Assessing high school students' attitudes toward chemistry with a shortened semantic differential

Kahveci, Ajda

doi:10.1039/c4rp00186a

Cited by 49 publications

(41 citation statements)

References 28 publications

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“…Attitude toward science is one of important parts to generated students who are able to think scientifically as the scientist. The results of the study [1] indicate that the former success in chemistry courses as well as achievement in middle school had effects on high school students' intellectual and emotional attitudes toward chemistry. This finding supports the pattern established by previous research, suggesting that attitude and achievement are related.…”

Section: Introductionmentioning

confidence: 89%

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

Sumarni

Susilaningsih

Sutopo

2018

IJERE

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

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Section: Introductionmentioning

confidence: 89%

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

Sumarni

Susilaningsih

Sutopo

2018

IJERE

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“…In 2011, Bauer's method was refined by Xu and Lewis by reducing the number of items from its original 20-item form and five latent constructs to eight adjective pairs in two factors: -Emotional satisfaction‖ and -Intellectual accessibility‖ (Brandriet et al, 2011;Xu and Lewis, 2011). In 2015, a shortened semantic differential method was used in Turkey for high school students' attitudes toward chemistry (Kahveci, 2015;Sen et al, 2016).…”

Section: Literature Reviewmentioning

confidence: 99%

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

Svidzinskaya

Baskin

Mezentseva

2019

International Journal of Education and Practice

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

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“…(Efklides, 2009; Kahveci, 2015). Newer approaches to the comprehension of learning processes include a broader range of relevant variables at the personal level such as metacognitive knowledge and skills, perceptions of how good is the performance in learning, attitudes, emotions, and motivation (Efklides, 2011).…”

Section: Introductionmentioning

confidence: 99%

Academic Achievement in Physics-Chemistry: The Predictive Effect of Attitudes and Reasoning Abilities

et al. 2017

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Science education plays a critical role as political priority due to its fundamental importance in engaging students to pursue technological careers considered essential in modern societies, in order to face scientific development challenges. High-level achievement on science education and positive attitudes toward science constitutes a crucial challenge for formal education. Several studies indicate close relationships between students’ attitudes, cognitive abilities, and academic achievement. The main purpose of this study is to analyze the impact of student’s attitudes toward the school discipline of Physics and Chemistry and their reasoning abilities on academic achievement on that school subject, among Portuguese 9th grade students using the data collected during the Project Academic Performance and Development: a longitudinal study on the effects of school transitions in Portuguese students (PTDC/CPE-CED/104884/2008). The participants were 470 students (267 girls – 56.8% and 203 boys – 43.2%), aged 14–16 years old (μ = 14.3 ± 0.58). The attitude data were collected using the Attitude toward Physics-Chemistry Questionnaire (ATPCQ) and, the Reasoning Test Battery (RTB) was used to assess the students reasoning abilities. Achievement was measured using the students’ quarterly (9-week) grades in the physics and chemistry subject. The relationships between the attitude dimensions toward Physics-chemistry and the reasoning dimensions and achievement in each of the three school terms were assessed by multiple regression stepwise analyses and standardized regression coefficients (β), calculated with IBM SPSS Statistics 21 software. Both variables studied proved to be significant predictor variables of school achievement. The models obtained from the use of both variables were always stronger accounting for higher proportions of student’s grade variations. The results show that ATPCQ and RTB had a significantly positive relationship with student’s achievement in Physics-chemistry, indicating that both attitudinal and cognitive variables should be taken into account on science education as well as in educative intervention.

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Assessing high school students' attitudes toward chemistry with a shortened semantic differential

Cited by 49 publications

References 28 publications

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

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

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

Academic Achievement in Physics-Chemistry: The Predictive Effect of Attitudes and Reasoning Abilities

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