Nigerian Pre-Service Teachers’ Science Anxiety

Idowu, Oludipe Daniel

doi:10.4236/ce.2013.45045

Cited by 3 publications

(2 citation statements)

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“…Workloads such as lesson plan and teaching materials became stressor since the pre-service teachers did not know what to prioritise. Furthermore, anxiety in subject matter such as mathematics (Çatlioğlua, Birgina, Costua, & Gürbüz, 2009) and science (Idowu, 2013) is also well-documented pieces of literature on psychological well-being among the pre-service teachers.…”

Section: Introductionmentioning

confidence: 99%

Measuring Social-Psychological Functioning Among Malaysian Pre-Service Teachers

Khairani¹,

Idris²,

Shamsuddin³

2019

APJEE

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The purpose of this study was to assess social-psychological functioning among pre-service teachers. A total of 693 pre-service teachers (male = 187, female = 506) from three public universities participated in this cross-sectional survey study. Responses from the 8-item Flourishing Scale was used to assess the status of social-psychological functioning. The results were then analysed using the IBM SPSS Statistics version 23. We reported statistically significant association between social-psychological functioning and gender (p = .000), the first year was significantly lower social-psychological functioning score than that of other groups (p = .033), while, the pure arts students demonstrated significantly higher mean score compared to other fields of study (p = .000). The analysis also showed that there was a moderate and positive relationship between socialpsychological functioning and academic achievement (r = .402, p = .000). In addition, we also provide discussions on possible reasons for these results, with focus on the challenges faced during their transitions into university life.

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Section: Introductionmentioning

confidence: 99%

Measuring Social-Psychological Functioning Among Malaysian Pre-Service Teachers

Khairani¹,

Idris²,

Shamsuddin³

2019

APJEE

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“…Ward (2009) found that preservice science teachers tended to display greater efficacy as they progressed during their final year of teacher preparation and that attitudes were statistically-significant predictors of that growth. In Nigeria, Idowu (2013) reported that wouldbe secondary science teachers grew in confidence between the time of entering college and graduation. These representative studies suggest that university experiences generally have positive effects on preservice teachers' attitudes towards science.…”

Section: Introductionmentioning

confidence: 99%

Changes in Elementary Preservice Teachers' Attitudes About Science During Courses Following the 5E Instructional Model

Long¹

2019

Proceedings of the 2019 AERA Annual Meeting

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This study involved the attitudes towards science of elementary preservice teachers at a large public university in Texas. A version of the Test of Science Related Attitudes (TOSRA) was used to assess teachers' attitudes before and after completing a teaching methods course.The coursework involved an integrated science curriculum and centered on the 5E lesson cycle.Statistical analyses showed significant improvements in attitudes towards science for four of the seven TOSRA scales. In contrast, for two TOSRA scales, there was a significant deterioration in attitudes. Overall, the science methods course seemed to have a positive effect on elementary preservice teachers' attitudes.

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The Effect of Science Education Classes on Preservice Elementary Teachers’ Attitudes About Science

Long

2019

Journal of College Science Teaching

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Nigerian Pre-Service Teachers’ Science Anxiety

Cited by 3 publications

References 5 publications

Measuring Social-Psychological Functioning Among Malaysian Pre-Service Teachers

Measuring Social-Psychological Functioning Among Malaysian Pre-Service Teachers

Changes in Elementary Preservice Teachers' Attitudes About Science During Courses Following the 5E Instructional Model

The Effect of Science Education Classes on Preservice Elementary Teachers’ Attitudes About Science

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