Profiles of student science attitudes and its associations with gender and science achievement

Ma, Yue

doi:10.1080/09500693.2022.2101705

Cited by 11 publications

(3 citation statements)

References 36 publications

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“…Education is real learning in developing cognitive skills and controlling oneself and behavior, such as attitudes. Education can also be interpreted as an effort to improve individual attitudes so that they become better in the future (Putra & Wiza, 2019;Duran et al, 2021;Ma, 2022;Korkmaz et al, 2023). Education is a process that is very necessary for individuals because it can change individual attitudes and knowledge for the better (Astalini, Kurniawan, & Phatoni, 2019;Case et al, 2021;Keržič, & Zorko, 2023).…”

Section: Introductionmentioning

confidence: 99%

The Influence of Student Attitudes on Learning Achievement

Iqbal,

Farida,

Win

2023

Jur. Ilmh. Ilm. Ter. Un. Ja

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This research is the first to examine the influence of attitude on learning outcomes among class X students of Senior high school 2 Jambi City. Attitude is one of the main indicators of current learning and learning outcomes are a benchmark for assessing student attitudes. The research aims to explore the relationship between student attitudes and their academic performance in various subjects. This research uses a quantitative research method by means of a survey with a purposive sampling technique. The analysis technique used is normality and linearity assumption testing and hypothesis testing using person correlation. The research subjects this time were 60 class X students of Senior high school 2 Jambi City. The results of this research show that the significance value is 0.042 which is smaller than 0.05, which shows that there is a sufficient relationship between student attitudes and student learning outcomes. The novelty of this research is that it introduces a new measure of student attitude based on a multidimensional scale that covers cognitive, affective, and behavioral aspects. The research also provides empirical evidence of the positive impact of student attitude on learning outcomes across different subjects, such as mathematics, science, and language. The research contributes to the literature on educational psychology and pedagogy by highlighting the role of student attitude in enhancing academic achievement and motivation.

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Section: Introductionmentioning

confidence: 99%

The Influence of Student Attitudes on Learning Achievement

Iqbal,

Farida,

Win

2023

Jur. Ilmh. Ilm. Ter. Un. Ja

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“…The Test of Science Related Attitudes Scale by Fraser was reduced (from 70 to 14 items) to suit elementary students. Based on gender, males outperform females in ATS in various places, such as in Africa (Iwuanyanwu, 2022), Hong Kong (Ma, 2022), Hungary (Szalkay et al, 2021), Spain (Toma et al, 2019). However, ATS literature on gender is still limited and an unresolved issue (Mao et al, 2021).…”

Section: Introductionmentioning

confidence: 99%

Gender- and academic level-bias in MATS when measuring attitude towards science in Indonesia: A Rasch analysis

Suryadi,

Fawaiz,

Kurniati

et al. 2023

JPR

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The waning interest of students in science became a global concern. The purpose of this research was to translate, adapt, and validate the My Attitude toward Science [MATS] questionnaire instrument, which was used to measure students' attitudes toward science in the Indonesian context. We also investigated the items that contributed to gender and academic level differences in responses. To analyze the psychometric properties of the instrument, 223 students participated in the four-dimensional Indonesian variant of the MATS instrument. The unidimensionality and model fit of the four dimensions of the questionnaire were evaluated using Rasch analysis. In general, In general, the MATS instrument has been confirmed as multidimensional, attaining a configuration of three dimensions through the amalgamation of two previously distinct dimensions. The reliability of the instruments was quite good, but the reliability of the instruments in the expectation and perception toward scientist dimensions is still relatively low. The questionnaire was incapable of distinguishing between students with positive and negative expectation and perception toward scientist. The range of MNSQ values for all three dimensions was approximately 0.73 to 1.55. In the gender based DIF analysis, two items were identified: MATS 14 (−0.68) and MATS 21 (−0.75). In the meantime, each class responded differently to one or more items based on their academic level. In conclusion, this study concluded by recommending the simplification of the scale used to assess the expectation and perception toward science dimensions. It is anticipated that the Indonesian version of the MATS instrument will aid educators, researchers, and policymakers in obtaining valid and dependable data regarding student attitudes toward science. The implications and future studies on masculinity, oldscientists, and lower ATS in early high school classes have been discussed.

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“…Matematiğe yönelik tutum; olumlu, olumsuz veya tarafsız duygular ve eğilimler şeklinde tanımlanmaktadır ve iki boyutlu (duygular ve inançlar) veya çok boyutlu (bilişsel, duyuşsal ve davranışsal) olabilir (Lin ve Huang, 2014). Son yıllarda farklı bağlamlarda geniş bir araştırma yelpazesi ile öğrencilerin bilim, teknoloji, fen ve matematiğe yönelik tutumlarını etkileyen değişkenler incelemiştir (Aiken 1970;Davadas ve Lay, 2020;Di Martin ve Zan, 2011;Dowker, Cheriton, Horton ve Mark, 2019;Gardner, 1975;Ma, 2022;Pepin, 2011).…”

Section: Introductionunclassified

A Study on Determining Students' Mathematical Attitude Profiles by Latent Profile Analysis

SAATÇİOĞLU

2023

Gazi Üniversitesi Gazi Eğitim Fakültesi Dergisi

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Bu çalışmada TIMSS 2019 8. Sınıf Türkiye verisi için matematiğe yönelik tutum ve matematik başarısı arasındaki ilişkiyi incelemek ve bireylerin matematiğe yönelik tutum profillerini belirleyerek, bu profillere göre matematik başarısındaki farklılıkların tespit edilmesi amaçlanmıştır. Örtük Profil Analizi ile gerçekleştirilen analizler sonucunda dört tutum profili belirlenmiştir. Birinci profil (n = 304, %0.08), matematik dersine karşı çok olumsuz tutuma sahip grubu; ikinci profil (n = 1882, %47) matematiğe olumsuz tutuma sahip grubu, üçüncü profil (n = 1290, %33) tarafsız tutuma sahip olan grubu, dördüncü grup (n = 456, %12) olumlu tutuma sahip olan grup olarak adlandırılmıştır. Ayrıca öğrencilerin matematiğe karşı tutumları, 'matematiği sevmek', 'matematiğe değer vermek' ve 'matematiğe güven'den oluşan çok boyutlu bütünleşik bir yapı olarak tanımlayan literatürle benzer sonuçlar elde edilmiştir. Elde edilen profillere göre matematik başarı farklılıkları test edilmiş ve kovaryant değişkenler eklenerek profiller hakkında ayrıntılı bilgiler elde edilmiştir. Eğitimcilerin ve yöneticilerin öğrencilerin matematiğe yönelik olumlu tutuma sahip olmalarına katkı sağlayacak eğitim ve program faaliyetlerinin yapılması önerilmiştir.

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Profiles of student science attitudes and its associations with gender and science achievement

Cited by 11 publications

References 36 publications

The Influence of Student Attitudes on Learning Achievement

The Influence of Student Attitudes on Learning Achievement

Gender- and academic level-bias in MATS when measuring attitude towards science in Indonesia: A Rasch analysis

A Study on Determining Students' Mathematical Attitude Profiles by Latent Profile Analysis

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