Attitude towards the discipline of physics-chemistry and school achievement: revisiting factor structure to assess gender differences in Portuguese high-school students

Vilia, P.; Candeias, A.

doi:10.1080/09500693.2019.1706012

Cited by 16 publications

(7 citation statements)

References 34 publications

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“…As result, the academic success of undergraduate students is expected to increase even more. Because studies on these issues reveal that there is a positive relationship between individuals' positive attitude and their perceptions towards a course and their success in that course (Aydin & Cekim, 2017;Bowles-Terry, 2012;Kan'An, 2018;Kaur & Zhao, 2017;Prensky, 2005;Veloo et al, 2015;Vilia & Candeias, 2020;Vysoká & Smetanová, 2016).…”

Section: Discussionmentioning

confidence: 99%

“…However, the rigorous definitions and determination methods of 21CSs have not been introduced yet (Agaoglu & Demir, 2020;Barasi & Erdamar, 2021;Cansoy, 2018;Eryilmaz & Uluyol, 2015;Geisinger, 2016;Yavuz et al, 2020). Different scientists (Atalay & Anagun, 2016;Kan'An, 2018;Lemke, 2002;Osman et al, 2010;Vilia & Candeias, 2020;Yavuz et al, 2020;Zorlu & Zorlu, 2021) and some organizations such as International Society for Technology in Education (ISTE), World Economic Forum (WEF), Assessment and Teaching of 21st-Century Skills Framework (ATSC21), Partnership for 21 st -Century Skills (P21), The North Central Regional Educational Laboratory (NCREL), American Association of Colleges and Universities (AACU), and METIRI Group have tried to define 21CSs and their assessment rules (Cansoy, 2018). Lemke (2002) has defined 21CSs in four main categories as; IT, EC, HP, and DAL in the project supported by NCREL and METIRI Group.…”

Section: Literature Reviewmentioning

confidence: 99%

“…Also, it is stated that enrollment in introductory physics courses at the university decreases as well (Council, 2001;Erkilic, 2020). Some factors decreasing students' physics success are related to instructors, insufficient course materials, students, curriculum, insufficient laboratory facilities, economic inadequacies, and insufficient mathematics infrastructure (Vilia & Candeias, 2020;Vysoká & Smetanová, 2016). Except for these factors, it is seen that negative attitudes and perceptions towards science, and physics courses play an important role in students' successes in these fields (Aydin & Cekim, 2017;Erinosho, 2013;Kaur & Zhao, 2017;Veloo et al, 2015).…”

Section: Introductionmentioning

confidence: 99%

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Investigating the 21st -century skills of undergraduate students: Physics success, attitude, and perception

Oral¹,

Erkilic²

2022

tused

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This study was performed to figure out the relationship between undergraduate students’ 21st-century skills (21CSs), physics academic achievements, attitudes towards physics, and perceptions of physics teaching and learning. The study was carried out with 329 undergraduate students who had taken physics courses from Architecture-Engineering, Education, and Health Sciences Faculties. For collecting data of the study, "Scale of Attitude towards Physics", "Scale of Perception Related to Physics Teaching and Learning" and "Malaysian 21st-Century Skills Instrument" which had adapted into Turkish, were applied to the undergraduate students. Before conducting statistical analysis, the homogeneity and normality tests were applied to the obtained data. All descriptive data of the study which collected using on-line questionnaire form were analyzed by frequency, mean, and percentage. The relationship between variables was analyzed using multiple linear regression testing, as well. Based on the statistical analysis carried out on the obtained data, significant relationship wasn’t found between the 21CSs of undergraduate students and their physics success. Contrary to this result, a significant relationship was determined between undergraduate students’ 21CSs and their attitudes toward physics, and their perceptions related to physics teaching and learning. Since positive attitudes and perceptions towards physics have positive effects on physics course success, it can be stated that undergraduate students' 21CSs indirectly affect the physics success of undergraduate students.

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Section: Discussionmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Investigating the 21st -century skills of undergraduate students: Physics success, attitude, and perception

Oral¹,

Erkilic²

2022

tused

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“…Results presented here suggest that Taiwanese citizens' interest in and self-understanding of scientific issues experiences were particularly important factors to predict their science learning enjoyment and scientific self-efficacy. This is supported by extant research, where citizens having higher interest in scientific issues are more likely to engage in scientific activities such as watching scientific television, reading scientific books and magazines, visiting science museums, and show enhanced enjoyment of science learning (Vilia & Candeias, 2020;Wan & Lee, 2017). It would appear, then, that when Taiwanese citizens engage in scientific experiences throughout their lives and, to the degree these experiences are positive, this should support higher self-understanding of scientific issues.…”

Section: Conclusion and Suggestionsmentioning

confidence: 95%

Exploring the relationships of citizens’ scientific interest and self-understanding to their learning enjoyment and self-efficacy in science

Smith

Hong

et al. 2022

Curr Psychol

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The aim of this study was to explore whether citizens' scientific interest and self-understanding relate to their learning enjoyment and self-efficacy in science. The sample participants consisted of 1,657 Taiwanese citizens ranging from 18 to 70 years of age. All participants were asked to complete the 2018 "Taiwan Citizens Science and Technology Literacy Survey" to assess their scientific interest, scientific self-understanding, science learning enjoyment, and scientific self-efficacy. Multiple regression models were used to analyze the data. The important findings included: (1) scientific interest was the most important predictor of science learning enjoyment, while scientific self-understanding was the most important predictor of scientific selfefficacy; and (2) the effects of scientific interest on self-understanding and the effect of science learning enjoyment on scientific self-efficacy each were significantly moderated by respondents' age, with stronger relationships observed in younger citizens than older citizens. This study provides insight into Taiwanese citizens' scientific learning enjoyment and self-efficacy and also informs potential governmental policies and/or societal practices that could be considered to promote scientific literacy.

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“…Research on students' attitudes toward learning underscores the pivotal role of attitude in both their current and future professional engagement, significantly influencing their career decisions (Mujtaba et al, 2018). Villa and Candeias (2019) have affirmed a strong connection between students' attitudes and their motivation to learn. The attitudes that students hold towards science have a substantial impact on their interest in the subject and their academic achievements in the field (Shahzad et al, 2022).…”

Section: Students' Attitude Towards Physicsmentioning

confidence: 99%

Effects of Cognitively Guided Instruction on Senior Secondary School Students’ Attitude towards Physics

Okeke,

Ramaila,

Ukoh

2023

IJLTER

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In an effort to achieve educational goals and improve students' enthusiasm for Physics, it is important to take into account the prior experiences that students bring with them to the classroom. Teachers' exploration of these prior experiences is crucial when implementing the constructivist approach to classroom instruction, as it helps in achieving the desired objectives. Consequently, this research aimed to investigate how the application of cognitively guided instruction influences the attitudes of senior secondary school students towards Physics. The study employed a pretest-posttest control group quasi-experimental design and utilized multilevel linear models for data analysis, considering the hierarchical structure of the data with participants nested at both classroom and school levels. Students’ Attitude to Physics Questionnaire was used to collect data during the study. The study's findings revealed a significant positive impact of cognitively guided instructional strategy (CGIS) on students' attitudes towards Physics, and a significant difference in the post-attitude mean scores of students in the CGIS and the conventional teacher-centred instructional groups. Thus, cognitively guided instruction holds substantial promise as an effective pedagogical strategy for teaching Physics. In conclusion, this research underscores the importance of contextualizing instruction, as it actively engages students in the learning process and significantly enhances their attitudes towards the subject of Physics. The instructional structure which CGIS provides enables the validation of students’ knowledge-creation ability.

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Attitude towards the discipline of physics-chemistry and school achievement: revisiting factor structure to assess gender differences in Portuguese high-school students

Cited by 16 publications

References 34 publications

Investigating the 21st -century skills of undergraduate students: Physics success, attitude, and perception

Investigating the 21st -century skills of undergraduate students: Physics success, attitude, and perception

Exploring the relationships of citizens’ scientific interest and self-understanding to their learning enjoyment and self-efficacy in science

Effects of Cognitively Guided Instruction on Senior Secondary School Students’ Attitude towards Physics

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