievement and assessment examinations, the

achievement of males exceeded that of females, particularly in the physical

sciences, in some areas of the biological sciences and on questions requiring

high levels of thinking.

Table 1Attitudes Towards Science and Education with SES

Socio-Economic Attitudes Towards Science andStatus Education

Positive Medium Negative

I-Q& 80% 65% 46%

Average 5 2 % 34% 1 9 %

Low 38% 37% 1 9 %

Total 57% 37% 1 9 %

Source : Dropout Reports; Ministry of Education 1973; pp 13

Total

66%

34%

36%

36%

In the Dropout Report 1973 released by the Ministry of Education, a study

5

of attitudes towards science with SES of the students was conducted. Table

1 shows the percentages of students in the age group of 15 and above in

form three in the year 1972 that had positive, medium and negative

attitudes towards science and education.

This means that the total number of students with high SES , average SES

and low SES who had positive attitudes towards science, were 80%, 52%

and 38% respectively. High SES students tended to have more positive

attitudes towards science and lower SES students tended to have less

positive attitudes towards science. Does this finding apply to SBP ?

In Australia, the study of achievement in science by gender showed that

boys had higher levels of achievement than girls ( Yates, 1993 ). According

to Simpson and Oliver ( 1990 ), factors such as home, school and peer

environments played a major role in developing and influencing one’s

attitude towards science.

The relationship between attitudes towards science and science

achievement had been proposed and investigated by many studies ( Allen,

1973; Brown, 1955; Faust, 1962; Hedley, 1966; Littlefield, 1975 ) cited in

Hough and Piper ( 1982 ). In Malaysia, Siti Rahayah ( 1988 ) investigated

the relationship between science-related attitudes and science achievement

of form three students from day schools in Ulu Langat District of Selangor.

However, no research had been conducted to find the relationship between

science-related attitudes with science achievement ( Integrated Secondary

6

School Curriculum ( KBSM )) in fully residential science schools in

Malaysia.

1.2 Statement of the Problem

This study, therefore, attempted to replicate Siti Rahayah’s research for the

fully residential science schools in Kelantan. Specifically, this study

investigated the science achievement of the students and its relationship

with attitudes towards science subjects, the social implications of science

and the impact of science teachers. Demographic characteristics of

students were also investigated as moderating factors.

1.3 Research Objectives

This study was conducted for the following purposes :

1 . To determine the correlation between science achievement and science-

related attitudes of form three students along; (a) attitude towards science

subjects, (b) attitude towards the social implications of science and (c)

attitude towards the science teachers.

2. To determine whether the correlation between science achievement and

science-related attitudes are moderated by the students demographic

characteristics along gender, socio-economic status, home setting and

school setting.

3. To determine whether the variance in science achievement will be explained

by science-related attitudes.

7

4. To determine which science-related attitude or demographic characteristics

best predict science achievement.

1.4 Research Questions

This study attempted to provide answers to the following questions:

1 . Is there a correlation between science achievement and science-related

attitudes of form three students along , (a) attitude towards science

subjects, (b) attitude towards the social implications of science and (c)

attitude towards science teachers?

2. Is the correlation between science achievement and science-related

attitudes moderated by the students’ demographic characteristics along

gender, socio-economic status, home setting and school setting ?

3. Is the variance in science achievement explained by the science-related

attitudes ?

4. Which science-related attitude or demographic characteristic can best

predict science achievement ?

1.5 Research Hypotheses

For purposes of this study, the following hypotheses were tested in their

null form.

1 . There is a correlation between science achievement and science-related

attitudes of form three students along, (a) attitude towards science subjects;

(b) attitude towards the social implications of science and (c) attitude

towards science teachers.

2. The relationship between science achievement and science-related attitudes

will be moderated by the demographic characteristics along gender, SES,

home setting and school setting.

3 . The variance in science achievement will be explained by the

science-related attitudes.

1.6 Significance of the Study

This study bears significant implications to researchers, teachers, educators,

administrators and policy makers.

The findings of the study would hopefully contribute to the building of new

knowledge. It is hoped that the present study will help to identify new

areas for further research, i.e. new variables which had not been identified

in previous studies may be explored and new hypotheses may also be

generated. Further research on the relationship between science-related

attitudes with science achievement in other fully residential schools in

Malaysia may be recommended.

The findings of this study may be used by educators at the various levels.

For the classroom teacher, they may use the results to get a clearer

understanding of the variables which influence students’ achievement as

guides to solve the problems. At the district and state levels, the education

officers may utilise the findings in their planning, development and

9

implementation of courses for teachers and schemes to improve science

teaching. In addition, the findings may be useful at the ministry level, in

particular, to the Curriculum Development Centre for the revision of the

science curriculum.

The findings may further be used by the government to initiate appropriate

educational policies and development programmes for attitude building in

residential schools. It might also help the policy makers in formulating

policies and strategies regarding students’ selection into fully residential

schools in the future.

1.7 Delimitations of the Study

1 . The results of the study could be inferred only to form three students in

fully residential science schools in Kelantan. It could not be inferred to

students in normal day schools.

2. This study was limited to only the ( KBSM ) science subject achievement.

3 The data collected were dependent on the perceptions and voluntary

participation of students in the fully residential schools in Kelantan.

4. The science achievement scores were based on the PMR Mid-Term

Examination ( for data currency ).

1 0

CHAPTER 2

CONCEPTUAL FRAMEWORK

2.1 Review of Related Literature

2.1.1 Relationship Between Science-Related Attitudes with Science

Achievement.

(8) Studies Outside Malaysia

A number of studies have been conducted to explore associations between

science achievement and affective variables such as attitude to science and

interest in science. Positive relationships between attitude and achievement

have been demonstrated by several researchers ( Bloom, 1976; Cannon and

Simpson, 1985; Germann, 1988; Hough and Piper, 1982; Marjoribanks,

1976; Talton and Simpson, 1987 ) cited in Eichinger ( 1992 ).

Studies that investigated the relationship between attitude and achievement

in academics had been widely documented in the USA, England, Australia,

other European countries and many other countries around the World.

Attitude can be said to affect behaviour and hence influence achievement.

This would be expected from the theory of planned behaviour ( Ajzen,

1989 ) cited by Weinburg ( 1995 ) which suggested a link between attitude

11

and behaviour. The correlation is somewhat stronger for girls than boys,

indicating a necessity of positive attitudes for girls in achieving high scores.

Furthermore, Eichinger ( 1992 ) cited studies by Shrigley, Koballa, and

Simpson ( 1988 ) which concluded that the relationship between attitude

and behaviour is probably correlational rather than literal, and that although

attitude may be a valuable predictor of achievement, it is not necessarily a

causal factor.

A number of studies were documented which dealt on the relationship

between science-related attitudes and science achievement and the effects

of demographic characteristics. Robinson ( 1994 ) stated that, the effects

of social economic status in South Korea strongly influenced educational

achievement. Interviews with teachers revealed that home environment or

background was a key variable in determining academic achievement. It

was found that children from good homes ( in terms of family background )

performed better academically than children from poor homes. Information

on home environment provided clues about a child’s academic potential to

teachers.

Attitudes in relation to science achievement had also been studied

extensively. As early as 1955, Brown’s study of elementary students

revealed that students who had significantly high science achievement

scores also had significantly high science attitude test scores. A more in-

depth study was conducted by Hedley in 1966 with secondary school

students. The results showed positive relationship between science

1 2

achievement scores and attitudes towards science ( cited in Crow and

Piper, 1983 ). In addition, the relationships between science attitudes with

science achievement were studied by Martinez-Perez ( 1973 ) and Lucas

( 1974 ), and they found no significant correlation between Scientific

Attitude Inventory scores with science achievement (cited in Munby,

1983 ). Kempa and Dube ( 1974 ) reported that pupils’ interest in science

was associated with their achievement in science ( cited in Asghar, 1994 ).

Other researchers also found a positive and significant relationship between

science attitude and achievement in science ( Marjoribank, 1976 ).

However, the correlations obtained had been consistently low ranging from

0.01 to 0.18. Another researcher, Maddock ( 1978 ) also found a positive

and significant relationship between science attitude and achievement in

science. In contrast, Simpson and Wasik ( 1978 ) reported a high

correlation of 0.84 between attitude to science and science achievement

( in Asghar, 1994 ).

In 1982, Mitchel and Simpson, and Haladyna and Shaughnessy, both in the

USA, also found a consistent, but weak positive association. Hough and

Piper ( 1982 ) also investigated the relationship between elementary pupils’

attitudes towards science and their science achievement using residualized

gain scores. The analysis revealed that there was a significant relationship

between the pupils’ residualized gain scores on the achievement measured

by the “ Hough Pupil Process test ” and their attitude measured by their

residualized gain scores on the “ Hough Attitude Inventory “. The Pearson

1 3

correlation r was found to be 0.45 ( cited in Wilson, 1986 ). In the Third

World, a similar pattern of weak associations was observed by Hamilton

( 1982 ) in Jamaica and by Akbar Ibrahim ( 1984 ) in Sarawak ( in Wilson,

1986 ).

In 1983, Fleming and Malone conducted a meta-analysis on 13 studies

and 3 high school studies which indicated a correlation of about 0.15 and

0.21 respectively between science attitude and general academic ability of

high school students ( in Germann, 1994 ).

Few longitudinal studies had been conducted to investigate the affective-

cognitive relationship. In 1984, Handley and Morse reported a weak

association between attitude to science and science achievement. It was

supported by Oliver and Simpson in 1988 ( cited in Asghar ,1994 ).

In 1984, Schibeci reviewed several studies establishing the positive

relationships between attitudes to science and achievement areas of science

and mathematics. The majority of the research results appeared to show a

two-way relationships between attitudes and achievement. This association

has been reported to vary ranging from r = 0.84 to r = 0.07. In 1988,

Germann found a correlation of 0.24 between science attitude and science

score. There were higher correlations obtained when attitude towards

science in school was correlated with more qualitative measures of

achievement, such as laboratory work ( r = 0 .36 to 0.49 ) and semester

grade ( r = 0.42 ). In 1988, Germann also found evidence that the

1 4

correlation between attitude towards science in school and Piagetian

cognitive development as measured by Lawson’s Classroom Test of Formal

Operation was r = 0.27 among 80 ninth and tenth-grade biology students,

Germann also found a correlation of 0.20 between science attitude and

general academic ability of high school students. In 1990, Wareing

conducted a study to investigate the relationship between science attitudes

with science achievement and found a correlation of r = 0.20 between them

( in Germann, 1994 ).

In the Asian context, some researchers also reported positive and

significant correlations between attitude towards science and science

achievement ( Novick and Dudvani, 1976 in Israel; Towse, 1983 in

Lesotho; Ibrahim, 1984 in Sarawak; Alvarez ,1989 in Brunei Darulssalam )

as cited in Asghar ( 1994 ).

Asghar ( 1994 ) examined the relationship between science-related attitudes

and science achievement of form three pupils in Brunei Darussalam. Pupils’

attitudes towards science were measured using the Test of Science-Related

Attitudes ( TOSRA ). The results showed that the magnitudes of the

correlations ranged from - 0.03 to 0.43 with an average of 0.36. The

correlations of science achievement with the Social Implications of Science,

Enjoyment of Science Lessons, Adoption of Scientific Attitudes and

Attitudes to Scientific Inquiry scales of the TOSRA were 0.28, 0.35, 0.36,

and 0.43 respectively. All four correlations were significant and positive at

the 0.001 level of confidence. Science achievement did not correlate

1 5

significantly with Normality of Scientists, Leisure Interest in Science and

Career Interest in Science scales.

@I Studies in Malaysia.

In 1984, Akbar Ibrahim conducted a study in Sarawak which involved the

study of attitudes of 654 pupils using the Attitude to Science Scale

instrument. The relationships between attitudes and locality, achievement

and gender were studied. Achievement was found to correlate mildly with

attitudes.

In Malaysia, in 1988, Siti Rahayah Arrifin investigated the relationship of

science-related attitudes and science achievement. The sample consisted of

415 form three pupils in 5 schools in Hulu Langat District of Selangor.

The findings showed that there were significant positive correlations

between attitudes towards the science subject, attitude towards the social

implications of science and attitude towards the science teacher with

r = 0.44, r = 0.22 and r = 0.38, significant at the 0.001 level respectively.

2.1.2 Demographic Characteristics and Science Attitudes

00 Gender

Research literature concerned with attitude, ability and achievement

relationships and gender related factors gave no conclusive findings. The

studies on the topic were many, but the actual findings were not consistent,

sometimes even contradictory ( Brodie, 1964; Diedrich, 1966; Finger and

S&lesser, 1968 ). The picture was also unclear when one considered male-

1 6

female differences in science achievement ( in Steinkamp and Maehr, 1983)

In 1973, Coombe and Keeves studied the relationship of attitude to science

with gender and noted that girls showed less favourable attitudes than boys

towards science ( Alias Baba , 1988 ). In 1973, the initial investigation of

gender differences in science achievement by Keeves, using First

International Science Study ( SISS ) data, suggested that girls consistently

performed less well than boys in mathematics and science. In addition,

Kelly ( 1978 ) found that girls had less favourable attitudes towards science

than boys. Postlethwaite and Wiley ( 1992 ) presented gender differences

in science achievement as standardised score differences for the 24

countries participating in the SISS. Other studies found that attitudes and

home background of students have some intluences in co-determining

students’ achievement ( cited in Young and Frazer, 1994 ).

In England and Wales, Ryman ( 1977 ) examined three variables, teaching

method, level of intelligence and gender, in relation to pupils’ achievement.

It was concluded that an interaction existed between teaching method, level

of intelligence and gender in terms of pupils’ achievement on a task

involving the classification of drawings of living organisms.

Cannon and Simpson ( 1983 ), using a teacher-made test for achievement,

reported that in general ability, boys showed a slightly higher correlation

between attitude towards science and achievement in science than girls. In

1983, Cannon also examined the correlation between attitude towards

1 7

science and achievement in science by gender when he examined seventh-

grade students’ achievement in basic, general and advanced life science

classes. Using a criterion-referenced life science achievement test to obtain

achievement scores, he reported a higher correlation between positive

attitudes in science and higher achievement scores for low and high

performance girls and average performance boys ( cited in Weinburgh,

1995 ).

Steinkamp and Maehr ( 1983 ) conducted a comprehensive review of the

literature containing correlations among affective characteristics, abilityand

achievement in science, and between each of these variables and gender.

They retrieved the studies of 66 articles and reports, and the data consisted

of 255 correlations. It was found that boys’ and girls’ science achievements

were positively related to affective characteristics, but the relationship was

weaker than was expected; science achievement correlated more strongly

with cognitive abilities than with affective abilities. The data suggested

that boys achieved slightly better results than girls in science and they

tended to posses slightly more cognitive ability.

Steinkamp and Maehr ( 1984 ) also conducted a comprehensive review of

the literature containing comparisons between boys and girls on some

measure of motivation in science and some measure of achievement in

science. Findings were transformed into a common effect size and analysed

meta-analytically. It was found that sex differences in both motivation and

achievement were smaller than was generally assumed, but they did occur

1 8

and with few exceptions, they tend to favour males.

Schibeci ( 1984 ) also cited thirteen research reports indicating the

consistent influence of gender on attitude. In most cases, male students

seemed to have more positive attitude to science than female students with

gender differences becoming more pronounced when students were older

( in Alvarez, 1992 ).

Research in science education indicates that gender may also influence

attitudes towards science. Schibeci ( 1984 ) reported in his review of

literature that of all the variables that might influence attitudes towards

science, gender was generally shown to have a consistent pattern of

influence. If individual studies were examined, a range of conflicting

conclusions were reported. Studies that examined science in general, rather

than specific disciplines, suggested that boys had more positive attitudes

than girls. Simpson and Oliver ( 1985 ), in a multi-dimensional study on

approximately 4,000 students from grade 6 to grade 10, found that boys

exhibited significantly more positive attitudes than girls. Baker ( 1983 )

found girls to have more negative attitudes towards science than boys ( in

Weinburgh, 1995 ).

In 1986, Schibeci and Riley, using a National Assessment of Educational

Performance ( NAEP ) data set, investigated the influence of students’

background and perceptions on science attitude and achievement. They

reported a correlation of - 0.25 between gender and 42 science

achievement items on the NAEP test. They found that gender had an

1 9

influence on attitudes and achievement. From the study, gender was found

to influence attitudes and achievement, with females scoring lower in

attitudes and in achievement.

In 1988, Alias Baba attempted to measure pupils’ attitude in science by

using the five point Likert-type scale. The factors used in this study were

location, race and sex. There were five aspects of science attitude that

were measured, namely, science interest, the social implications of science,

learning activities, pupils’ perception of the science teachers and their

perception of schools. The instrument used in this investigation was

developed by Skurnik and Jeffs ( 1970 ). The boys in this study also

showed greater interest in science than the girls.

A recent review of the literature by the American Association of University

Women ( AAUW, 1992 ) showed that although gender differences in

mathematics achievement tests decreased in recent years, such differences

in science either remained stable or increased ( in Catsambis , 1995 ).

Wareing ( 1990 ) developed a 50-item attitude towards science assessment

to measure the range of sentiments related to science. The instrument was

used to investigate the relationship between attitudes and gender with

1,740 students from 87 high school classes in five communities. The

correlation with gender was found to be 0.06 ( in Germann , 1994 ).

In 1992, Alvarez conducted a study to investigate the differences in

attitudes to science by gender, year levels and science achievement marks

among 840 Malay secondary students in Form 1, Form 3 and Form 5 in

20

the state of Brunei Darussalam using the Attitude to Science Scale

consisting of four science-related constructs, i.e. Attitude Towards

Scientists, Enjoyment of Science Lessons, the Social Implications of

Science and Attitude Towards Learning Science. The findings showed that

gender was not significant, indicating the absence of a difference in the

attitude to science between male and female students. With the exception

for attitudes towards scientists where no significant differences were found

for each of the independent variables, the attitude towards enjoyment of

science lessons, the social implications of science and learning science were

significant for achievement marks and year levels.

In 1994, in the U.S.A, Sherpardon and Pizzini cited studies that involved

science achievement using the National Assessment of Education Progress

( NAEP ), Results indicated that there was no difference between boys and

girls at the knowledge level, but boys performed better at the higher

proficiency levels than girls in middle and junior high schools, suggesting a

relationship between attitudes and achievement ( Mullis and Jenkins, 1988).

In 1994, Rennie and Dunne conducted a study in Fiji and examined the

relationship between gender, ethnicity, students’ attitudes and perceptions

about science, attributions of success and failure in science at school,

science as a career and the career-related advice they received. Gender and

ethnicity were found to have no consistent relationship with students’

perceptions, attitudes and attributions about science. In a very recent

study, Weinburgh ( 1995 ) stated that there was a strong positive

21

relationship between attitudes towards science and achievement in science

for both boys and girls. The mean correlation was 0.50 for boys

( n = 561 ) and 0.55 for girls ( n = 623 ). This means that the relationship

was stronger for girls than for boys. The results for the analysis of gender

differences as a function of the selectivity of the sample showed that high-

performing students reported a small negative effect size, indicating that

girls have a slightly more positive attitude towards science than boys. For

the low-performing and general performing students, boys showed more

positive attitudes than girls. The difference between the two effect sizes

was small, but among the general performing students, boys did reflect a

greater positive attitude. Furthermore, according to Weinburgh ( 1995 ),

the data suggests, in general, the correlation between attitude towards

science and achievement in science was moderate. The correlation was

somewhat stronger for girls than boys, indicating that a positive attitude

was more necessary for girls in achieving high scores. Weinburgh ( 1995 ),

concluded his study by suggesting that over the last 21 years, boys had

consistently shown more positive attitude towards science than girls and

this had not appeared to change over time, but the selectivity of the sample

did affect the result.

In 1995, Catsambis examined gender differences in science achievements

and attitudes of middle-grade students in the USA. It used data from a

large, nationally representative sample of eighth-grade students. The

findings showed that in these grades, female students did not lag behind

22

their male classmates in science achievement tests, grades and course

enrolments. However, female students had less positive attitudes towards

science, participated in fewer relevant extracurricular activities and aspired

to science careers less often than males. Students’ science attitudes and

career interests varied according to students’ gender as well as their racial

or ethnic background. Catsambis ( 1995 ) also cited existing studies which

documented gender differences in mathematics and science, and showed

that males out-performed females in relevant achievement tests

( Chipmunk, Brush, and Wilson, 1985; Fennema, 1984; Linn and Hide,

1989; Oakes,1990; Reyes and Stanic, 1988; Sadker et al., 1991; Steinkamp

and Maehr, 1984 ).

Previous investigations reported sex differences for the SISS database by

Humrich ( 1988 ) in the United States, Keys ( 1986 ) in England, Alting

and Pelgrum ( 1990 ) in the Netherlands and Rosier and colleagues in

Australia ( Rosier and Banks , 1990 ; Rosier and Keeves , 1991; Rosier and

Long, 1991 ). Keeves et. al. ( 1992 ) and Postlethwaite and Wiley ( 1992 )

had revealed that sex differences in science achievement and attitudes

existed among students of different ages and backgrounds irrespective of

the science content area ( in Young and Frazer, 1994 ).

From the achievement perspective, the NAEP results indicated no

difference between boys and girls at the knowledge level, but that boys

performed better at the higher proficiency levels than girls in middle and

junior high schools, suggesting a relationship between attitude and

achievement ( Mullis and Jenkins, 1988 in Sherpardon and Pizzini, 1994 ).

In 1990, Rosier and Banks reported that the result of the SISS in Australia

revealed that the average science achievement of 10 years old and 14 years

old male students was significantly higher than for female students ( cited in

Young and Frazer , 1994 ).

Simpson and Oliver ( 1990 ) reported a correlation of 0.10 between gender

and semester grade, and a correlation of 0.02 to - 0.06 between gender and

criterion-referenced science achievement test. But no significant

correlations was found by Walkosz and Yeany in 1984 ( in Germann,

1994 ).

(b) Socio-Economic Status ( SES )

A number of studies were conducted to investigate the relationship

between science achievement and science attitudes with socio-economic

status ( SES ) and academic ability. Bloom ( 1986 ) reported in an article

submitted to the Study Group on the National Assessment of Student

Achievement, that when quantified indicators were used ( e.g., parents’

education, occupation and income ) to investigate the relationship between

attitudes and science achievement, the correlation indices of about 0.30

were obtained ( in Germann, 1994 ). In 1979, Lynch et al. investigated the

relationship between SES and science achievement of 1,635 students of

Tasmania, Australia. The correlation between a 7-point scale of SES and

achievement on the 1Qitem multiple choice tests was 0.14.

In 1982, Haladyna, Olson and Shaughnessy found little evidence that SES

24

of the family had any significant influence on attitude towards science

among fourth ( 3 15 boys and 334 girls ), seventh ( 322 boys and 305 girls )

and ninth-grade students ( 365 boys and 321 girls ). Correlation of - 0.08,

- 0.08,- 0.01, 0.01, - 0.07 and - 0.06 respectively were found ( in Germann,

1994 ).

Grant and Sleeter ( 1986 ) cited studies by Fennema and Sherman ( 1977 ),

and Haertel, Walberg, Junker and Pascarella ( 198 1 ) which found that

middle-class boys generally had higher achievement motivation than

middle-class girls in mathematics and science, but this pattern did not hold

for lower-class girls and boys.

Lockheed, Fuller and Nyirongo ( 1989 ) analysed the effects of family

background on student’s achievement in Third World countries and used

measures of social class that were both broader than previous work and

more valid for developing countries. Study 1 examined panel data on the

background and mathematics achievement of approximately 4,000 Grade

eight students from 99 schools in Thailand. It was found that family

background and prior achievement affected students’ educational

expectations, perceptions of ability and effort, which in turn, influenced

subsequent achievement. Study 2 examined cross-sectional data on 103

students from 21 schools in Malawi. It employed country-specific

measures of family background and assessed their effects on the language

and mathematics performance of fourth and seventh-grade students.

Family background accounted for achievement in both studies.

2 5

(c) Rural and Urban Home Setting

A study by Clarke ( 1972 ) noted that pupils from rural and urban areas

showed no differences in attitudes towards science. Rallison’s study

( 1939 ) on the other hand reported that urban boys were more interested in

science than their rural counterparts while girls showed similar levels of

interest, Most studies showed that boys have greater interest in science

than girls ( Meyer, 1961; Keeves, 1973 ). The correlations between interest

in science and achievement were found to be generally weak or moderate

( in Akbar Ibrahim, 1984 ).

Fleming and Malone ( 1983 ) performed meta-analyses of 167 studies

( including dissertations, journal articles and National Assessment of

Education Progress ) on several student characteristics and student

performance in science from Grades K to 12. From the analysis of 47

studies, they reported little relationship between science attitude and SES

as measured by income ( in Germann, 1994 ).

In 1986, Schibeci and Riley investigated the influence of students’

background and perception on science attitude and achievement. The

influence of five background variables ( gender, race, home environment,

amount of homework and parents’ education ) on three dependent variables

( students’ perception of science instruction, students’ attitudes and

students’ achievement ) were examined. Gender, race and the home

environment were shown to have substantial intluence o n

26

2.2

thestudents’achievement in science. The findings indicated that attitudes

did influence achievement.

In summary, previous research studies conducted to investigate the

relationships between science attitude and science achievement among

students showed correlations ranging from very weak ( low ) to high.

Most of the studies forwarded showed low and moderate correlations

between science attitude and science achievement. Only one study

forwarded showed a high correlation of 0.84 ( Simpson and Wasik, 1978)

and two studies showed no correlation ( Martinez-Perez, 1973 and Lucas,

1974 ), As for gender, most studies conducted to investigate the influence

of gender on the science attitudes and science achievement showed that

male students had higher positive attitudes and achievement in science than

female students. However, a recent study by Weinburgh ( 1995 ) showed

that there were strong positive relationships between attitude towards

science and science achievement for boys and girls while a stronger

moderate correlation was found for girls than for boys. The influence of

SES on students’ science attitudes and science achievement ranged from no

to low and moderate correlation. The influence of rural and urban home

settings on students’ science attitudes and achievement also ranged from no

to low correlation.

Research Model

The model on Figure 1 shows that achievement in science is influenced by

science-related attitudes. Science achievement is the dependent variable

and science attitude is the independent variable with three components

namely, attitude towards science subjects, attitude towards the social

implications of science and attitude towards science teachers.

Figure 1Model Showing the Relationship Between Science Achievement,

Science -Related Attitudes and Demographic Characteristics

Independent Variable Dependent Variable

Moderating Variables

28

Four demographic characteristics, namely, gender, socio-economic status,

home setting and school setting may moderate the relationship between

science related attitudes and achievement in science

2.3 Research Variables

For the purpose of this study, the following conceptual and operational

definitions of the variables were used.

2.3.1. Conceptual Definitions

Attitude . Secord and Backman ( 1964 ) defined attitude as “ certain

regularities of an individual’s feeling, thoughts and predisposition to act

towards some aspect of his environment”, feelings represent the affective,

thoughts represent the cognitive and predisposition represents the

behavioural component of an attitude. Attitudes are evaluative, i.e. they

reflect a person’s tendency to feel, think or behave in a positive or negative

manner towards an object of the attitude ( in Arnold, Roberton and

Cooper, 1991 ). In practice, the term attitude usually refers to the cognitive

and /or affective components. Behaviour is often construed as an outcome

of attitudes.

According to Anastasi ( 1976 ), attitude is a tendency to react favourably

or unfavourably towards a designated class of stimuli.

An attitude is a mental disposition of the human individual to act for or

against a definite object ( Warren and Jahoda, 1979 ). However, most

definitions on attitude seem to agree that an attitude is a tendency to act or

29

react in a certain manner when confronted with a stimulus. Attitudes are

individual mental processes which determine both the actual and potential

responses of each person towards his environment. Attitudes are always

directed towards some objects ( Alias Baba, 1988 ).

Attitude in relation to science is divided into two areas, namely, scientific

attitude and attitude towards science. Scientific attitude refers to a

particular approach a person assumes for solving problems, for assessing

ideas information, and for making decision. It includes such scientific

methods and predisposition as objectivity, suspended judgement, critical

evaluation and scepticism ( Gauld, 1982 ). Munby ( 1983 ) characterised

scientific attitude as thinking as scientists do, i.e. acting on evidence in a

disciplined way. On the other hand, attitudes towards science may address

scientific attitudes, scientists, scientific careers, methods of teaching

science, scientific interests, parts of a curriculum or the subject of science in

the classroom ( Blosser, 1984 in Gerrnann, 1988 ).

Science. Science is the study of relationships and this is evident in its

principles, laws, hypotheses and theories that constitute the body of

scientific knowledge ( Gagne’, 1980 ). Science is the process of making

inquiries about the world we live in and also of evaluating the hypotheses

that these inquiries generate.

Science has been taught in schools as an accumulation of facts. This

orientation is questionable in the light that as a process, science is relatively

stable and universally applied, but as a body of knowledge, it is constantly

30

changing. Consequently, while a sound science programme should contain

both process skills and science content, the major emphasis of teaching

science should be on developing the science skills of observing, classifying,

hypothesising, experimenting, interpreting or making inferences and

recording or communicating. Science has been defined by the National

Science Teachers Association ( 1981 ) as :

“ Science is a system of knowing about the universe throughdata collected by observation and controlledexperimentation. As data are collected, theories areadvanced to explain and account for what has beenobserved” ( In Schickedanz, York, Stewart and White,1990).

Achievement. According to the Encyclopaedia of Educational Research

( Sixth Edition, 1992 ), achievement refers to accomplishments that follow

a period of study, training or practice. The International Dictionary of

Education by Page and Thomas ( 1977 ) defined achievement as

performance in school or college in a standardised series of educational

tests. The term is used more generally to describe performance in the

subjects of the curriculum.

Socio-Economic Status ( SES ). The Facts on File Dictionary of

Education by Sharif, Koeppe and Soper ( 1988 ) defined SES as an

indicator of an individual or family social ranking based on such factors as

level of education, income, neighbourhood of residence or type of

occupation. This term is widely used by sociologists, though it has no

precise definition.

2.3.2 Operational Definitions

Science achievement is measured by the maximum raw marks of 100%

obtained by the students in the Mid-Year Examination conducted by the

schools. The examination questions are set according to the Lower

Secondary Assessment Examination format ( PJMR ).

School Setting. School setting refers to the location of a school whether it

is located in the town or city, or in the village or countryside. School

setting can be categorised as either urban or rural school. The school

setting categorised in this study utilised the category set by the Boarding

School Unit of the Ministry of Education.

Home Setting. Home setting is defined as the location of the respondent’s

house whether it is located in town or city ( urban ), or in the village or

countryside ( rural ). It is categorised as either rural or urban home setting.

The classification of urban home or rural home was based on addresses of

the students’ homes and their responses to item 5 in Section A.

Attitudes. Attitudes are always assessed using self-reporting

questionnaires. This means attitude measurement depends upon what

people say about their feelings, beliefs and /or behaviour towards the

particular object in question. There are several fairly sophisticated

techniques for ensuring they measure the attitude in question properly.

Two of these are Thurstone scaling and Likert scaling. In the Likert

technique, a large number of statements that relate to the attitude construct

concerned are selected. Respondents indicate their agreement or

32

60

disagreement with each item. In the Likett method a 5, 7 or lo-point

response scale is utilised for each item, usually in terms of strongly agree to

strongly disagree ( Arnold, Robertson and Cooper, 1991 ).

In this study, science attitudes are assessed using self-reporting

questionnaire. The science-related attitudes are measured by 60-item

attitude questions by Skurnik and Jeffs ( 1970 ) which consisted of three-

attitude scales namely, (a) attitude towards science subjects, (b) attitude

towards the social implications of science and (c) attitude towards science

teachers.

The attitude towards the science subject is measured by 30 attitude items

comprising statements on the science subject in the following aspects:

The importance of science subject to the students;

The students’ liking and interest of the science subject;

The difficulties of science concepts;

The importance of science subject to society;

The scope of science syllabus;

The students’ leisure interests in science;

The scientific skills.

The attitude towards the social implications of science is measured

by 17 attitude items comprising statements on the social

implications of science in the following aspects:

The needs to study science;

The contributions of science to society;

33

(4

The image of science in society;

The advantages and disadvantages of studying science;

The normality of scientists.

The attitude towards the science teacher is measured by 17 attitude

items comprising statements on the science teacher in the following

aspects:

Academic knowledge of the science teacher;

Students’ liking of the science teacher;

The pedagogy of science teaching;

The attitudes of the science teacher;

The fairness of the science teacher;

Personality of the science teacher;

The competency of the science teacher.

34

CHAPTER 3

RESEARCH DESIGN AND METHODOLOGY

3.1 Type of Study

This quantitative study replicated the work of Siti Rahayah Ariffin ( with

some modifications ) which investigated the correlation between science

achievement and selected science-related attitudes and demographic

characteristics of form three students of two fully residential science

secondary schools ( Sekolah Berasrama Penuh, SBP ) in Kelantan.

3.2 Unit of Analysis

The units of analysis were form three Bumiputera students in the two fully

residential science schools in Kelantan.

3.3 Population

The population consisted of all the 218 form three Bumiputera students in

the two Mly residential schools in Kelantan managed by the Boarding

School Unit, School Division of the Ministry of Education.

3.4 Sample and Sampling Technique

The sample for this study consisted of all the 218 form three Bumiputera

students from the two fully residential science schools in Kelantan which

included 119 students from Sekolah Menengah Sains Machang and 99

students from Sekolah Tengku Muhamad Faris Petra in Kota Bharu. The

students were aged between 14 to 15 years old. The total population was

used because the population was small and manageable.

3.4.1 The Respondents

All the 218 target participants turned in completed questionnaires, thus

reflecting a 100 % response rate. Of the 218 respondents, 119 ( 54.6 %)

were from the rural ( or less developed sector ) school setting while 99

( 45.4% ) were from the urban ( or more developed sector ) school setting;

140 ( 64.2% ) were males while 78 ( 35.8% ) were females; 152 ( 69.7% )

were from the rural-home based setting ( rural / kampung ) while 66

( 30.3 % ) were from urban-home based setting. Of the 218 respondents,

59 ( 27.1% ) were from high SES families, 100 ( 45.9% ) were from

average SES families while 59 ( 27.1% ) were from low SES families. See

Appendices C, D, E and F for details.

3.5 Data Gathering Technique

3.5.1 Administration of the Survey

Primary data were directly obtained from the respondents through a

69-item self-reporting questionnaire. Permission was obtained from the

Principal Assistant Director of the Boarding School Unit and the school

principals. The questionnaires were administered at the two schools by the

researcher himself. The survey questionnaires were administered on 3rd

36

May 1995 in Sekolah Menengah Sains Machang and on 9th and 15th May

1995 in Sekolah Tengku Muhamad Faris Petra. The survey was conducted

during school hours with the permission of the school principals of the

schools involved. The survey was conducted immediately after the Mid-

Year Examination was completed. The students involved were grouped

together in their respective classes and the researcher conducted the survey

from class to class. For the first ten minutes, the researcher introduced

himself and explained the purpose of the survey. He explained to the

students that the questionnaires were not test questions, and that their

opinions and sincere responses to the items would be most helpful. The

students were further reminded that no action would be taken against them

as all responses were confidential and that there was no right or wrong

answer. For the survey, students were required to write their names for the

purpose of correlation with marks later on. The students were informed

that the survey was confidential and their teachers would not know what

their responses were. Throughout the survey, only the researcher was

around and no other school teacher was involved. The students were very

co-operative during the survey. The students were given about 50 minutes

to answer the questionnaires and were allowed to ask questions if they did

not understand the items given. A total of 218 questionnaires were handed

out and collected after the survey. All the questionnaires were completely

answered and all were accepted for analysis.

Science achievement was measured from the raw scores, with a maximum

3 7

of 100 marks, obtained by the students in science ( Integrated Secondary

School Curriculum, KBSM ) in the school Mid-Year Examination of 1995.

The Mid-Year Examination science papers were set by a panel of science

teachers teaching the subject using the Lower Secondary Assessment

( PMR ) examination format. The test was thus prevalidated. The science

results were collected from the subject teachers of the schools on the 18th

and 19th June 1995.

3.5.2 The Instrument

The 60-item attitudes towards science questionnaire used was the Attitude

Questionnaire developed by Skurnik, L.S.and Jeffs, P.M ( 1970 ). The

questionnaire used statements related to science from discussions and

interviews with students from secondary schools in England. However,

only three scales out of five from the questionnaire were used for this

study. The adapted questionnaire consisted of three parts : (a) attitude

towards science subjects; (b) attitude towards the social implications of

science and (c) attitude towards science teachers.

The translated Malay version of the questionnaire of Skurnik and Jeffs used

by Siti Rahayah Arrifin ( 1988 ) was readapted for this survey. The

questionnaire consisted of 60 items to measure attitudes and nine items to

measure demographic characteristics. The number of items for attitudes

towards science subjects, attitude towards the social implications of science

and attitude towards science teachers were 30, 13 and 17 respectively.

38

Each item was constructed on a five point Likert-scale response format

with Strongly Agree, Agree, Not Sure, Disagree and Strongly Disagree as

options. A total of 40 items of the attitude scales were written positively

while 20 items were written negatively. See Table 2 and Table 3 for

details.

Table 2Distribution of Questionnaire Items

Items

a. Demographic Characteristics

Personal characteristics

Socio-Economic Status

b. Science -Related Attitudes

Science Subjects

Science Teachers

Social Implications of Science

Total

TotalItems

(9)

6

3

(60)

3 0

17

1 3

6 9

Item Areas

Section A:

1 to 6

7, 879

Section B:

01-30

31-47

48-60

The instrument’s face and content validity including the translated Malay

version were re-established through a panel of senior science teachers and

language teachers from the two fully residential schools in Kelantan.. The

translated version of the instrument was edited and rechecked by two

Malay teachers who are proficient in the Malay and English languages. The

60 attitude items were subjected to Factor Analysis. There were three main

factors extracted with Eigenvalues greater than 2.0. An analysis of the

rotated factor matrix of the Factor Analysis showed that 10 items i.e. no 7,

12, 14, 17, 19, 24, 27, 54, 55 and 57 were placed under different factors

initially, but an examination of the items showed that the items were best

represented by the following scales ( See Appendix G ) :

l Factor 1 : Attitude Towards Science Subjects ( item 1 - 30 )

0 Factor 2 : Attitude Towards Science Teachers ( item 31 - 47 )

0 Factor 3 : Attitude Towards the Social Implications of Science ( item 48-60)

Table 3Positive and Negative Questionnaire Items

Positive items

Negative items

Item numbers

1, 2, 5, 7, 9, 11, 15, 17, 18, 19, 20,

22, 24, 25, 27,28, 30, 31, 32, 33,

34, 35, 36, 37, 38, 40,41,42, 43,

44,46, 47, 48, 50, 51, 53, 55, 56,

59 and 69.

3, 4, 6, 8, 10, 12, 13, 14, 16, 21,23,

26, 29, 39,45, 49, 52, 54, 57 and 58.

A pilot test was conducted and the 60 items in the Attitude

Questionnaire were subjected to Multiple Regression Analysis to determine

the variance in the science achievement. Amongst the items on the attitude

towards science subjects, the highest contributions were noted for item 18,

which accounted for 4.6 % ( R2 = 0.04590 ) in the variance of science

achievement followed by item 23 ( 4.4%, R2 = 0.04401 ), item 4 ( 2.96%,

R2 = 0.02969 ), item 26 ( 2.7%, R2 = 0.02689 ), item 16 ( 2.3%,

40

R2 = 0.02270 ) and item 8 ( 2.1%, R” = 0.02075 ). Amongst the items on

the attitude towards science teachers, the highest contribution to the

variance in science achievement were noted for item 47 ( 1.9%,

R” = 0.01940 ) followed by item 43 ( 1.7%, R2 = 0.01725 ). Amongst the

items on the attitude towards the social implications of science, the highest

contribution to the variance in science achievement were noted for item 5 1

( 4.2%, R2 = 0.04174 ) followed by item 49 ( 4.16%, R2 = 0.04164 ) and

item 58 ( 2.0%, R2 = 0.02058 ). See Appendix H for more details.

Skurnik and Jeffs ( 1970 ) conducted the validity and reliability analysis of

the questionnaire and showed that the three science-related factors were

correlated as follows :

The correlations between attitudes towards the science subject with the

social implications of science , attitude towards the science subjects, and

the science teacher and attitude towards the social implications of science

and the science teachers were 0.47, 0.40 and 0.33 respectively.

The researcher re-examined the correlations between the science attitude

factors and came out with the following correlations:

Attitudes towards the science subject with the social implications of science

was 0.5414, attitudes towards the the science subject and the science

teacher was 0.5 176, attitudes towards the social implications of science and

the science teachers was 0.3316 and all were significant at the 0.001 level.

These results were obtained during the pilot study of the instrument which

4 1

was conducted on 28th March 1995 at Sekolah Menengah Sains Machang

involving 30 form three students. Only one item was found to be a bit

ambiguous i.e. item 5. The English version is “ I always look forward to

science lessons “. This item, when translated into the Malay Language,

carried other meanings. Thus, during the survey, the researcher made it a

point to explain item 5 clearly to the students. From the pilot test

conducted, a test of the reliability of the instrument showed a Cronbach

Alpha value of 0.9348. From the survey, the composite science attitudes

Reliability Coefficients Cronbach Alpha was found to be 0.9291. The

Reliability Coefficients Cronbach Alpha for attitudes towards science

subjects , the social implications of science and science teachers were found

to be 0.9113, 0.6834 and 0.8878 respectively.

3.6 Data Analysis Techniques

3.6.1 Scoring.

The data analysis used the SPSS Version 6.0 ( Statistical Package for the

Social Science) using personal computer. For word processing, Microsoft

Word was used. Scores for positive items were as follows: Strongly

Agree = 5, Agree = 4, Not Sure = 3, Disagree = 2 and Strongly

Disagree = 1. The reverse scoring for negative items was as follows:

Strongly Agree = 1, Agree = 2, Not Sure = 3, Disagree = 2 and Strongly

Disagree = 1. The total scores for attitudes towards the science subjects,

the social implications of science and the science teachers were 150, 85,

and 65 respectively.

42

3.6.2 Categorisation of Composite Science Attitudes.

Composite science attitudes were categorised either as positive or negative,

The mean score for composite attitudes was calculated and was found to be

242.71. Thus, students with composite science attitudes scores of 242 and

below were categorised as having negative attitudes and were coded 1.

Students with composite science attitudes score of 243 and above were

categorised as having positive attitudes and were coded 2..

3.6.3 Categorisation of Attitudes Towards the Social Implications of Science

Attitudes towards the social implications of science were also categorised

into positive and negative. The mean score for attitudes towards social

implications of science was calculated and was found to be 55.60. So,

students with composite science attitudes scores of 55 and below were

categorised as having negative attitudes and were coded 1. Students with

composite science attitudes scores of 56 and above were categorised as

having positive attitudes and were coded 2.

3.6.4 Categorisation of Attitudes Towards Science Subjects

Attitudes towards science subjects were likewise categorised into positive

or negative. The mean score for attitude towards the science subject was

calculated and found to be 121.80. So, students with composite science

attitudes scores of 121 and below were categorised as having negative

attitudes and were coded 1. Students with composite science attitudes

scores of 122 and above were categorised as having positive attitudes and

were coded 2.

3.6.5 Categorisation of Attitudes Towards Science Teachers

Attitudes towards the science teachers were also categorised as positive or

negative. The mean score for attitudes towards the science teachers was

calculated and was found to be 65.3 1. So, students with composite science

attitudes scores of 65 and below were categorised as having negative

attitudes and were coded 1. Students with composite science attitudes

scores of 66 and above were categorised as having positive attitudes and

were coded 2.

3.6.6 Categorisation of Science Achievement

Science achievement was categorised into high and low. The mean score

for science achievement was calculated and was found to be 67.56. So

students with composite science attitudes scores of 67 and below were

categorised as having low achievement and were coded 1. Students with

composite science attitudes scores of 68 and above were categorised as

having high achievement and were coded 2.

3.6.7 Categorisation of Students’ Parental Socio-Economic Status

Students’ parental SES were categorised into low, average and high SES

categories. The SES scores were the sum of all the scores involving items

relating to parental education levels, salaries and occupations. The SES

scores were the sum of the scores of items numbered A. 8, A.9, A. 10,

A. 11, A, 12, A. 13 in Section A. The scores for SES had a maximum value

of 36 and a minimum value of 6. The maximum SES score of 36 , which

was the composite scores of parental levels of education, parental monthly

44

3.6.8

incomes and parental occupations were divided equally by three to yield a

score of 12. Low SES was assigned to students whose SES scores were

from 6 - 12, average SES was assigned to students whose SES scores

were from 13 - 24, and high SES was assigned to students whose SES

scores were from 25 to 36.

Statistical Tools

The data collected were subjected to the following statistical tools either

for descriptive purposes or for testing the hypotheses. See Table 4 for

details.

Table 4Statistical Tools Used

Analysis

1. To describe the respondents and

the patterns of responses.

2. To examine the correlation between

(a) science-related attitudes and science

achievement and;

(b) science-related attitudes and science

achievement, and demographic

characteristics.

(c) To test differences.

3. To examine the contribution by science-

related attitudes the variance in science

achievement and to predict the best

predictor for science achievement.

Statistical Tools

Descriptive Statistics:mean frequency,

percentage and

standard deviation.

Pearson Product- Moment

Correlation.

T-test and Chi-square test

Multiple Regression

Analysis and

Stepwise Regression.

45

3.6.9 Significance Level

A p-value of equal or less than 0.05 was used as the criterion for statistical

significance, i.e. the 0.05 level of significance was set as the critical level

for hypotheses testing.

46

CHAPTER 4

PRESENTATION AND DISCUSSION OF FINDINGS

This chapter consists of two parts : (i) presentation of findings and (ii)

discussion and interpretation of findings. The findings are based on the test

of the null hypotheses .

4.1 Major Findings

4.1.1 Science Achievement and Science Attitudes

1 . Based on the composite scores, the null hypothesis that “ there is no

significant correlation between science achievement and science

attitudes among the form three students of the fully residential schools

in Kelantan” was accepted ( r = 0.0953, p = 0.161 ). The research

hypothesis that science achievement is significantly correlated with science

attitudes was not substantiated with empirical evidence. While the

correlation was positive, it was very weak. Table 5 reflects the details.

However, when the correlation between science achievement and each of

the three components of science attitudes was examined, the results

obtained indicated that :

(9 Science achievement is positively and significantly correlated with

attitude towards the social implications of science ( r = 0.1806,

p= 0.008 ). It appears that students who perceived favourably the

contributions of science to society have higher achievement scores in

science. In the same manner, students with more positive attitudes towards

the respectability of science and perceived that scientists work hard to

upgrade the patterns of human life generally tended to exhibit higher

achievement in science. Table 5 reflects the details.

Table 5Pearson Correlation Coeffkients For Science -Related

Attitudes and Science Achievement(N= 218 )

Science-Related Attitudes

a. Science Subjects

b. Social Implications ofScience

c. Science Teachers

d Composite ScienceAttitudes

* Significant at 0.05 level

Science Achievementr values p values

0.1425* 0.035

0.1806* 0.008

- 0.0582 0.392

0.0953 0.161

(b) Science achievement is positively and significantly correlated with

attitudes towards science subjects ( r = 0.1425, p = 0.035 ). It appears

that students who expressed interest in science subjects and the possible

pursuit of science-related courses in the university, and who place

importance to their science subjects tend to be high achievers in science.

The correlation, however, is weak. Table 5 reflects the details.

48

(c) However, it was found that science achievement was not significantly

correlated with attitudes towards science teachers ( r = - 0.0582,

p = 0.392 ) . The correlation is negative. This tends to indicate that high

achievers in science appeared to have less favourable attitudes towards

their science teachers whom they perceived to “ seldom introduce new

things in science or who do not give the students time to think and to do

their tasks independently “. See Table 5 for details.

The details of these findings will be presented and discussed in the

appropriate subsections of this paper.

4.1.2 Science Achievement, Science Attitudes and Demographic

Characteristics

Four demographic characteristics were included in investigating the

correlation between science achievement and science attitudes, i.e gender,

SES, home setting and school setting.

The null hypothesis that “ the demographic characteristics will not

moderate the correlation between science achievement and science

attitude ” was accepted for home setting and school setting, but rejected

for gender and SES. The demographic characteristics moderated the

correlation in varying degrees and direction.

The data are found in Table 6 and Table 7 and the analysis will be discussed

in appropriate subsections.

49

Table 6Pearson Correlation Coeffkients For Science-Related Attitudes,

Achievement, Gender and SES..( N = 218 )

Science-Relatedattitudes

Science AchievementWhole Gender SES

General Male Female Low Average HighN = 218 N=140 N=78 N = 5 9 N=lOO N=59

a. Attitude Towards I ves. I no I ves 1: yes.Science Subjec :ts U.&t25 0.0448 0.&41 :( a.3455 .~ o.ln2095 0.;;5

0,035 0.600 0.005. :. 0,007 0.199: : 0.013I I I

b. Attitude Towards 1 y9s?.ME

no ye+ 1 yesSocial Implicatiions 0.0911 0.35y {/ 0.4202 -0.Z96 o.;&of Science. 0.008 0.284 0,001 :.:I 0;oo 1 0.324 i?.Of8

c. AttitudesTowards ScienceTeacher.

fl0 no no .yes no-0.0582 -0.1071 0.1777 : -a,2616 0 ..02930.392 0.351 0.178 : &&9’- CI.826

-0.nd3680.753

Composite no0.09530.161 0.695 ?l~0~0 “oGoO4~ : 0.043:

Legend :First row No denotes no correlation, Yes denotes there is correlation;Second row Figure represents the Pearson Correlation Coefficients, r ;Third row Figure represents the probability, p.

1. The correlation is moderated by gender. The correlation is positive and

significant for female students ( r = 0.2189, p = 0,054 ), but not significant

for their male counterparts ( r = 0.0334, p = 0.695 ) . See Table 6 for

details.

0 Female students tend to exhibit positive and significant correlation for

attitudes towards the social implications of science ( r = 0.3544,

p = 0.001 ) and attitude towards science subjects ( r= 0.3141, p = 0.005 ).

50

The correlation for the male students is weak and positive, but not

significant. See Table 6 for details.

l The correlation is both negative and not significant for both male and

female students for attitude towards science teachers ( r = - 0.0268,

p =0.753 ; r = -0.1071, p= 0.35 1 respectively ).

0 There is, however, no significant difference in the correlation between

science achievement and science attitudes between the male and female

students ( t = 1.73, p = 0.085 ). The male students have a slightly higher

correlation. See Table 10 for details.

The mean attitude scores tend to indicate that both male and female

students have high positive science attitudes. However, male students tend

to have a higher mean attitude score ( M = 244.69 ) compared with female

students ( M = 239.14 ). . For science achievement, female students had a

higher mean achievement score ( M = 68.00 ) than male students

( M = 67.31). This was fkther strengthened by the values obtained from

the Chi-square test ( x2 = 1.43 195, p = 0.23145 and x2 = 0.00646, p =

0.93593 respectively ) for science attitudes and science achievement . See

Tables 8 and 11 for details.

2. SES significantly moderated the relationship between science

achievement and science attitudes

l The correlation is significant and positive for the high SES group

5 1

( r = 0.2692, p = 0.039 ) and for the low SES group ( r = 0.3721,

p = 0.004 ) with the low SES group exhibiting slightly higher correlation.

l The correlation is significant and negative for the average SES group

( r = - 0.2028, p = 0.043 ).

l Both the low and high SES groups exhibited positive and significant

correlations between science achievement and attitudes towards the social

implications of science ( r = 0.4202, p = 0.001 and r = 0.3083, p = 0.018

respectively ) and for attitudes towards science subjects ( r = 0.3455,

p = 0.007 and r = 0.3205, p= 0.013 respectively ). The correlations are not

significant for the average SES groups. See Table 6 for details.

l The correlation between science achievement and attitudes towards science

teachers is negative and significant for the average SES group

( r = - 0.2616, p = 0.009 ). The correlations for the low and high SES

groups are positive, but not significant.

a The differences among groups, however, is not significant ( x2 = 3.75018,

p = 0.15334 ). This is further validated by the t-test ( t = 0.55, p = 0.584 ).

See Tables 10 and 11. For science achievement, there is no difference

between students from high and low SES. This is validated by the Chi-

Square test ( x2 = 0.863 17, p = 0.64948 ). See Table 8 for details.

3. Home Setting did not significantly moderate the relationship between

science achievement and science attitudes ( r = 0.0317, p = 0.642 ).

See Appendix J for details.

52

l The correlation is weak and positive, but not significant for the urban-home

based students ( r = 0.0599, p = 0.633 ) and the rural-home based students

( r = 0.1074, p = 0.188 ). See Table 7 for details.

l However, rural-home based students registered a positive and significant

correlation between science achievement and attitudes towards the social

implications of science ( r = 0.2441, p = 0.002 ). See Table 7 for details.

This means that rural-home based students with more positive attitudes

generally tend to be higher achievers than their counterparts with more

negative attitudes.

Table 7Pearson Correlation Coeffkients For Science-Related Attitudes,

Achievement , Home and School Settings(N=218)

I Science AchievementHome Setting School Setting

Science-Related Urban Rural Urban Rural.attitudes N =66 N=152 N=99 N=ll9

a. Attitude Towards no Y@Science Subjects 0.:;78 0. r5059 0.0716 0.2242

0.435 0.055 0.48 1 10.014b. Attitude Towards no .: ,yes’, no Yes

Social Implications 0.0181 .&!44.1 0.1636 0.1959of Science. 0.885 o,lyj2 :‘,’ 0.106 0.033

c. Attitudes Towardso.onoo7o

no noScience Teachers. -0.0816 -0.0617 -0.noo601

0.956 0.318 0.544 0.516Composite no no no no

0.0599 0.1074 0.0593 0.13431 0.633 1 0.188 1 0.560 1 0.145

Legend :First row No denotes no correlation, Yes denotes there is correlation;Second row Figure represents the Pearson Correlation Coefficients, r ;Third row Figure represents the probability, p.

53

Students from the rural areas do not differ significantly from their

urban-based counterparts ( t = - 0.45 , p = 0.656 ) with the rural-home

based students with exhibiting slightly more positive science attitudes. See

Table 10 for details. The Chi-square results validated this ( x2 = 0.04597,

p = 0.83023 ). For science achievement, there is no difference between

students fi-om rural and urban areas, this is validated by x2 = 2.53033,

p =O. 11168. See Table 8 for details.

Table 8Chi-Square For Demographic Characteristics

and Science Achievement( N = 218 )

DemographicCharacteristics Chi-Square Value Significant p

Gender 0.00646 0.93593

SES 0.863 17 0.64948

Home Setting 2.53033 0.11168

School Setting 1 a43885 0.23033

4. School Setting did not significantly moderate the relationship between

science achievement and science attitude ( r = - 0.0729, p = 0.284 and

r = -0.0233, p = 0.732 respectively ). See Appendices I and J.

l Science achievement is positively and significantly correlated with attitude

towards science subjects ( r = 0.2242, p = 0.014 ) and attitudes towards the

social implications of science ( r = 0.1959, p = 0.033 ) for rural-school

54

based students, but not for urban-school based students. See Table 7 for

details.

0 Both rural and urban-based students registered weak and negative, but not

significant correlation between science achievement and science attitudes.

l The correlation do not differ significantly between the students from

rural-based schools and urban-based schools ( t = 0.35, p = 0.729).

See Table 10 for details.

Rural-school based students had a higher attitude mean score (M = 243.18)

than urban-school based students ( M = 242.13 ). The Chi-square results

validated this ( x 2 = 0.95897, p = 0.32745 ). See Table 11 for details. For

science achievement, the t-test for urban school and rural school was

positive, but not significant ( t = 1.04, p = 0.298 ). See Table 9. The Chi-

square results validated this ( x 2 = 1.43885, p = 0.23033 ). See Table 8.

Table 9T-Tests For Differences in Science Achievement by School Setting

(N=218)

ScienceAchievement

Rural Urban tvalue 2 tailSchool School PN=119 N=99 value

Mean SD Mean S.D68.184 7.966 66.7980 11.059 1.04 0.298

Based on the school setting composite scores, science attitudes and

science achievement are not significantly correlated with school setting

( r = - 0.0233, p = 0.732 and r = - 0.0729, p = 0.284 respectively ). See

Appendix J. When the correlation was taken separately for rural and urban

school, the findings showed that science achievement is positively, but not

significantly correlated with science attitudes among the urban-based

school students and rural-based school groups of students ( r = 0.0593,

p = 0.560 and r = 0.1343, p = 0.145 respectively ). For science attitudes,

the difference between urban school and rural school students was not

significant at t = 0.35, p = 0.729. See Table 10 for details.

Table 10T-Test for Difference in Science -Related Attitudes

by Demographic Characteristics( N = 218 )

Science Attitudes

a. Science Subjects

Gender

nomale higher

SES

b. Social Implicationsof Science

c. Science Teachers

1.090.279

nomale higher

1.130.259

Yesmale higher

Home SchoolSetting Setting

no nourban ruralhigher higher-0.66 0.290.508 0.771

no nourban ruralhigher higher-0.75 0.960.456 0.336

Composite

2.050.042

nomale higher

1.730.085

nolow SES

higher0.260.792

nolow SES

higher0.190.850

nolow SES

higher0.820.416

low?EShigher0.550.584

no norural urban

higher higher0.21 -0.09

0.837 0.930no no

urban ruralhigher higher-0.45 0.350.656 0.729

Legend :First row No denotes no difference, Yes denotes there is a difference;Second and Third: Comparison of scores;Fourth row Figure represents the Pearson Correlation Coefficients, r ;Fifth row Figure represents the probability, p.

5.

a.

Demographic Characteristics and Science Attitudes

Male students do not differ significantly from their female counterparts in

science attitudes ( t = 1.73, p = 0.085 ) except for attitudes towards science

teachers ( t = 2.05, p = 0.042 ). Males generally registered more positive

science attitudes. See Table 10 for details.

b. No significant differences were observed among the three SES groups

( x 2 = 3.75018, p = 0.15334 ) with the low SES group registering more

positive attitudes. See Table 11 for details..

Table 11Chi-Square For Science -Related Attitudes and

Demographic Characteristics(N=218)

Science Attitudes Gender

a. Science Subjects no1.6270

0.20211

SchoolSetting

no0.007660.93024

b. Social no no no noImplications 0.793 13 1.47341 0.41567 0.36747

of Science 0.37315 0.47869 0.51911 0.54439

Composite no no no1.43 195 3.75018 0.045970.23 145 0.15334 0.83023

0.5ngq5 0.0;260.97261 0.83712

no0.646000.42155

0.978970.32745

Legend :First row No denotes no association,Yes denotes there is associationSecond rowFigure represents the (X-square value, t .Third row Figure represents the probability, p.

C.

d.

Students from the rural-based schools do not differ significantly from their

urban-based counterparts in science attitudes ( t = 0.35, p = 0.729 ); biased

in favour of rural-based school students. See Table 10 for details.

Students from rural-based home settings do not differ signiticantly from

their urban-based counterparts in science attitudes ( t = -0.45, p = 0.656 )

in favour of students from rural areas. See Table 10 for details.

The data are reflected in Table 10 but the details will be analysed in the

subsection on the analysis and discussion of findings.

6 . Science Achievement and Demographic Characteristics

Table 12 shows the following results:

Table 12T-Test for Difference in Science Achievement by

Demographic Characteristics(N=218)

a. ScienceAchievement

Gender SES

no nodifference difference

t =- 0.52 t = -0.79p = 0.607 p=o.431

female high SEShigher higher

Home SchoolSetting Setting

no nodifference difference

t=-1.47 t = 1.04p = 0.143 p = 0.298

urban ruralhigher higher

a. No significant differences in science achievement were found between male

and female students ( t = - 0.52, p = 0.607 ). However, the high

achievement female students generally tend to have higher achievement

scores than the high achievement male students. See Table 12 for details.

58

b. No significant differences in science achievement were found between the

high and low SES groups ( t = - 0.79, p = 0.431 ). However, students with

high SES generally tend to have higher achievement scores. See Table 12

for details.

C . No significant differences were found in science achievement between

students from rural-based homes and their counterparts from urban-based

homes ( t = -1.47, p = 0.143 ). However, students from urban-based

homes generally tend to have higher achievement scores. Table 12 reflects

the details..

d. No significant differences were found in science achievement between

students from urban-based science schools and their counterparts from

rural-based schools ( t = 1.04, p = 0.298 ). However, students from rural

based schools tend to have higher achievement scores. See Table 12 for

details.

Table 13Multiple Regression Analysis for Science Achievement

and Science Attitudes(N=218)


a. Social Implications of Science

b. Science Subjects

c. Science Teachers

Multiple R = 0.24934

R Square = 0.06217

F- value = 4.72874

Regression Coefficients

B Beta

0.301862 0.160235

0.116374 0.154907

- 0.187614 - 0.191526

Adjusted R Square = 0.04902

Significant F = 0.0032

59

4.1.3 The Explanation of Variance in Science Achievement

Variance in science achievement was significantly explained by science

attitudes ( R2 = 0.06217, p = 0.0032 ). Science attitudes significantly

explained 6.22% of science achievement. While the numerical value is

relatively small in magnitude, it is significant ( F = 4.72874, p = 0.0032 ).

See Table 13 for details. The variance in science achievement was

significantly explained by attitudes towards science subjects ( F = 4.47911,

p = 0.0355 ) and attitudes towards the social implications of science

( F = 7.28257, p = 0.0075 ), but not by attitudes towards science teachers

( F = 0.73483, p = 0.3923 ). The empirical evidence generated tend to

indicate that there are other factors not considered in the study which

influence science achievement in addition to science attitudes. Details are

found in Table 14 and other details will be discussed in the appropriate

subsections of this paper.

Table 14Multiple Regression Analysis For Science Achievement

and Science Attitudes( N = 218 )

Science-Related

Attitudes

Beta R-Square F values Significant

F

a. Science Subjects 0.142532 0.02032 4.47911 0.0355*

b. Social Implications 0.180599 0.03262 7.28257 0.0075*

of Science

c. Science Teachers - 0.058228 0.00339 0.73483 0.3923

* significant at 0.05 level

60

4.1.4. Best Science Attitude Predictor for Science Achievement Results.

Attitudes to the social implications of science appeared to be the best

science attitude predictor for science achievement as evidenced by

empirical data generated from the Stepwise Regression Analysis

( F = 7.28257, p = 0.0075 ). It accounted for 3.26% of the explained

variance of science achievement ( R2 = 0.03262 ). See Table 15 for details.

Table 15Stepwise Multiple Regression Analysis for Science

Achievement and Science Attitudes(N=218)

Science-Related Attitudes Regression Coefficients

B Beta

a. Social Implications of Science


R Square = 0.03262

F- value = 7.28257

0.340225 0.180599



4.2 Analysis, Interpretation and Discussion of Findings

The test of the research hypothesis, in their null form yielded the following

results :

4.2.1 Science Achievement and Science Attitudes ( Composite Scores )

The null hypothesis that “ science achievement is not significantly

correlated with science attitudes " was accepted The Pearson

61

Correlation Coefficient obtained on the science attitudes composite score

did not substantiate the research hypothesis of positive and significant

correlation ( r = 0.0953 , r = 0.161 ). The data appear in Table 5.

Figure 2Histogram of Composite Science Attitudes Scores

(N=218)

t ,160.0 180.0 200.0 220.0 240.0 260.0 280.0

170.0 190.0 210.0 230.0 250.0 270.0 290.0

Composite Science Attitudes

Std. Dev = 22.53Mean =242.7N = 218.00

Figure 2 shows the histogram of the responses for composite science

attitudes. The mean composite science attitudes scores is 242.7. This is

high as compared to the maximum score of 300.

Figure 3 shows the scatterplot of the distribution of responses of the

composite science attitude scores. The positive correlation between

science achievement and composite science attitudes indicates that science

achievement increases with more positive science attitudes. However, the

correlation is very weak.

62

Figure 3Scatterplot of Science Achievement and Composite

Science Attitude Scores( N = 218 )

301160 180 200 220 240 260 280 3

Composite Science Attitudes

io

However, the hypothesis that “ there is a significant correlation between

science achievement and students attitude towards science subjects,

the social implications of science and science teachers ” was empirically

substantiated for attitudes towards science subjects and the social

implications of science ( r = 0.1425, p = 0.035 and r = 0.1806, p = 0.008

respectively ), but was not substantiated for attitude towards science

teachers ( r = - 0.0582, p = 0.392 ). See Table 6 for details.

a Science Achievement and Attitude Towards the Social Implications of

Science

The most highly correlated attitude to achievement appears to be attitude

63

towards the social implications of science indicating that more positive

attitudes towards the role and contribution of science to society increases

science achievement. An inspection of the mean and standard deviation

scores ( See Appendix K ) tend to show that students generally exhibited

very high mean scores for item 55, i.e. “ our country needs more scientists

in the medical fields ” ( M = 4.72, S.D. = 0.49 ); item 60 i.e. “ scientists

work hard to upgrade the patterns of human life ” (M = 4.66, S.D. = 0.54);

item 50, i.e. “ science can help us to make this world a better place to live

in” ( M = 4.62, SD. = 0.73 ) and item 51, i.e. “ many things that I study in

science give useful contributions to society ” ( M = 4.56, S.D. = 0.66 ).

“ The need to study in order to get a job in the scientific field ” ( item 48 )

received a 96% positive response.

Figure 4Histogram of Attitude Towards the Social

Implications of Science Scores( N = 218 )

40

309

201

IO' /r'I a I

-

f-

\

0140.0 42.5 45.0 47.5 50.0 52.5 55.0 57.5 60.0 62.5 65.0

1

Std. Dev = 5.04Mean =55.6N = 216.00

Attitude Towards The Social Implications of Science

64

Figure 4 shows the histogram of the responses for attitudes towards the

social implications of science. The mean composite science attitudes scores

is 55.6. This is high in the context of the maximum score of 65.

Figure 5Scatterplot of Attitude Towards the Social

Implications of Science Scores( N = 218 )

30140 50 60

Attitude Towards the Social Implications of Science

b

Figure 5 shows the scatterplot of the distributions of responses of attitudes

towards the social implications of science. It shows a positive correlation

between science achievement and attitudes towards the social implications

of science. This implies that science achievement increases with high

positive attitudes towards the social implications of science. The

correlation is moderate.

The positive correlation of the social implications of science with science

achievement supported the findings by Asghar ( 1994 ), but does not

support the findings of Martinez-Perez ( 1973 ) and Lucas ( 1974 ) who

65

reported no significant correlation between the Scientific Attitude

Inventory scores with science achievement which were later contradicted

by the study conducted by Popowicz ( 1975 ) which reported a small

correlation between the Scientific Attitude Inventory Scores and science

achievement ( cited in Mundy, 1983 ).

b. Science Achievement and Attitudes Towards Science Subjects.

The positive and significant correlation between science achievement and

attitudes towards science subjects tend to indicate that science

achievement is influenced by the attitudes of students in general, The

greater the interest in science, the higher the achievement tend to be.

An analysis of the mean scores for items 1 to 30 which measured students

attitudes towards their science subjects ( See Appendix K for details )

showed that for item number 3, 100% of the respondents felt that studying

science subjects is not a waste of time ( M = 4.71, S.D. = 0.54 ) and 85%

felt that ( item 9 ) they would like to pursue science related courses in the

university ( M = 4.42 ; S.D. = 0.81 )with only 4 students ( 2.3% )

signifying no intention of pursuing science-related courses. These have

significant implications to the present pronouncements of the Ministry of

Education to encourage students to pursue science and technology courses.

Respondents also felt that ( item 12 ) “ a well equipped laboratory is very

important in studying science” ( M = 4.80, S.D. = 0.43 ). This is

collaborated by item 28, i.e. “ doing science experiments in the laboratory

is necessary in science” ( M = 4.56, S.D. = 0.69 ). In order to have a

scientific society, science should be taught properly, utilising all possible

materials and teaching aids. Besides this, scientific skills could be properly

taught through ‘ hands- on ’ practices. See Appendix K for details..

These findings tend to indicate that the form three level respondents of the

fklly science residential schools in Kelantan attach positive values and

attitudes to their science subjects in preparation for their future careers.

Figure 6Histogram of Attitude Towards the Science Subject Scores

( N = 218 )

301

201

075.0 85.0 95.0 105.0 115.0 125.0

i35.0 145

Std.Dev= 12.64Mean=121.8N = 218.001

80.0 90.0 100.0 110.0 120.0 130.0 140.0

Attitude Towards Science Subjects

Figure 6 shows the histogram of the responses for attitude towards science

subjects. The mean attitude score towards science subjects is 121.8. This

is high when compared to the maximum score of 150.

67

Figure 7Scatterplot of Attitude Towards the Science Subject Scores

( N = 218 )

30170 80 90 100 110 120 130 140 1

Attitude Towards Science Subjects

Figure 7 shows the scatterplot of the distribution of responses of attitude

towards science subjects. It shows a positive correlation between science

achievement and attitude towards science subjects. This implies that

science achievement increases with high positive attitude towards the

science subjects.

C Science Achievement and Attitude Towards Science Teachers

This study found that science achievement is not significantly correlated

with attitudes towards science teachers. The correlation is negative. This

indicates that students’ achievement in science does not solely depend on

their science teachers. The respondent generally had mean scores below

the 4.00 mean score except for items 31, 37, 38 and 44 out of 17 items.

See Appendix K. Students were spread out in their responses for item

68

31, “ my teacher has a good knowledge of science ” and item 45, “ my

science teacher seldom introduces new things about science “. These

attitudes towards science teachers bear implications on the commitment

and dedication of science teachers as cited by a team from Educational

Planning and Research Division of the Ministry of Education that:

“ Our study suggests that achievement in this subject is oftenpoor, teaching is frequently classroom-based with nopractical work and many general science teachers are notstrongly committed ” ( The STAR, 11th August 1993 ).

For more details on the items , refer to Appendix K.

The finding that there is a negative non-significant correlation exists

between attitudes towards science teachers with science achievement is

very revealing and needs deeper investigation. Students in the two

residential schools gave a low rating to their science teachers indicating that

there is a negative attitude exists towards science teachers. The negative

correlation between science achievement and attitude towards science

teachers in fully residential schools may be due to the tight rules and

regulations enforced by teachers on the students in science schools and may

also be due to the too examination-oriented styles of teaching. Teaching

may have become too mechanistic rather than humanistic. This may be also

due to the high expectation of the Ministry of Education on the students’

performance in science schools which may have led to the high

expectations on science teachers to produce excellence results. Due to the

high target set by the ministry and the schools, the science teachers may

6 9

tend to drill students for the examination and have little time to interact

with them personally. Besides attitudes, there are other factors that may

contribute to science achievement among the students in fully residential

science schools. These may include peer influence, school effect and

motivation. Further investigations in these areas are recommended.

Figure 8Histogram of Attitude Towards the Science Teacher Scores

( N = 218 )

030.0 40.0 50.0 60.0 70.0

35.0 45.0 55.0 65.0 75.0 85.0

Attitude Towards Science Teachers

Std. Dev = 9.70Mean = 65.3N = 218.00

Figure 8 shows the histogram of the responses for attitudes towards

science teachers. The mean attitude towards science teachers score is 65.3

out of maximum score of 85.

Figure 9 shows the distribution of responses of attitude towards science

teachers. The negative correlation between science achievement and

attitude towards science teachers indicates that science achievement

increases with low negative science attitudes.

70

Figure 9Scatterplot of Attitude Towards the Science Teacher Scores

(N=218)

4.2.2 Moderating Role of Demographic Characteristics on the Relationship

Between Science Achievement and Science Attitudes

The null hypothesis that “ the relationship between science achievement

and science attitude will not be moderated by the demographic

characteristics ” was accepted based on the composite scores, but showed

certain variations when each science attitude factor was examined.

Specifically, the relationship was moderated significantly by gender and

SES, but not for school and home setting. Details of the data are found in

Tables 10, 11 and 12 .

71

A Gender

1 . While no significant differences were observed between male and female

students ( t = 1.09, p = 0.279 ), positive significant correlation between

science achievement and science attitudes was observed for female students

( r = 0.2189, p = 0.050 ). Science achievement is positively and

significantly related to science attitudes, but not for their male counterparts.

See Tables 6 and 10 for details.

2. Positive and significant correlations were also found for females on

attitudes towards the social implications of science ( r = 0.3544, p = 0.001)

and for attitudes towards science subjects ( r = 0.3 141, p = 0.005 ), but not

for male students. The correlations for female students are slightly higher

than for male students. See Table 6 for details. This indicates that high

achievers among the females generally have more positive attitudes than

their low achiever counterparts.

3. Science achievement is negatively and not significantly correlated with

science attitudes towards the science teachers for both male and female

students (r = - 0.0268, p = 0.753 and r = - 0.1071 , p = 0.351 respectively).

See Table 6 for details. The finding also showed that there is no significant

difference in mean composite science attitude score between male and

female students although male students generally tend to register a higher

mean score towards science attitudes ( M = 244.69 ). There were 38

( 17.4% ) female students with high positive attitudes and 40 ( 18.3% )

with low science attitudes. See Appendix M for details. The findings

72

support the studies by Cannon ( 1983 ), Catsambis ( 1995 ) and Weinburgh

( 1995 ). Previous research showed that female students had lower science

attitudes towards science than male students, but this study showed

otherwise.

B. Socio-Economic Status

1 . Science achievement correlated significantly with science attitudes among

the three SES groups:

a. The correlation is significant and positive for the low and high SES

groups ( r = 0.3721, p = 0.004 and r = 0.2692, p = 0.039

respectively ). The correlation for the low SES group is the highest

observed among the three groups,

b. The correlation is negative, but significant for the average SES

group ( r = - 0.2028, p = 0.043 ). See Table 6 for details.

C . There is no significant difference between the low and high SES

groups ( t = 0.55, p = 0.584 ). See Table10 for details..

The finding also showed that there is no significant difference in science

attitudes between the low and high SES students, although low SES

students tend to register a higher mean score ( M = 243.15 ). For low

SES , 38 ( 17.4 % ) students exhibited high positive attitudes and 21

( 9.6% ) with low attitudes. For high SES, 28 ( 12.8 % ) students

registered high positive attitudes while 3 1 ( 14.2% ) exhibited negative

attitudes. See Appendix H for details. A higher correlation coefficient

73

between science attitudes with science achievement was observed among

low SES students than among high SES students. This implies that low

SES students with higher positive attitudes will tend to obtain higher marks

in science achievement while those with more negative attitudes will tend

to have lower achievement. Low SES students normally come from the

rural areas and were deprived of some basic facilities in their earlier

schooling. The opportunity provided for them to study in a fully residential

science school generally appeared to motivate them, thus explaining the

positive attitudes towards science. These findings support those by

Germann ( 1994 ) and Lynch et al. ( 1979 ). However, it appears

contradictory to the findings of Haladyna, Olson and Shaughnessy ( 1982 ).

C Home and School Setting.

1 . No significant correlation was found between science achievement and

science attitudes between rural and urban-home based students

0 = 0.1074, p = 0.188 and r = 0.0599, p = 0.633 respectively ) except

for attitudes towards the social implications of science biased towards the

rural-home based students. ( r = 0.2441 , p = 0.002 ). See Table 7 for

details. There is, however, no significant difference in science attitudes

between the rural and urban-home based students ( t = - 0.45, p = 0.656 ).

See Table 10 for details.

2. No significant correlation was likewise found between science

achievement and science attitudes between rural and urban-school based

students ( r = 0.1343, p = 0.145 and r = 0.0593, p = 0.560 respectively ).

74

However, significant correlations are noted among rural-school based

students for attitudes towards the social implications of science

( r = 0.1959, p = 0.033 ) and for attitudes towards science subjects

( r = 0.2242, p = 0.014 ). There is no significant difference in science

attitudes between urban and rural based students ( t = 0.35, p= 0,729 ).

Among students from rural schools, 83 ( 38.1% ) students registered high

positive attitudes while 35 ( 16.1% ) urban-school based students

exhibited positive high attitudes and 31 ( 14.2% ) exhibited negative

attitudes, Sixty eight ( 3 1.2% ) rural-school based students had high

positive attitudes scores and 5 1 ( 23.4% ) had negative attitudes. See

Appendix M for details. For urban school students, 50 ( 22.9% ) students

had high positive attitudes while 49 ( 22.5% ) had negative attitudes.

These findings show that more students from rural-home and rural school

setting exhibited high positive attitudes towards science. However, the

differences were not significant ( t = - 0.45, p = 0.656 ) for home setting

and (t = 0.35, p = 0.729 ) for school setting. See Table 10 for details.

It may be inferred from the findings that home setting and school

setting do not significantly moderate the relationship between science

achievement and science attitudes. Fully residential science schools are

well equipped with basic facilities and are identical in their locations and

may not have influenced the students’ attitudes.

The findings support the studies of Clarke ( 1972 ), Fleming and Malone

( 1983 ), and Borger and Walberg ( 1983 ), but not the findings by Schibeci

and Riley ( 1986 ).

4.2.3 Explanation of the Variance in Science Achievement

The null hypothesis “ that science attitudes and demographic

characteristics will not explain the variance in science achievement ”

was accepted for demographic characteristics ( F = 0.97686, p = 0.4211 ),

but rejected for science attitudes ( F = 4.72874, p = 0.0032 ). See Tables

16 and 17 for details..

Demographic characteristics explained only 1.80% of the variance

( R2= 0.01801 ), but science attitudes significantly explained 6.22 % of the

variance ( R” = 0.06217 , F = 4.72874, p = 0.0032 ). The percentage

explanation is numerically small in magnitude, but statistically significant.

It appears that 92 % of the variance may be explained by other factors not

included in this study.

The variance in science achievement was significantly explained by attitudes

towards science subjects ( F = 4.479, p = 0.0355 ) and attitudes towards

the social implications of science ( F = 7.2825, p = 0.0075 ), but not by

attitudes towards science teachers ( F = 0.7348, p = 0.3923 ). Details are

found in Table 18 and other details will be discussed in the appropriate

subsections of this paper.

76

Table 16Multiple Regression Analysis for Science

Achievement and Science Attitudes(N=218)


a. Social Implication of Science

b. Science Subject

c. Science Teacher


B Beta

0 . 3 0 1 8 6 2 0.160235

0 . 1 1 6 3 7 4 0 . 1 5 4 9 0 7

- 0.187614 - 0.191526


R Square = 0.06217

F- value = 4.72874



The hypothesis that “ the science-related attitudes of the students will

significantly explain the variance in the science achievement of form

three students of fully residential science schools in Kelantan ” was

substantiated along attitude towards the social implications of science and

attitude towards science subjects ( F = 7.28257, p = 0.0075 ; F = 4.47911,

p = 0.0355 respectively ). See Table 18 for details. The hypothesis was

not substantiated by empirical evidence from the Multiple Regression

Analysis for attitudes towards science teachers. This means that the null

hypothesis is accepted for this attitude component. The variance

explanation is not significant for attitude towards science teachers

( F = 0.73483, p = 0.3923 ). Therefore, only attitudes towards the social

implications of science and science subjects account for the variance in

77

science achievement. Table 15 shows that 3.3 % ( R2 = 0.03262 ) of the

variance in science achievement was significantly explained by attitude

towards the social implications of science while 2.0 % of the variance in

science achievement was significantly explained by attitude towards science

subjects. The contribution of attitude towards science teachers on the

variance of science achievement was very small and insignificant. See

Table 17 for details.

Table 17Multiple Regression Analysis for Science Achievement and

Four Demographic Characteristics( N = 218 )

Demographic Characteristics

a. Gender

b. SES

c. Home Setting

d. School Setting


R Square = 0.01801

F- value = 0.97686


B Beta

0.417656 0.021126

0.254961 0.019794

2.089503 0.101304

-1.588783 -0.083473

Adjusted R Square = -0.00043


Three science-related attitudes, namely, (i) attitude towards science

subjects; (ii) attitudes towards the social implications of science and (iii)

attitudes towards science teachers were examined. Only two of the three

attitudes significantly explained the variance in science achievement namely,

(a) attitude towards the social implications of science and (b) attitudes

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towards science subjects. Attitude towards science teachers did not

significantly explain the variance in science achievement. The combined

effect of attitudes towards science subjects, the social implications of

science and science teachers explained 6.22 % in the variance of science

achievement. This means that , contrary to general belief, attitudes towards

science are not significant factors in explaining the variance in science

achievement. This is interesting because students in fully residential science

schools are expected to have high positive attitudes towards science . This

study does not intend to find the causal variable that affect science

achievement.

4.2.4 Best Science Attitude Predictor for Science Achievement Results

Attitudes towards the social implications of science appeared to be the best

science attitude predictor for science achievement as evidenced by

empirical data generated from the Stepwise Regression Analysis conducted

( F = 7.28257, p = 0.0075 ). It accounted for 3.26% of the explained

variance of science achievement ( R2 = 0.03262 ). See Table 15 for details.

Table 18Multiple Regression Analysis of Science Achievement and

the Science -Related Attitudes( N = 218 )

Science-Related Beta R-Square F values SignificantAttitudes F

a. Science Subjects 0.142532 0.02032 4.47911 0.0355*

b. Social Implications 0.180599 0.03262 7.28257 0.0075*of Science

c. Science Teachers - 0.058228 0.00339 0.73483 0.3923

* significant at 0.05 level

79

42.5. Gender, Science Achievement and Science Attitudes

The null hypothesis that “ gender will not significantly moderate the

relationship between science achievement and science attitudes ” was

accepted for male students, but rejected for female students ( r = 0.0334,

p = 0.695 and r = 0.2189, p = 0.050 respectively ). See Table 6 for details.

When the correlation between science achievement and each of the science

attitudes were investigated, the followings results were generated :

1 . The null hypothesis is rejected for female students for attitudes towards

science subjects and social implications of science. The results show that

attitudes towards science subjects and the social implications of science are

moderately and positively correlated with science achievement ( r = 0.3 141,

p = 0.005 and r = 0.3544, p = 0.001 respectively ). Attitude towards the

social implications of science shows a higher correlation with science

achievement.

The null hypothesis is accepted for female students for attitudes towards

science teachers ( r = - 0.1071, p = 0.351). It shows a non-significant and

very weak negative correlation.

2. The null hypothesis is accepted for male students. The results show very

weak positive non-significant correlation for attitudes towards science

subjects and the social implications of science. A very weak negative

non-significant correlation was obtained between science achievement and

attitude towards science teachers. The data are reflected in Table 19.

8 0

Table 19Pearson Correlation Coeffkients For the Science -Related

Attitudes and Science Achievement by Gender( N = 218 )

Science Achievement

Science-Related Male Students Female StudentsAttitudes (N=140) (N=78)

r values P values r values P values

a. Science Subjects 0.0448 0.600 0.3141* 0.005

b. Social Implications of 0.0911 0.284 0.3544* 0.001Science

c. Science Teachers -0.0268 0.753 -0.1071 0.351

d. Composite Science 0.0334 0.695 0.2189 0.050Attitudes

significant at the 0.05 level

The findings indicate that among female students, positive attitudes

increase the potentials for higher science achievement. In this study, the

high achieving female students generally tend to obtain slightly higher

achievement scores than their male counterparts.

The corollary hypothesis that “ there is a significant difference in

attitudes towards science subjects, the social implications of science

and science teachers between the male and female students ” was not

substantiated along attitude towards science subjects and the social

implications of science ( t = 1.09. p = 0.279 ; t = 1.13, p = 0.259

respectively ). The hypothesis, however, was substantiated for attitude

towards science teachers ( t = 2.05, p = 0.042 ) between male and female

students. The empirical evidence shows that there are no significant

81

differences between male and female students for attitudes towards science

subjects and the social implications of science. See Table 20 for details..

Table 20T-Tests for Science Attitudes by Gender

( N =218 )

Science-Related Male Students Female t PAttitudes Students value value

N =140 N= 78Mean S.D. Mean S.D.

a. Science Subjects 122.51 12.12 120.51 13.51 1.09 0.279

b. Social Implications 55.89 5.03 55.08 5.06 1.13 0.259of Science

c. Science Teachers 66.29 9.81 63.55 9.23 2.05* 0.042

d. Composite 244.69 22.08 239.14 23.03 1.73 0.085Science Attitudes

Significant at 0.05 level

However, the difference in composite science attitudes between the male

and female students is not significant ( x2 = 1.43195, p = 0.23 145 ). See

Table 11 for details.

The findings show a positive, moderate and significant correlation between

attitudes towards science subjects with science achievement for female

students, but not for male students. The finding also showed that there is

no significant difference in attitude towards science subjects between male

and female students, although the male students tend to have higher mean

score ( M = 122.51) . This implies that female students with more positive

attitudes towards science subjects tend to perform better in science than

their counterparts with negative attitudes. Thirty seven ( 17.0 % ) female

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students had high positive attitude scores while 41 ( 18.8 % ) had negative

attitudes towards science subjects. See Appendix N for details.

The findings further show a moderate, positive and significant correlation

between attitude towards the social implications of science with science

achievement for female students, but not for male students. However,

there is no significant difference in attitude towards the social implications

of science between the female and male students with male students having

higher mean score ( M = 55.89 ). Female students with more positive

attitudes towards the social implications of science tend to achieve better in

science. This is not evident with male students. Among female students,

3 8 ( 17.4% ) had positive high attitudes while 40 ( 18.3 % ) had negative

attitudes towards the social implications of science. See Appendix 0 for

details.

There is no significant correlation between attitude towards science

teachers and science achievement for both female and male students. The

findings showed a significant differences in attitude towards science

teachers between male and female students ( t = 2.05, p = 0.042 ) with the

male students having a higher mean score ( M = 66.29 ). Seventy eight

( 3 5.8 % ) male students and 32 ( 14.7 % ) female students registered high

positive attitudes towards science teachers. See Appendix P for details.

4.2.6. SES, Science Achievement and Science Attitudes

The null hypothesis that “ SES will not moderate the relationship

83

between science achievement and science attitudes ” was rejected.

Empirical evidence was generated to support the research hypothesis that

SES moderated the relationship.

1. For the High SES Students

The null hypothesis is rejected for science attitudes, attitude towards

science subjects and the social implications of science with science

achievement among the high SES group. However, it is accepted for

attitudes towards science teachers and science achievement.

The Pearson Correlation Coefficients show significant moderate correlation

between attitudes towards science subjects, the social implications of

science and the composite science attitudes with science achievement

( r = 0.3205, p = 0.013 ; r = 0.3083, p = 0.018 and r = 0.2692, p = 0.039

respectively ). The highest correlation is found between attitude towards

science subjects and science achievement. There is no significant

correlation between attitude towards science teachers and science

achievement. See Table 21 for details..

2. For the Average SES Students

The null hypothesis that “ attitudes towards science is not correlated

with science achievement among average SES students ” is accepted.

The results show negative weak non-significant correlations between

attitudes towards science subjects and the social implications of science and

science achievement. The finding also shows a moderate negative

84

significant correlation between attitudes towards the science teachers and

composite science attitudes scores with science achievement.

3. For the Low SES Students

The null hypothesis that “ attitudes towards science subjects, the social

implications of science and the composite science attitudes scores are

not correlated with science achievement among the low SES students ”

was rejected. The Pearson Correlation Coeffkients show a positive

( r = 0.3455, p = 0.007 ) with science achievement. However, the

hypothesis is accepted for attitude towards science teachers with science

achievement, but the correlation is low and non-significant ( r = 0.1777,

p = 0.178 ). The data and details are found in Table 2 1.

By way of summary, the hypothesis that “ the relationship between

science achievement and science attitudes is moderated by SES ” was

substantiated for all the three attitudes examined. For the high SES

students, a positive significant relationship was found between science

achievement and the science subjects as well as with the social implications

of science, while no significant relationship was found for attitudes towards

science teachers, Among average SES students, no significant positive

relationship was found for science achievement and attitude towards

science subjects and the social implications of science, but a negative

significant correlation was found between science achievement and

attitudes towards science teachers. For the low SES students, a positive

significant relationship was found between science achievement with

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attitudes towards the science subjects and the social implications of science

while no significant relationship was found for attitudes towards science

teachers.

Table 21Pearson Correlation Coeffkients For Science Attitudes

and Science Achievement by SES( N = 218 )

Science-RelatedAttitudes

a. Science Subjects

b. Social Implicationsof Science

c. Science Teachers

d. CompositeScience Attitudes

Science Achievement

High SESN=59

r values

0.3205*

0.3083 *

0.0293

0.2692*

P

0.013

0.018

0.826

0.039

I- Average SES Low SESN=lOO N=59

r values

-0.1295 0.199 0.3455*

-0.0996 0.324 0.4202*

-0.2616 0.009 0.1777

-0.2028 0.043 0.3721

D r values P

0.007

0.001

0.178

0.004

* Significant at the 0.05 level.

The null hypothesis that “ there is a no significant difference in attitudes

towards science subjects, the social implications of science and science

teachers between the high SES and low SES students ” was accepted

along all the science related attitudes examined. The empirical evidence

showed that there are no significant differences in attitudes towards the

science subjects, the social implications of science and the science teachers

between high SES and low SES students ( t = 0.26, p = 0.792 ; t = 0.19,

p = 0.850 and t = 0.82, p = 0.416 respectively ). See Table 22 for details.

86

Table 22T -Tests for Low and High SES Science

Achievement and Attitudes(N=218)

a. Science Subjects

0.05 level of significance.

A moderate positive correlation was found between attitudes towards

science subjects and science achievement among low SES and high SES

students. The correlation was higher for students with the low SES group.

The findings also showed no significant difference in attitude towards

science subjects between the low SES and high SES students although low

SES students registered a higher mean scores ( M = 121.76 ). This implies

that low SES students with more positive attitudes will tend to score better

in science. For low SES students, 35 ( 16.1% ) had high positive attitudes

while 24 ( 11 .O% ) had negative attitudes. Among the high SES students,

28 ( 12.8 % ) had high positive attitudes scores while 31 ( 14.2 % ) had

negative attitudes. Students from low SES background, once selected to

study in fully residential schools, appear to be motivated to do well and

hence generally have positive attitudes towards science. This might be

87

explained by the fact that fully residential science schools are considered to

be privileged schools, where all the basic facilities are provided. Moreover,

scholarships are also given to eligible poor students, thus low SES students

feel that they are very fortunate to be given the chance to study in

residential schools. This may explain their positive attitudes towards

science. See Appendix M for details.

Positive moderate correlation was observed among low SES and high SES

students between attitudes towards social implications of science and

science achievement. The correlation coefficient was higher for the low

SES groups. The finding also showed no significant differences in attitude

towards the social implications of science for the two groups although the

low SES groups had a higher mean score ( M = 55.47 ). This implies that

low SES students with more positive attitudes will perform better in

science. For the low SES students, 30 ( 13.8% ) had high positive attitudes

towards the social implications of science and 29 ( 13.3% ) students had

negative attitudes. For the high SES groups, 28 ( 12.8% ) students had

high positive attitude towards the social implications of science while 3 1

( 14.2% ) registered negative attitudes. See Appendix P for details.

No significant correlations between attitudes towards science teachers and

science achievement were observed for the low and high SES students.

The findings also showed no significant differences in attitudes towards

science teachers between the low and high SES groups although the low

SES students had a higher mean score ( M = 65.9 1 ). Twenty nine

88

( 13.3 %) low SES students, 5 1 ( 23.4% ) average SES students and 30

( 13.8% ) high SES students registered high positive attitudes towards

science teachers. See Appendix H for details.

4.2.7. Home Setting, Science Achievement and Science Attitudes

The null hypothesis that “ home setting will not moderate the

relationship between science achievement and science attitudes ” was

accepted. The hypothesized proposition that “ the relationship between

science achievement and students’ attitudes towards science subjects,

the social implications of science and science teachers will be

moderated by home setting ” was substantiated only along attitude

towards the social implications of science. A significant moderate

correlation was observed for science achievement and attitude towards the

social implications of science ( r = 0.2442, p = 0.002 ) among rural

students. On the other hand, no significant correlation was found among

urban students ( r = 0.0181, p = 0.885 ). For urban and rural students, no

significant correlation between science achievement and the attitude

towards science subjects ( r = 0.0978, p = 0.435 and r = 0.1559,

p = 0.055 respectively ) were observed as well as attitude towards science

teachers ( r = 0.0070, p = 0.956 and r = - 0.0816, p = 0.318 respectively ).

Table 23 reflects the data.

89

Table 23Pearson Correlation Coeffkients For the Science -Related

Attitudes, Science Achievement and Home Setting.(N=218)

Science AchievementScience-Related Attitudes Urban Students Rural Students

(N=66) (N=152)r values P values r values P values

a. Science Subjects 0.0978 0.435 0.1559 0.055


c. Science Teachers 0.0070 0.956 -0.0816 0.318


* significant at the 0.05 level

By way of summary, no significant correlations were found between

attitudes towards science subjects and science achievement for rural and

urban students. The finding showed no significant difference in attitude

towards science subjects although urban students registered a slightly

higher mean score ( M = 122.68 ). Among rural students, 82 ( 37.6% ) had

high positive attitudes towards science subjects while 70 ( 32.1 % ) had

negative attitudes. Among urban students, 34 ( 15.6 % ) had positive

attitudes, while 32 ( 14.7 % ) registered negative attitudes. See Appendix

N for details.

The study found a significant positive correlation between attitudes

towards the social implications of science with science achievement for

rural students, but no correlation was found for urban students. No

significant difference in attitudes towards the social implications of science

90

was found between the two groups although urban students tend to have a

higher mean score ( M = 56.0 ). Thirty seven ( 17.0% ) urban students

registered high positive attitudes while 29 ( 13.3% ) registered negative

attitude towards the social implications of science. Among rural students

78 ( 35.8% ) had high positive attitudes while 74 ( 33.9% ) had negative

attitudes. This can be due to the fact that in fully residential schools,

students spend most of their time in school.

No significant correlation between attitudes towards science teachers and

science achievement was found for rural and urban students. The finding

also showed no significant differences in attitude towards science teachers

although rural students tended to have a higher mean score ( M = 65.40 ).

Of the 218 students, 76 ( 34.% ) rural and 34 ( 15. % ) urban students

registered positive attitudes towards science teachers. See Appendix P for

details.

The corollary null hypothesis that “ there is no significant difference in

attitudes towards science subjects, the social implications of science

and the science teachers between the urban and rural students ” was

accepted along all the science-related attitudes examined. The empirical

evidence generated no significant differences in attitudes towards science

subjects, the social implications of science and science teachers between

urban and rural students ( t = - 0.66, p = 0.508 ; t = -0.75, p = 0.456 and

t = 0.21, p = 0.837 respectively ). See Table 24 for details .

91

Table 24T-Tests For Science-Related Attitudes by Home Setting

( N = 218 )

Science-Related Urban Students Rural Students t value p valueAttitudes N =66

N= 152Mean S.D Mean S.D

a. Science Subjects 122.68 13.19 121.41 12.43 -0.66 0.508

b. Social Implications 56.00 5.40 55.42 4.89 -0.75 0.456of Science

c. Science Teachers 65.11 9.74 65.40 9.71 0.21 0.837

d. Composite Science 243.79 24.32 242.23 21.78 -0.45 0.656Attitudes

Significance at 0.05 level

4.2.8. School Setting, Science Achievement and Science Attitudes

The null hypothesis that “ the relationship between science achievement

and science attitudes will not be moderated by the school setting ” was

accepted. However, the hypothesized proposition that “ the relationship

between science achievement and attitudes towards science subjects,

the social implications of science and science teachers will be

moderated by the school setting of the students ” was substantiated for

urban and rural school setting along attitudes towards science subjects and

attitude towards the social implications of science, but not for attitude

towards science teachers. For urban-school based students, no significant

correlation was found between science achievement and attitude towards

science subjects, the social implications of science and the science teachers

( r = 0.0716, P = 0.481 ; r = 0.1636, p =0.106 and r = - 0.0617, p = 0.544

92

respectively ). For rural school students, there is a significant correlation

between science achievement and attitude towards science subjects and the

social implications of science ( r = 0.2242, p = 0.014 and r = 0.1959,

p = 0.033 respectively ). On the other hand, no relationship was found for

attitude towards the science teachers with science achievement

( r = 0.0601, p = 0.516 ). Table 25 reflects the details.

Table 25Pearson Correlation Coeffkients For Science -Related Attitudes

and Science Achievement by School Setting.( N = 218 )

Science Achievement

Science-RelatedAttitudes

Urban School Rural School(N=99) (N=ll9)

r values P values r values Pvalues

a Science Subjects 0.0716 0.481 0.2242* 0.014


c. Science Teachers -0.0617 0.544 -0.0601 0.516


* significant at the 0.05 level

Moderate positive correlation was noted between attitude towards

science subjects and science achievement for rural school students. The

finding also showed that there is no significant difference in attitude

towards science subjects between rural and urban students, but the rural

school students tend to have a higher mean score ( M = 122.03 ).

93

This implies that rural school students with more positive attitudes will tend

to perform better in science than their counterparts with more negative

attitudes. Sixty three ( 28.9% ) rural school students had high positive

attitudes while 56 ( 25.7 % ) had negative attitudes. This implies that a

higher percentage of rural school students have high positive attitudes

towards science. This may be due to the fact that students in rural school

settings have more conducive environments enabling them to concentrate in

their studies and be less affected by the attractions offered in the towns or

more developed areas.

A significant positive correlation was found between attitudes towards the

social implications of science and science achievement for rural school

students, but not for urban school students. The finding also showed no

significant difference in attitude towards the social implications of science

between the two groups although rural students tend to have higher mean

score ( M = 55.89 ). Sixty five ( 29.8 % ) rural school students had high

positive attitudes towards the social implications of science while 54

( 24.8 %) had negative attitudes. See Appendix 0 for details.

No significant correlation was found between urban and rural school

students for attitude towards science teachers. The finding also showed

that there is no significant difference in attitude towards the science

teachers between the two groups although urban school students generally

had a higher mean score ( M = 65.37 ). Sixty three ( 28.9 % ) rural school

and 47 ( 21.6 % ) urban school students registered high positive attitude

towards science teachers.

94

The corollary hypothesis that “ there is significant difference in attitudes

towards science subjects, the social implications of science and the

science teachers between the urban and rural school students ” was

not substantiated along all the science-related attitudes examined. No

significant difference was found for attitudes towards the science subjects,

the social implications of science and the science teachers between the

urban and rural-based school students ( t = 0.29 , p = 0.771; t = 0.96,

p = 0.336 ; t = - 0.09, p = 0.930 respectively ). See Table 26 for details.

Table 26T-Tests for Science-Related Attitudes by School Setting

(N=218)

a. Science Subjects

Significance at 0.05 level

In general, no significant differences in attitude towards science subjects

were found with gender, SES, home setting and school setting. These

findings support the studies by Clarke ( 1972 ) and Alvarez ( 1992 ) that

male students had higher mean scores towards science subjects than female

students and further supported by the findings of Catsambis ( 1995 ),

95

Steinkamp and Maehr ( 1994 ), Kelly ( 1973 ), Weinburgh ( 1995 ),

Schibeci ( 1984 ), Baker ( 1983 ), Fleming and Malone ( 1983 ), and

Borger and Walberg ( 1983 ).

96

CHAPTER 5

SUMMARY, CONCLUSIONS & RECOMMENDATIONS

5.1 Summary

This study attempted (a) to investigate the relationship between science

attitudes and science achievement; (b) to determine whether demographic

characteristics of the students moderate the relationship between science-

related attitudes with science achievement ; (c) to determine whether

variance in the science achievement is significantly explained by science

attitudes and (d) to determine the best attitude predictor of science

achievement.

A survey using a self-reporting questionnaire was administered to a

population of 218 form three students in the two fully residential science

schools in Kelantan, Malaysia. Students’ attitudes towards science were

measured using the Science-Related Questionnaire developed by Skurnik

and Jeffs ( 1970 ) measured on a five-point Likert Scale. The attitudes

questionnaire consisted of three factors of attitudes, namely, (a) attitude

towards science subjects; (b) attitude towards the social implications of

science and (c) attitude towards science teachers. Science achievement

scores were taken from the school Mid-Year Examination of 1995.

97

The Statistical Package for Social Science ( SPSS) was used to process the

data collected. The data were analysed using Pearson Product-Moment

Correlation Coefficient, Multiple Regression Analysis, (hi-square test,

T- tests and descriptive statistics. The level of significance was set at 0.05.

The major findings of the study revealed that :

1 . The attitudes towards science, in general, among the form three level of

students of the two fully residential schools in Kelantan are positive as

evidenced by the high mean scores obtained. Higher mean scores ( more

positive attitudes ) were registered by the male students, low SES students,

rural-home based and urban-school based students;

2. No significant differences , however, were found between male and female

students, low and high SES students, urban-home based and

rural-home based students; nor urban-school based and rural-school based

students;

3. Based on the composite science scores, it was found that science attitudes

were not significantly correlated with science achievement. However,

when the correlations between science achievement and each component of

the science attitudes were investigated the following results were obtained:

a. Non-significant negative correlations were found for attitudes towards

science teachers;

b. Positive and significant correlations were found between science

achievement and attitudes towards the social implications of science and

attitudes towards science subjects;

98

C.

d.

e.

f.

4.

5 .

6.

The correlations were positive for female students, low SES students and

rural-home based students;

Female students with more positive attitudes generally tend to be high

science achievers while female students with more negative attitudes

generally tend to be low achievers;

High achievers among the high and low SES groups generally tend to

exhibit more positive attitudes than their low achiever counterparts;

Rural-home based students with more positive science attitudes generally

tend to be higher achievers than their counterparts with more negative

attitudes;

Science attitudes significantly explained 6.22% of the variance in science

achievement which indicates that other factors are not covered by this

study which would explain the variance.

The demographic characteristics along gender, SES, home setting and

school setting did not significantly moderate the relationship between

science achievement and science attitudes.

The best science attitude predictor for science achievement is attitude

towards the social implications of science.

fn general, no significant correlations were found between science

achievement and science attitudes for males, urban-home based students

and urban-school based students.

99

The results showed that three categories of students i.e. male students ,

urban students and urban school students did not show any significant

correlation between their attitudes towards all the three science-related

attitudes examined with science achievement. On the other hand, positive

significant correlations between science-related attitudes and science

achievement were found for female students, low SES and high SES

students. The correlation between attitude towards science teachers and

science achievement is low and negative for all the demographic

characteristics of students ( gender, SES, home setting and school setting).

Almost all the demographic characteristics examined did not have any

significant correlation with science achievement.

5.2 Conclusions

The study revealed that two science-related attitudes along attitude

towards science subjects and attitudes towards the social implications of

science show positive significant correlation with science achievement.

Attitudes towards the social implications of science show a higher positive

correlation than attitude towards science subjects. However, the study

shows that attitudes towards science teachers do not correlate significantly

with science achievement. The correlation is negative. This finding is

significant for education. For the relationship between the composite

science attitudes with science achievement, there is no significant

correlation. This can be attributed to a number of factors. Firstly, the rigid

and strict rules and discipline implemented by teachers in science schools

100

might have caused the students to develop negative attitudes towards their

teachers. Secondly, it could be that the students are cognitively good and,

therefore, learn science by themselves and through their peers, Thirdly, it

may be due to the fact that science teachers are overloaded and pressured

as they rush through the syllabus in order to have more time in drilling the

students for the examinations. Fourthly, the teachers may not have the

necessary or adequate training to teach the science subjects at the form

three level. These bear implications on the retraining of science teachers.

One factor that may contribute to the low correlation between science-

related attitudes with science achievement in this study is the technical

problem of accurately measuring the attitudes using self-reporting

questionnaire. According to Edward and Fisher (1977) in Hough & Piper

(1982), “ Measurement of attitude is difficult because it is abstract and

depends on the emotions of the individual “.

The study revealed that science attitudes are positively correlated with

science achievement. Female students, low SES, average SES and high

SES students showed some significant correlations between attitudes and

science achievement. The highest correlation was shown by low SES

students. For average SES students, the correlation was negative and

significant. The study also shows positive significant correlations for

female students, low SES and high SES students, and rural school students.

The highest correlation was shown by low SES students. For the

correlation between attitude towards science teachers with science

101

achievement, the study shows no significant positive correlation for almost

all the demographic characteristics studied. The non-significant correlation

was found to be negative. In general, positive significant correlation were

evident among female students and low SES students for all the

science-related attitudes examined except for attitude towards science

teachers. Among female students and low SES students, excelling in

science require positive attitudes towards science subjects and the social

implications of science.

The study showed that two attitude scales, i.e. attitude towards science

subjects and attitudes towards the social implications of science accounted

for a small significant percentage variance in science achievement ( 3.2%

and 2.0% respectively ). The contribution to the variance by attitude

towards science teachers was very small and insignificant. The three

attitude scales examined accounted significantly for 6.22 % of the variance

in science achievement which shows that there are other factors not studied

which may bear on science achievement.

From the results of the study, the best predictor for science achievement in

fully residential science schools is attitude towards the social implications of

science which indicates the awareness of the students of the importance of

science.

The study showed that the demographic characteristics of students along

SES, home setting and school setting have no significant correlation with

102

science attitudes. Only one of the attitudes studied, i.e. attitude towards

science teachers showed a negative significant correlation with gender.

This can be due to the fact that students in boarding schools study in a

special and premier school environment. Scholarships are provided for the

students by the government, food and lodging are also provided and

subsidised by the government. The schools have good facilities and are

self-contained. Students spend most of their time in school. Thus,

attitudes towards science may be influenced more significantly by their

school environment.

From this study, one can say that the Ministry of Education has achieved

one of its objectives in promoting science education among the Bumiputera

students by selecting high performing students from low SES and rural

areas to take up science subjects in the upper secondary levels. The study

showed empirically that these rural students per-harm equally well with their

urban counterparts. Male and female students, rural and urban students,

and Low SES and high SES students showed no significant differences in

science attitudes. This also means that once the students enrolled

themselves in these fully residential science schools, their attitudes towards

science are slightly moderated by their demographic characteristics like

gender, SES, home setting and school setting. It also implies that there are

other variables that could influence their science attitudes in such schools,

like peer group influence, motivation, school effects and others which need

to be examined further.

103

Finally, from these findings, the importance of attitudes of students towards

science to ensure better achievement in science in Mly residential science

schools surfaced. This study shows that, on the whole, the attitude towards

science and its relationship with science achievement are still low. Positive

attitude towards science among students from residential schools is needed

to influence their positive behaviour and interest towards science subjects

and science careers in the future. Students from fully residential science

schools are expected to show more positive attitude towards science and to

excel in science subjects.

5.3 Recommendations

Based on the findings of this study, the following recommendations are

offered:

5.3.1 For Researchers

1 . The framework of this study could be replicated to study the correlation

between science attitude and science achievement in lower secondary

classes and other fully residential schools throughout the country using

larger samples.

2. In the study of science-related attitudes, researchers can use other attitudes

scales as suggested by Asghar ( 1994 ) which consists of Social

Implications of Science, Normality of Scientists, Attitudes to Scientific

Inquiry, Adoption of Scientific Attitudes, Enjoyment of Science Lessons,

Leisure Interest in Science and Career Interest in Science.

104

3 . This study measured the science-related attitudes using self-reporting

questionnaire developed by Skurnik and Jeffs ( 1970 ). Limitations and

shortcomings of this method are possible, so it is recommended that other

studies involving interviews and observations be utilised to measure

attitudes in science.

4. This study may give rise to other questions which have not been answered.

Therefore, further studies could be conducted to explore the effects of class

size, school climate, school culture, peer groups and self-concept which

affect attitudes and their relationships with science achievement.

5.3.2 For Practitioners

The results of this study can be used by policy makers, educational planners

and science teachers.

1 . For policy formulators, the findings of this study can be used as guides in

the formulation of policies for the training and re-training of science

teachers.

The findings that students have negative attitudes towards teachers could

be further investigated to determine the qualifications and orientations of

science teachers.

2. For educational planners, the findings which indicated that rural-home

based students have more positive attitudes towards science could be used

to open wider opportunities for the less privileged and rural-based students

for science education by bringing science education to the rural areas.

105

3. For administrators, the results of the findings that students generally have

negative attitudes towards science teachers could be used as a basis for

re-examining the curriculum and the expectations for attitudinal

orientations of teachers.

4. For the science teachers, the findings could be used as guides to move

towards more effective science teaching. Specifically, classroom

environment must be low in anxiety and should be focused on the

acquisition of scientific skills and where students can enjoy the activities in

small groups and share their findings with peers and teachers. Classroom

activities should not be focused too much on drilling the students to merely

pass the examinations.

5 . The teacher, pupils and the classroom environment are important classroom

variables that can develop positive students attitudes towards science

among the lower secondary pupils ( Asghar, 1994 ). Since the classroom

environment dimensions are directly under the control of the teacher, he or

she could manipulate these dimensions with the view to improving

students’ attitudes to science. Thus, training and re-training programmes

for science teachers are recommended.

6. For the Boarding School unit, School Division of the Ministry of

Education, concerted efforts and focus could be directed in promoting

science education in fully residential schools throughout the country. To

achieve this, more fund allocation for science could be given to fully

106

residential science schools to overcome the shortage of teaching materials

which include teaching aids and science apparatus in science schools.

7 . Graduate science teachers should be trained to teach science at the lower

secondary levels. Most of the graduate teachers teaching science at the

lower secondary levels are not trained to teach the subject. College trained

teachers are well trained to handle the subject at the lower secondary

levels. More in-house and in-service courses should be conducted by the

Ministry of Education.

8. An interesting finding is the non significant negative correlation between

attitude of students towards their science teachers with science

achievement. This implies that attitude towards science teachers does not

correlate with science achievement. Negative correlation means that

although students do not rate their science teachers highly, they can still

achieve high scores in science. It is very important to establish good

rapport and a sense of care between science teachers and their students. It

is suggested that more informal meetings and activities between teachers

and students be arranged in order to strengthen the relationships between

teachers and students. If students have positive attitudes towards their

science teachers, the students will most likely have greater interest in their

science subjects.

9. Lastly, students’ parents should work hand-in-hand with teachers to instil

positive attitudes towards science among their children at home. Home-

school interactions could be promoted to provide a forum for the

107

discussion of the role of the home in inculcating positive attitudes towards

science.

108

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117

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1 1 8

.

APPENDIX ALetters of Correspondence ( Reference pages 119-126 )

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Permohonan Untuk Menjalankan KajianDi Sekolah Berasrama Penuh-----------------------------------

Merujuk kepada surat bertarikh 07 Jun 1995.

2. Bahagian ini tiada halangan untuk tuan menjalankankajian tersebut di atas di Sekolah Menengah SainsMachang, Kelantan dan Sekolah Tengku Mohamad Faris Petra,Kelantan.

3. Walau bagaimanapun saudara hendaklah terlebih &huL~berbincang dengan pengetua-pengetua sekolah berkenaansebeluxn kajian tersebut dijalankan.

Sekian. Terima kasih.

- BERKHIDMAT UNTUKNEGARA '

Saya yang menur perintah

(HAJI KASMURI B. SADIMAN)Bahagian Sekolahb.p. Ketua SetiausahaKementerian Pendidikan Malaysia

s.k.,

1 . PengetuaSekolah Tengku Mohamad Faris PetraKelantan

2. PengetuaSekolah Menengah Sains Machang

MOHON/(SBP 093) '

122

Eyu Foo On,2 1 O-D, Jalan Dahlia,Taman Uda Murni,15400 Kota Bharu,Kelantan. Tar&h: 2 Mei 1995

Kepada :Pengetua,Sekolah Menengah Sains Machang,18500 Machang, Kelantan.

Tuan,

Memohon Untuk Menjalankan Kajian

Dengan segala hormatnya dimaklumkan bahawa saya adalah seorang guru dariSekolah Menengah Sains Machang yang sedang mengikuti kursus SarjanaPengurusan di UUM di bawah Program kembar IAB-UUM bagi tahun 1994/95.

2. Sehubungan dengan itu, saya ingin memohon kebenaran tuan untukmenjalankan satu kajian di sekolah tuan seperti berikut:

Tajuk Kajian : Hugungan Sikap Pelajar Terhadap Sains Dan PencapaianSains Di Sekolah Berasrama Penuh di Kelantan.

Kaedah Kajian: Soal SelidikTarikh : Dicadangkan 15.5.1995 ( Hari Isnin)Masa : Dicadangkan jam 9.00 pagiSampel kajian : Semua pelajar di tingkatan tiga.

3. Dikembarkan satu salinan surat dari Dekan Sekolah Siswazah, WM.Permohoan rasmi kepada EPRD telah dibuat dan makluman kepada unit SBP telahdibuat melalui En. Shazali bin Ahmad semasa beliau dan KPP menghadirimesyuarat di UUM tempoh hari.

Sekian dimaklumkan, terima kasih.

“ BEFKHIDMAT UNTUK NEGARA”


(EyuFooOn)

123

Eyu Foo On,2 1 O-D, Jalan Dahlia,Taman Uda Murni,15400 Kota Bharu,Kelantan. Tar&h: 2 Mei 1995

Kepada :Pengetua,Sekolah Tengu Muhd Faris petra16100 Pengkalan Chepa, Kelantan.

Tuan,

Memohon Untuk Menjalankan Kajian

Dengan segala hormatnya dimaklumkan bahawa saya adalah seorang guru dariSekolah Menengah Sains Machang yang sedang mengikuti kursus SarjanaPengurusan di UUM di bawah Program kembar IAB-UUM bagi tahun 1994/95.

2. Sehubungan dengan itu, saya ingin memohon kebenaran tuan untukmenjalankan satu kajian di sekolah tuan seperti berikut:

Tajuk Kajian : Hugungan Sikap Pelajar Terhadap Sains Dan PencapaianSains Di Sekolah Berasrama Penuh di Kelantan.

Kaedah Kajian: Soal SelidikTar&h : Dicadangkan 9 5.1995 ( Hari Selasa )Masa : Dicadangkan jam 9.00 pagiSampel kajian : Semua pelajar di tingkatan tiga.

3. Dikembarkan satu salinan surat dari Dekan Sekolah Siswazah, UUM.Permohoan rasmi kepada EPRD telah dibuat dan makluman kepada unit SBP telahdibuat melalui En. Shazali bin Ahmad semasa beliau dan KPP menghadirimesyuarat di UUM tempoh hari.

Sekian dimaklumkan, terima kasih.

“BERKHIDWT UNTUK NEGARA”


(EyuFooOn)

124

Eyu Foo On,2 1 O-D, Jalan Dahlia,Taman Uda Murni,Kelantan. Tar&h: 7 Jun 1995

Kepada :Pengarah Perancangan dan Penyelidikan,Kementerian Pendidikan Malaysia,Paras 2,3 dan 5 , Blok J,Pusat Bandar Damansara,50604 Kuala Lumpur.

Tuan,

Memohon Untuk Menukar Sanpel Kajian Dari Pelajar Tingkatan 4 KepadaPelajar di Tingkatan 3

Dengan hormatnya dimaklumkan bahawa saya telah mendapat kebenaran tuanuntuk menjalankan kajian bertajuk “ To Investigate the Relationship BetweenScience-related Attitudes and Science Achivevement of Form Four Students inFully Residential Schools in Kelantan and Terengganu ” mengikut sutat tuan KP (BPPP) 13/l 5 Jld 43 ( 165 ) bertarikh 24 Mei 1995.

2. Sehubungan dengan itu, oleh kerana kebanyakkan pelajar di sekolahberasrama penuh di tingkatan 4 mengambil mata pelajaran sains tulen sepertiFizik, Kimia dan Biologi dan bukannya Sains ( Teras ), saya telahdinasihatkan oleh penyelia tesis supaya menukar sampel kajian daripadapelajar tingkatan 4 kepada pelajar tingkatan 3. Kajian saya merupakan satusoal selidik yang memakan masa lebih kurang 40 minit .

3. Lain-laian perkara yang terkandung di dalam ‘ Proposal’ adalah tidakberubah kecuali kajian akan dijalankan di negeri kelantan sahaja.

Sekian dimaklumkan, diharapkan mendapat pertimbangan sati pihak Tuan.

Terima Kasih,

Saya yang benar,

(EyuFooOn)

125

Eyu Foo On,2 1 O-D, Jalan Dahlia,Taman Uda Murni,15400 Kota Bharu,Kelantan. Tarikh : 7 Jun 1995

Kepada :Ketua Penolong Pengarah,Unit Sekolah Berasrama Penuh,Bahagian Sekolah-Sekolah,Kementerian Pendidikan Malaysia,Paras 5, Blok J Selatan,Pusat Bandar Damansara,50604 Kuala Lumpur.

Tuan,

Memohon Untuk Menjalankan Kajian Di Sekolah Berasrama Penuh

Dengan hormatnya dimaklumkan bahawa saya adalah seorang guru sains yangsedang berkhidmat di Sekolah Menengah Sains Machang Kelantan dan sedangmengikuti Program Kembar IAB-UUM dalam bidang Sarjana Pengurusan diUUM.

2. Saya ingin memohon untuk menjalankan satu kajian di sekolah-sekolahberasrama penuh di bawah jagaan tuan. Kajian saya adalah bertajuk “ Toinvestigate the relationship Between Science-related Attitudes and ScienceAchievement of Students in Fully Residential Science Schools in Kelantan” yangmana telah mendapat kebenaran dan kelulusan daripada Bahagian Perancangandan Penyelidikan melalui surat KP ( BPPP) 1305 Jld 43 ( 165 ) bertarikh 24 Mei1995. Salinan surat dikembarkan.

3. Perihal kajian saya adalah seperti berikut:

Sekolah yang terlibat : 1. Sekolah Menengah Sains Machang, Kelantan.2. Sekolah Tengku Muhammad Faris Petra, Kelantan

Sampel Kajian : Semua pelajar di tingkatan tiga di sekolah-sekolahberkenaan.

Methodologi Survey melalui soal selidik yang memakan masalebih kurang 40 minit.

Sekian dimaklumkan, harap mendapat pertimbangan daripada pihak tuan dandiucapkan ribuan terima kasih.


(EyuFooOn)

126

Graduate SchoolUniversiti Utara MalaysiaSintok, Kedah Dan&man.

Dear students,

Congratulations! You are very fortunate to be chosen to participatein this survey. This survey is on the relationship between science-relatedattitudes and science achievement of students in fully residential schools.

1 .

2.

3.

4.

5 .

‘The aim of this survey is to gather information on attitudes andstudents’ feelings toward the KBSM science subject. It is hoped thatthrough this survey, the information obtained will help to upgrade theteaching-learning of science at school.

Information given by students in this survey will be confidential andused only for research purpose. This is not a test and there are noright or wrong answers. It is not intended to test students and noaction will be taken against you. Please answer the items seriouslyand sincerely.

Even though several items may appear to be similar, please answerthem.

Please give your opinions regarding the statements below by tickingthe appropriate boxes. Tick your answers sincerely and accurately.

Thank you in advance for your valued co-operation.

Yours sincerely,

(EyuFooOn)Researcher.

127

Survey of Attitude Towards Science . This survey is divided into twosections, A and B. Please tick in the appropriate boxes.

A. Student Background Data

1

2

3

4

5

6

7

Name of student: . . . . . . . . . . . . . . . . . ._. ._. . . . . . . . . . . . . . . . . . .Form : . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Name of schoolSekolah Menengah Sains Machang, Kelantan.Sekolah Tengku Muhd Faris Petra, Kelantan.

GenderMaleFemale

RaceMalayChineseIndianOthers:. . . . . . , . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Is your house located in the urban or ruralarea?RuralUrban

Father’s occupation. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Mother’s occupation-. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

What are your parents highest status ofeducation?Completed primary school or no schoolingCompleted form 3Completed form 5Completed from 6Teacher’s college or other collegesUniversityOthers (Please state). . . . . . . . . . . . . . . . . . . . . . . .,..,.................................

Eq

El

El

Father Mother

El3

save t h i s

‘b1 2 3

I4

I5

I6

I.37

I I8 9

128

8 What are your parents’ monthly income ?

a. Less than RM 199b. RM 200 to RM 399c. RM 400 to RM 599d. RM600 to RM 799e. RM 800 to RM 999f More than RM 1000

9 What are your parents’occupation ?

a. Unemployedb. Retiredc. Labourer( farmersfishermen, estate workers,

factory workers, rubber tappers)d. Low ranking government servants / private

(non-graduate teacher, clerk,typists,nursepoliceman, soldier, etc.)

e. Big businessman.f. High ranking government servant/ private

(doctor,lawyer,engineer,accountant,graduateteacher, lecturer, principal, head of depart-ment,manager, etc.)

If different from those above, please state.Father *. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Mother. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Father Mother

B. Questionnaire items, please answer all items sincerely.

Below are 60 statements that describe how a person feels about thescience subject, social implications of science and the science teacher atschool, You are required to read each statement carefully and tick thecorrect box according to what you feel and think. There are no ‘ right’ or ‘wrong’ answers. Your opinion is what is wanted.

Instruction to record your response.

Tick ATS (SD) = Strongly Disagree If you strongly disagreewith the statement.

Tick TS ( D) = Disagree If you disagree with thestatement.

129

Tick TP ( NS) = Not Sure If you are not sure.

Tick S ( A) = Agree If you agree with thestatement.

Tick AS( SA) = Strongly Agree If you strongly agreewith the statement.

B. Item-item soalselidik, sila jawab semua item dengan jujur danikhlas.

Disenaraikan di bawah 60 pernyataan yang menggambarkanbagaimana seseorang merasai (feel) tentang subjek Sains , implikasi sosial darisains dan guru sains disekolah. Anda dikehendaki membaca setiap pernyataandengan teliti dan raitkan petak yang bersesuaian dengan perasaan danpendapat anda. Diingatkan bahawa tidak ada jawapan yang betul atau salah,jawablah setiap pernyataan secara ikhlas dan jujur.

Arahan untuk merekodkan respon anda

Raitkan ATS =Amat fidak setuju - Jika pernyataan yang diberijelas tidak menggambarkanperasaan anda.

Raitkan TS =Tidak setuju-

Raitkan TP=Tidak Pasti-

Raitkan S=Setuju-

Raitkan AS=Amat Setuju-

Jika pernyataan yang diberitidak menggambarkan perasaananda.

Jika anda tidak setuju atau tidakboleh buat keputusan mengenaipernyataan.

Jika pernyataanmenggambarkan perasaan anda.

Jika pernyataan jelasmenggambarkan perasaan anda.

130

Saya berpendapat pelajaran sains adalah

mata pelajaran yang mustahak dalamkehidupan saya.In my opinion science is an importantsubject in my life.

Saya suka mempelajari mata pelajaransains .I like studying science subject.

Mempelajari mata pelajaran sainsadalah membuang masa.Studying science subject is a wasteof time. (Reversed coding)

Konsep-konsep dalam mata pelajaran sainsadalah susah untuk saya fahami.Concepts in science subjects are veryd$ficult for me to understand (Reversedcodina)

Saya sentiasa menunggu waktu matapelajaran sains.I ahvays look forward to the science period.

Sains tidak sepatutnya dijadikan satumata pelajaran yang wajib dipelajaridi sekolah.Science should not be made a compulsorysubject for the students to stu@ at school.(Reversed coding)

Setiap orang pelajar sekolah menengah perlumengetahui sedikit sebanyak pengetahuanmengenai sains.Every secon&ry school student needs to havesome knowledge of science.

Datang ke sekolah adalah lebih menyeronok-kan jikalau tiada mata pelajaran sains.It will be more firn going to school If there isno science subject. (Reversed coding)

Kosongkan

I1 4

I1 5

I1 6

I1 7

I1 8

I1 9

I2 0

I2 1

131

9

10

1 1

12

1 3

14

15

16

17

Saya ingin mempelajari sains atau bidangberkaitan dengan sains di -peringkatyang lebih tinggi.I would like to study science or other science-related courses at the university.

Saya tidak nampak kepentingan mempelajarimata pelajaran sains di sekolah.I do not see the importance of studyingscience subjecst at school. (Reversed coding)

Berbual dengan orang lain mengenaiperkembangan terbaharu dalam sains adalahmenyeronokkan.Talking to others about the latestdevelopment in science is fin.

Sesebuah makmal yang serbalengkap adalahmustahak untuk mempelajari mata pelajaransains.A well-equipped laboratory is important instudying science. (Reversed coding )

Saya suka beberapa bahagian sahaja dalammata pelajaran sains.I only like several sections in the sciencesubject. (Reversed coding)

Terlalu banyak perkara yang perlu sayapelajari di dalam mata pelajaran sains.There are too many things for me to study inthe science subject. (Reversed coding)

Mata pelajaran sains adalah mata pelajaranyang menarik perhatian saya.The science subject is the subject that attractsmy attention.

Jumlah jam dalam seminggu bagi matapelajaran sains di sekolah patut dikurangkan.The number of hours per week for the sciencesubject at school should be reduced. (Reversedcoding)

Mata pelajaran sains adalah satu keperluanbagi memudahkan pengajian mata-pelajaran /sains.

1 3 2

I22

I23

I24

I25

I26

02-l

El28

I29

I30

18

19

2 0

2 1

2 2

2 3

2 4

2 5

The science subject is a necessity to makelearning other subjects easier.

Sekiranya mata pelajaran sains tidak wajibdipelajari di sekolah, saya tetap inginmempelajarinya.I would definitely want to study science atschool even though it is not compulsory to doso.

Saya suka membaca cerita-cerita sains dalammajalah dan akhbar. mI like to read about science fiction inmagazines and newspapers.

Sekolah patut menyediakan lebih banyak waktumata pelajaran sains setiap minggu. Ilhe school should have more science periodsper week.

Mata pelajaran sains adalah amat susah, olehyang den&an hanya pelajar-pelajar yang LI7lTTlberkebolehan sahaja boleh mempelajarinya.Science is a diJEcult subject, so only thecapable students can study science. (Reversedcoding)

Saya gembira kerana dapat mempelajari matapelajaran sains di sekolah. mI am happy because I could study sciencesubject at school.

Mata pelajaran sains tidak mustahak dalamkehidupan saya. r,Science subject is not important in my life.(Reversed coding)

Saya suka membuat ramalan mengenaikeputusan bagi percubaan yang dilakukan r,dalam mata pelajaran sains.I like to predict the results for an experimentdone in the science subject.

Sains menolong membuat kehidupan kitasekarang lebih baik. /Science helps to make our life better.

I3 2

I3 3

I3 4

03 5

I3 6

I3 7

I3 8

133

2 6

2 7

2 8

2 9

3 0

3 1

3 2

3 3

3 4

Mata pelajaran sains adalah membosankansaya.Science subjects bore me. (Reversed coding)

Mengambil bahagian dalam projek sains dipameran sains di sekolah adalah menyeronokk-an dan menarik hati saya. /_Taking part in a science project at a schoolscience exhibition interests me and makes mehappy

Membuat ujikaji-ujikaji di makmal adalah satukeperluan dalam mata pelajaran sains. /Doing science experiments in the laboratory isa necessity in science.

Saya kurang berminat dalam mata pelajaransains. II am not interested in science subjects.(Reverse coding)

Mata pelajaran kegemaran saya ialah matapelajaran sains, kerana saya dapat r”menggunakan semua pancaindera saya.A4y favourite subject is science because I canuse all my senses.

Guru sains saya mempunyai pengetahuan yangyang mendalam mengenai sains. /My science teacher has a good knowledge ofscience.

Saya sukakan guru sains saya.I like my science teacher.

Guru sains saya kadangkala berjenaka dalambilik darjah.My science teacher sometimes cracks jokesjokes in the class..

Guru sains saya memberikan panduan lebihdaripada memberi jawapan.My science teacher gives more guidance thangiving answers.

I4 0

I4 1

I4 2

I4 3

I44

I4 5

I4 6

I4 7

134

35

36

37

38

39

40

41

42

Saya suka membantu guru sains saya.I like to help my science teacher.

Guru sains saya berjaya membangkitkan minatsaya terhadap mata pelajaran sains apabilabeliau mengajar.My science teacher has succeeded instimulating my interest towards sciencesubjects when he/she teaches.

Guru sains saya tidak pernah membezakanbezakan seseorang pelajar dari pelajaryang lain.My science teacher never compares onestudent with the other students.

Guru sains saya adalah adil ketika memberimarkah.My science teacher is fair in giving marks.

Saya lebih suka guru sains lelaki daripadaguru sains wanita.I prefer maie science teachers to femalescience teachers. (Reverse coding)

Cara guru sains saya mengajar menunjukkanbeliau membuat persediaan yang rapisebelumnya.The way my science teacher teaches shows thathe/she prepares his/her lessons well.

Guru sains saya selalu menggalakkan sayamember-i pendapat sendiri. IYIMy science teacher always encourages me togive my opinion.

Guru sains saya mempengaruhi pembentukansikap saya terhadap sains, disamping faktor- /faktor lain.Besides other factors, my science teacherinfluences my attitude towards science.

I48

I49

I5 0

I5 1

I5 2

I5 3

I5 4

I5 5

135

4 3 Guru wins saya berjaya menghidupkan suasanapembelajaran dalam kelas.My science teacher has succeeded in makingthe classroom studying atmosphere alive.

4 4 Guru sains saya memberikan saya peluangbexfikir dan melakukan sesuatu kerja dengandaya usaha saya sendiri.My science teacher gives me enough chance tothink and to do a task on my own initiative.

4 5 Guru sains saya jarang sekali memperkenalkansesuatu perkara yang baru mengenai sains.My science teacher seldom introduces newthings about science (Reversed coding)

4 6 Guru sains saya pandai mengajar dan denganden&an pengajarannya begitu mudah i”ldifahami, terang dan menarik.My science teacher is good at teaching-histeaching is easily understood, clear andinteresting.

4 7 Guru sains saya mempunyai berbagai-bagaicara yang menarik untuk memberi penerangan.My science teacher has various interestingways of explaining things.

4 8 Saya perlu mempelajari mata pelajaran winsuntuk mendapat pekerjaan dalam bidang wins./I need to study science in order to get a job inthe scientific field

4 9 Jika saya mendapat gred yang baik dalammata pelajaran sains, ia tidak memberi sebarangkesan terhadap pemilihan pekerjaan.Even though I obtain good grades in science,this will not affect my choice of job. (Reversedcoding)

I56

I57

I58

I59

I60

I61

I62

136

50

5 1

52

5 3

54

55

56

57

Mata pelajaran sains dapat membantu kita Asmelahirkan dunia yang lebih baik di masa akan cdatang.Science can help us to make the world a betterplace in the future.

S

Banyak perkara yang saya pelajari dalam sainsmemberi sumbangan berfaedah kepadamasyarakat .Many things that I study in science give usefulcontributions to society.

Ahli-ahli sains yang terkenal pada masa ini akandilupakan pada masa akan datang.Scientists who are famous now will beforgotten in the future. (Reversed coding)

As

c

Dengan mendapat kepujian dalam sains , iaboleh membantu saya mendapat pekerjaanyang disanjung tinggi oleh masyarakat.With a credit in science, it will enable me to

get a job that is highly respected by thesociety.

Penumuan saintifik lebih banyak keburukandaripada kebaikan.Scientific discoveries had done more harmthan good. (Reversed coding)

Negara kita memerlukan lebih ramai ahli sainsdalam bidang perubatan.Our country needs more scientists in themedical fields.

Saya perlu mempelajari mata pelajaran sainsuntuk membantu masyarakat kita.I need to stu& the science subjects in order tohelp our society.

Ibubapa dan keluarga saya tidak member-isebarang pengaruh dalam pembentukan sikapsaya terhadap mata pelajaran sains.My parents and family do not have anyinfluence on my attitude formation towardsscience. (Reversed codina)

-I

63

I64

I65

El66

I67

I68

I69

I70

137

5 8 Sains menyebabkan cara penghidupan ahli-ahlisains terasing.Science causes the way of life of scientists tobe different. (Reversed coding)

5 9 Saya ingin memasuki aliran sains keranadipandang tinggi oleh masyarakat.I want to enter the science stream because it ishighiy respected by society.

6 0 Ahli-ahli sains berusaha untukmempertingkatkan corak kehidupan manusia.Scientists work hard to upgrade the pattern ofhuman life.

I72

I73

Skurnik & Jeffs ( 1970 ) Sekian, terima kasihThank You.

138

APPENDIX C

Frequency and Percentage of Respondents bySchools and School Setting

( N = 218 )

Name of Schools

Sekolah Men. Sains Machang

School Number ofSetting Respondents

Rural 119

Percentage

54.6%

Sekolah Tengku Muhamad

Faris Petra.

Total

Urban 9 9 45.4 %

2 1 8 100%

APPENDIX D

Frequency and Percentage of Respondents by Gender( N = 218 )

Gender Frequency Percentage

Male 140 64.2%

Female 7 8 35.8%

Total 2 1 8 100.0

1 3 9

APPENDIX E

Frequency and Percentage of Respondents by SES( N = 218 )

Socio-Economic Status Frequency Percentage

Low SES 5 9 27.1

Average SES 100 45.9

High SES 5 9 27.1

100.0

APPENDIX F

Frequency and Percentage of Respondents by Home Setting(N=218)

Home Setting Frequency

Urban 6 6

Rural 152

Total 2 1 8

Percentage

30.3%

69.7%

100.0

140

APEENDIX G

Factor Analysis on Attitude Items( N = 218 )

Item Number Factor 1 Factor 2 Factor 3

1 0.507422 0.781503 0.538434 0.501445 0.528946 0.515167 0.056658 0.685439 0.6290410 0.488241 1 0.2919012 0.060831 3 0.5636414 0.1326415 0.7753016 0.5090217 0.3323618 0.604351 9 0.299382 0 0.5848421 0.380842 2 0.658672 3 0.507852 4 0.173072 5 0.650882 6 0.732142 7 0.282402 8 0.188212 9 0.765323 0 0.6034331 0.069213 2 0.080623 3 0.069843 4 0.196353 5 0.179733 6 0.252933 7 -0.163713 8 -0.02172

0.04917 0.360430.12128 -0.056050.11761 0.225200..15935 -0.056110.23565 0.156910.0393 1 0.10030-0.02014 0.336920.13136 0.058770.16538 0.09989-0.2033 0.219210.24565 0.237780.17541 0.236650.27246 -0.15402-0.12772 -0.170980.17999 0.125890.07295 0.146960.02826 0.297840.02826 0.297840.32549 0.063890.17431 0.215840.16164 -0.094840.20245 0.211510.02064 0.320070.13480 0.262840.28039 0.264830.16768 0.031580.37616 0.218850.22119 0.249300.24467 0.044980.32008 0.220140.60278 0.111040.77289 -0.114430.59127 -0.095760.59759 0.074550.64812 0.130740.79395 0.025640.39417 0.298990.52639 0.30442

3 9 0.14358 0.20735 -0.11326

141

Item Number404142434445464748495051525354555657585960

Continuition of Appendix HFactor 1 Factor 20.13133 0.595740.17353 0.574550.26658 0.525940.24652 0.748290.21633 0.596650.09073 0.489450.24278 0.770500.26370 0.696050.13485 0.054610.15866 -0.056200.09622 -0.037550.22328 0.142820.10858 0.14164-0.00922 0.021880.09455 0.236050.27328 0.042070.3465 1 0.055680.44383 0.189620.28494 0.25263-0.08445 0.008670.09933 0.11416

Factor 30.050020.057060.13258-0.054620.38290.157280.01185-0.006880.520760.228890.507950.532330.326660.546750.111770.238340.587080.139300.185810.580870.51854

Legend:Factor 1 : Attitude Towards Science Subjects,Factor 2: Attitude Towards Science Teachers,Factor 3: Attitude Towards the Social Implications of Science.

1 4 2

Multiple Regression Analysis For IndividualAttitudes Item With Science Achievement

(N=218)

Item Number R- Square Signif icant F

1 0.01105 0.12182 0.01805 0.04753 0.00587 0.25994 0.02969 0.01085 0.00009 0.88646 0.01143 0.11557 0.01012 0.13888 0.02075 0.03359 0.00627 0.2443

1 0 0.00814 0.18451 1 0.00669 0.229112 0.00015 0.85781 3 0.00010 0.880914 0.00393 0.357015 0.01670 0.05681 6 0.02270 0.02611 7 0.00004 0.929518 0.04590 0.001519 0.00087 0.66522 0 0.00048 0.74852 1 0.00195 0.51622 2 0.01405 0.08082 3 0.04401 0.00182 4 0.00149 0.57072 5 0.00178 0.53582 6 0.02689 0.01542 7 0.00277 0.43902 8 0.00062 0.71472 9 0.01329 0.08953 0 0.00826 0.181331 0.01007 0.13973 2 0.00501 0.2983

’ 33 0.00774 0.19583 4 0.00018 0.84363 5 0.00063 0.71183 6 0.00065 0.70803 7 0.00132 0.59403 8 0.00132 0.5933

143

Continuition of Appendix HItem Number R-Square

3 9 0.00080Sig F

0.67744 0 0.0007 1 0.696141 0.00588 0.25954 2 0.00342 0.39024 3 0.01725 0.05284 4 0.00027 0.80804 5 0.00390 0.35914 6 0.00773 0.19584 7 0.01940 0.03994 8 0.01578 0.06414 9 0.04164 0.00255 0 0.01616 0.061051 0.04174 0.00245 2 0.00871 0.16985 3 0.00034 0.78685 4 0.00008 0.89455 5 0.00001 0.96355 6 0.00496 0.30045 7 0.00306 0.41655 8 0.02058 0.03435 9 0.00005 0.91766 0 0.01171 0.1111

144

APPENDIX I

Correlation Between Demographic Characteristicsand Science Achievement

(N=218)

DemographicCharacteristics

Pearson’s r Significant p

Gender 0.0350 0.607

SES 0.0566 0.406

Home Setting 0.0994 0.143

School Setting -0.0729 0.284

Composite 0.13422 0.42 11

APPENDIX J

Pearson Correlation Coeffkients For DemographicCharacteristics and Composite Attitudes

(N =218 )

DemographicCharacteristics Pearson’s r Significant p

Gender -0.1184 0.081

SES -0.0377 0.580

Home Setting 0.0317 0.642

School Setting -0.0233 0.732

Composite 0.13892 0.3834

145

APPENDIX K

Frequency and Percentage Response to Each Item by Scale.( N = 218 )

ITEM MEAN STD SA A NS D SDDEV.

1 . In opinionmy 4.62 0.64 150 56 10 1 1science is an 68.8% 25.7% 4.6% 0.5% 0.5%important subject inmy life.

2 I like studying 4.29 0.71 92 102 20 4 0science subject 42.2% 46.8% 9.2% 1.8% 0%

3 . Studying science 4.71 0.54 0 1 6 48 163subject is a waste of 0% 0.5% 2.8% 22.0% 74.8%time

4 Concepts in science 3.07 0.89 3 62 76 70 7subjects are very 1.4% 28.4% 34.9% 32.1% 3.2%difficult for me tounderstand

5 I always look 3.34 0.79 11 84 92 30 1forward to the 5.0% 38.5% 42.2% 13.8% 0.5%science period.

6 Science should notbe made acompulsory subjectfor the students tostudy at school.

4.55 0.76 3 3 9 60 1431.4% 1.4% 4.1% 27.5% 65.6%

7 Every secondary 4.69 0.61 163 47 5 2 1school student needs 74.8% 21.6% 2.3% 0.9% 0.5%to have someknowledge ofscience.

8 . It will be more fun 4.35 0.72 0 4 19 92 103going to school if 0 % 1.8% 8.7% 42.2% 47.2%there is no sciencesubject.

9 I would like to study 4.42 0.81 129 57 27 4 1science or other 59.2% 26.1% 12.4% 1.8% 0.5%science relatedcourses at theuniversity.

10 Idonotseethe 4.31 0.83 0 13 13 86 106importance of 0 % 6.0% 6.0% 39.4% 48.6%studying sciencesubjects at school.

146

ITEM MEAN STD S A A N S D SDDEV.

11 Talking to others 4.37 0.73 109 84 21about the lattestdevelopment inscience is fun.

50.0% 38.5% 9.6%4

1.8%0

0 %

12

13

14

15 .

16

17

18

19

20

22

A well-equippedlaboratory isimportant instudying science.

4.80 0.43 0 00% 0%

I only like severalsections in thescience subject.

There are too manythings for me tostudy in the sciencesubject.

The science subjectis the subject thatattracts my attention.

The number of hoursper week for thescience subject atschool should bereduced.

The science subjectis a necessity tomake learning othersubjects easier.

I would definitelywant to study scienceat school eventhough it is notcompulsory to do so.

I like to read aboutscience fiction inmagazines andnewspapers.

The school shouldhave more scienceperiods per week.

I am happy because Icould study sciencesubject at school.

2.74 1.04 24 73 64 49 811.0% 33.5% 29.4% 22.5% 3.7%

2.01 0.91 3 16 25 111 631.4% 7.3% 11.5% 50.9% 28.9%

4.13 0.78 75 1023 4 . 4 % 4..8%

3516.1%

62.8%

00 %

3.94 0.73 0 8 42 126 420% 3.7% 19.3% 57.8% 19.3%

4.02 0.82 69 92 50 731.7% 42.2% 22.9% 3.2%

4.04 0.82 67 103 39 830.7% 47.2% 17.9% 3.7%

4.32 0.83 111 75 22 1050.9% 34.4% 10.1% 4.6%

3.42 0.88 22 8110.1% 37.2%

4.45 0.62 113 9251.8% 42.2%

Continuition of Appendix K

3 37 1781.4% 17.0% 81.7%

8237.6%

3214.7%

125.5%

10.5%

00%

10.5%

00 %

10.5%

00 %

147

23

24

25

26

27

28

29

30

31

32

33

34

35

Science subject isnot important in mylife.

I like to predict theresults for anexperiment done inthe science subject.

Science helps tomake our life better.

Science subjects boreme.

Taking part in ascience project at aschool scienceexhibition interestsme and makes mehaPPY *

Doing scienceexperiments in thelaboratory is anecessity in science.

I am not interestedin science subject,

My favourite subjectis science because Ican use all mysenses.

My science teacherhasagoodknowledge ofscience.

I like my science 3.97 0.91 70 87 46teacher. 32.1% 39.9% 21.1%

My science teachersometimes cracksjokes in the class.

My science teachergives more guidancethan giving answers.

I like to help my 3.70 0.87 37 100 60 20science teacher. 17.0% 45.9% 27.5% 9.2%

4.65 0.58 0 0 11 55 1520% 0% 5.0% 25.2% 69.7%

3.59 0.94 32 96 65 19 614.7% 44.0% 29.8% 8.7% 2.8%

4.13 0.89 86 88 32 10 239.4% 40.4% 14.7% 4.6% 0.9%

4.15 0.90 2 10 31 85 900.9% 4.6% 14.2% 39.0% 41.3%

4.19 0.91 97 82 24 14 144.5% 37.6% 11.0% 6,4% 0.5%

4.56 0.69 136 73 6 0 362.4% 33.5% 2.8% 0 % 1.4%

4.08 0.89 2 12 31 95 780.9% 5.5% 14.2% 43.6% 35.8%

3.84 0.92 58 85 60 13 226.6% 39.0% 27.5% 6.0% 0.9%

4.17 0.83 87 87 39 3 239.9% 39.9% 17.9% 1.4% 0.9%

3.96 1.14 80 92 1936.7% 42.2% 8.7%

3.86 0.89 59 84 61 1427.1% 38.5% 28.0% 6.4%

146.4%

125.5%

10.5%

156.9%

00%

10.5%

148

36 My science teacherhas succeededinstimulating myinterest towardsscience subject whenhe/she teaches.

37

38

39

40

My science teachernever compare onestudent with theother students.

My science teacheris fair in givingmarks.

I prefer male scienceteachers to femalescience teachers.

The way my scienceteacher teachesshows that he/sheprepares his/herlessons well.

41

42

My science teacheralways encourages tome give my opinion.

Besides otherfactors, my scienceteacher influencesmy attitude towardsscience

43 .

44

45

My science teacherhas succeeded inmaking theclasssroom studyingatmosphere alive.

My science teachergives me enoughchance to think andto do a task on myown initiative.

My science teacherseldom introducesnew things aboutscience.

3.61

4.24

4.47

2.56

3.98

3.82

3.76

3.67

4.05

3.90

1.14 57 69 4726.1% 31.7% 21.6%

0.88 104 74 2947.7% 33.9% 13.3%

0.62 117 87 1453.7% 39.9% 6.4%

1.06 49 37 10322.5% 17.0% 47.2%

0.95 77 76 5035.3% 34.9% 22.9%

0.93 54 92 5324.8% 42.2% 24.3%

0.94 49 93 5422.5% 42.7% 24.8%

1.06 52 81 52 27 623.9% 37.2% 23.9% 12.4% 2.8%

0.92 73 103 24 16 233.5% 47.2% 11.0% 7.3% 1.0%

0.40 1 15 49 93 600.5% 6.9% 22.5% 42.7% 27.5%

104.6%

00 %

209.2%

136.0%

177.8%

198.7%

62.8%

00%

149

46

47

48

49

50

51

52

53

54

55

56

My science teacheris good at teaching-his teaching is easilyunderstood, clearand interesting.

My science teacherhas variousinteresting ways ofexplaining things.

I need to studyscience in order toget a job in thescientific field.

Even though I obtaingood grades inscience, this will nota.Eect my choice ofjob.

Science can helps usto make the world abetter place in thefuture.

Many things that Istudy in Science giveuseful contributionsto society.

Scientists who arefamous now will beforgotten in thefuture.

With a credit inscience, it willenable me to get ajob that is highlyrespected by thesociety.

Scientific discoveryhas done more harmthan good.

Our country needsmore scientists inthe medical fields.

I need to study thescience subjects inorder to help oursociety.

3.83 1.01 65 79 47 25 229.8% 36.2% 21.6% 11.5% 0.9%

3.78 1.01 58 88 41 29 226.6% 40.4% 18.8% 13.3% 0.9%

4.41 0.81 125 67 18 7 157.3% 30.7% 8.3% 3.2% 0.5%

4.31 1.01 5 13 19 54 1272.3% 6.0% 8.75% 24.8% 58.3%

4.62 0.73 155 51 8 0 471.1% 23.4% 3.7% 0% 1.8%

4.56 0.66 140 61 15 2 064.2% 28.0% 6.9% 0.9% 0%

4.43 0.78 0 5 25 59 1290 % 2.3% 11.5% 27.1% 59.2%

4.21 0.89 100 75 33 8 245.9% 34.3% 15.1% 3.7% 0.9%

3.92

4.72

0.97 3 101.4% 4.6%

0.49 161 5373.9% 24.3%

63 68 7428.9% 31.2% 33.9%

4 0 01.8% 0% 0%

4.55 0.63 133 7561.0% 34.4%

7 3 03.2% 1.4% 0%

150

57 My parents andfamily do not haveany influence on myattitude formationtowards science.

58 Science causes theway of life ofscientists to bedifferent.

59 I want to enter thescience streambecause it is highlyrespected by society.

60 Scientists work hardto upgrade thepattern of humanlife.

3.78 1.09 6 24 51 68 692.8% 11.0% 23.4% 31.2% 31.7%

3.87 0.97 4 13 54 83 641.8% 6.0% 24.8% 38.1% 29.4%

3.56 1.15 54 71 44 42 724.8% 32.6% 20.2% 19.3% 3.2%

4.66 0.54 149 63 6 0 068.3% 28.9% 2.8% 0% 0%

151

APPENDIX L

Frequency and Percentage of Respondents With Highand Low Science-Related Attitudes

(N=218)

Science-Related Attitudes Frequency of Respondents ( percentage )

Low ! High

a. Composite ScienceAttitudes

100 ( 45.9 % ) 118 (54.1 %)

b. Science SubjectsI

102 ( 46.8 % )I

116( 53.2%)

c. Social Implication ofScience

d. Science Teachers

103 ( 47.2 % ) 115 ( 52.8 %)

108 (49.5 % ) 110(50.5%)I I I

Percentage was calculated out of total respondents.

152

APPENDIX M

Frequency and Percentage of Respondents with Positive and NegativeComposite Science Attitudes by Demographic Characteristics


GenderMale

Female

SESLow SES

Average SES

High SES

Home Setting

Rural

Urban

School Setting

Rural

Urban

Frequency of Respondents ( percentage )Towards Composite Science Attitudes

Negative Positive

60 ( 27.5% ) 80 ( 36.7% )

40 ( 18.3% ) 38 ( 17.4% )

21 ( 9.6% ) 38 ( 17.4% )

48 ( 22.0% ) 52 ( 23.9% )

31 ( 14.2%) 28 ( 12.8% )

69 (31.7 %) 83 ( 38.1% )

31 ( 14.2% ) 35 ( 16.1% )

51( 23.4%) 68 (31.2%)

49 ( 22.5% ) 50 ( 22.9% )

153

APPENDIX N

Frequency and Percentage of Respondents With Positive and NegativeAttitude Towards Science by Demographic Characteristics

( N = 218 )


GenderMale

Female

Average SES

High SES

Home SettingRural

Urban

School SettingRural

Urban

Frequency of Respondents ( percentage)Towards Science Subjects

Negative Positive

61 ( 28.0 % ) 79 ( 36.2 % )

41( 18.8 %) 37 ( 17.0 % )

24( 11.0%) 35 ( 16.1%)

47 (21.6 %) 53 ( 24.3 % )

31 ( 14.2 % ) 28 ( 12.8 % )

70 ( 32.1 %) 82 ( 37.6 % )

32 ( 14.7 % ) 34 ( 15.6 % )

56 (25.7 %) 63 ( 28.9 % )

46(21.1 %) 53 ( 24.3 % )

154

APPENDIX 0

Frequency and Percentage of Respondents with Positive and NegativeAttitudes Towards the Social Implications of Science by

Demographic Characteristics( N = 218 )


GenderMale

Female

SESLow SES

Average SES

High SES

Home SettingRural

Urban

School SettingRural

Urban

Frequency of Respondents ( percentage)Towards the Social Implications of Science

Negative Positive

6 3 ( 28.9 % ) 77 ( 35.3 % )

4 0 ( 18.3 % ) 38( 17.4 % )

2 9 ( 13.3 % ) 30 ( 13.8 % )

43 ( 19.7 % ) 57(26.1%)

3 1 ( 14.2%) 28 ( 12.8 % )

7 4 ( 33.9 %) 78 ( 35.8 % )

2 9 ( 13.3 % ) 37 (17.0 % )

5 4 ( 24.8 % ) 65 ( 29.8 % )

4 9 ( 22.5 % ) 50 ( 22.9 % )

155

APPENDIX P

Frequency and Percentage of Respondents with Positive and NegativeAttitudes Towards Science Teachers by Demographic Characteristics

(N=218) - -

Demographic Frequency of Respondents ( Percentage)Characteristics Towards Science Teachers

GenderMale

Female

SESLow SES

Average SES

High SES

Home SettingRural

Urban

School SettingRural

Urban

Negative

62 ( 28.4 % )

46(21.1%)

30 ( 13.8 %)

49 ( 22.5 % )

29 ( 13.3 % )

76 ( 34.9% )

32 ( 14.7 % )

56 ( 25.7 % )

52 ( 23.9 % )

Positive

78 ( 35.8 % )

32 ( 14.7 % )

29 ( 13.3 % )

51 (23.4%)

30 ( 13.8 % )

76 ( 34.9 % )

34 ( 15.6 % )

63 ( 28.9 % )

47(21.6%)

156

CURRICULUM VITAE

Eyu Foo On was born on 28th June 1953 in Kota Bharu, K&man,

Malaysia. He obtained his primary education from Poey Sit National Type

Chinese Primary School in Pulai Chondong, Kelantan and his secondary

education from Sekolah Menengah Hamzah until form three. He was

selected to further his education in the science stream in Sultan Ismail

College, Kota Bharu ( 1969 -1972 ). After completing the Higher School

Certificate, he pursued his tertiary education at Universiti Sains Malaysia.

He graduated in 1977 with an Honours Bachelor Degree in Physics and

Chemistry with Education. He was posted to Sekolah Menengah Sains

Kelantan ( now known as Sekolah Tengku Muhd Faris Petra ) in 1977 where

he taught until 199 1. In 1991, upon his promotion as Senior Science

Teacher, he was posted to Sekolah Menengah Sains Machang. Most recently

on 1st February 1995, because of his dedication and excellent service , he

was promoted to the post of Master Teacher in Physics . On 1st June 1995,

he was posted to Sekolah Menengah Dato’ Mahmud Paduka Raja , Tanah

Merah, to assume duty as Master Teacher in Physics.

157

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