Pupils’ Attitudes toward Chemistry in Two Types of Czech Schools

Abstract

Chemistry is a school subject that is not viewed favorably among pupils. Before we can improve pupils' attitudes toward chemistry, it is important to find out the problem as to why the attitudes are relatively negative. The research was focused on Czech lower secondary and secondary grammar school pupils' attitudes to the subject of chemistry. Also, the difference between groups of variables (gender and grade) was examined. The sample size contained 931 Czech lower secondary and secondary grammar school pupils. The research tool was a questionnaire with 25 Likert type items. By the use of factor analysis, the items were distributed into four categories: 1) Popularity and difficulty of chemistry, 2) The relevance of chemistry, 3) Chemical aids and laboratory experiments, 4) The future life and chemistry. The overall score indicated neutral/slightly positive pupils' attitude toward chemistry. Girls received a lower score in comparison with boys in all grades, except the 1st grade, in secondary grammar schools. The opposite situation was among lower secondary school pupils, where girls achieved a slightly higher attitude score. It is possible to say that negative attitudes toward chemistry are also among lower secondary and secondary grammar school pupils, so it is needed to try to improve attitudes toward chemistry from the early age of pupils. The recommendations for the pedagogical practice are suggested in the conclusion.

Factors Affecting Secondary Schools Students’ Attitudes toward Learning Chemistry: A Review of Literature

“…Similarly, another factor the grade level was disclosed in 9 studies out of the 36, seven of them clearly showed their positive effect (some with a statistically significant effect of p < 0.05 (Can, 2012;Can & Boz, 2012), a high statistical significant effect with p < 0.01 (Cheung, 2009a;Hofstein et al, 1977), and a very high statistical significant effect with p <0.001 (Heng & Karpudewan, 2015;Montes et al, 2018). Two studies showed no effect of grade level on students' attitudes towards chemistry (Akarsu & Kariper, 2013;Kubiatko et al, 2017). (Freedman, 1997) Students treated using laboratory instruction showed a higher score and a positive attitude (p˂0.01).…”

“…Among the eleven factors, gender was tackled in 19 studies out of 36. Thirteen clearly showed their significant main effect (p < 0.05 (Can, 2012;Heng & Karpudewan, 2015;Kenar et al, 2015;Kubiatko et al, 2017;Menis, 1983), a highly significant effect with p<0.01 (Anwer et al, 2012) and others with a very high significant main effect of p < 0.001 (Cheung, 2009b;Heng & Karpudewan, 2015;Hofstein et al, 1977;Salta & Tzougraki, 2004). However, six studies showed no effect of gender on the attitude of students (Akcay et al, 2010;Inye, 2011;Montes et al, 2018;Najdi, 2018;Ngila & Makewa, 2014;Sakariyau et al, 2016), (p > 0.05).…”

“…Further research that examined secondary students' attitudes toward chemistry was carried out by Kubiatko et al (2017) in the Republic of Czech. They focused on pupils' perception of chemistry in four dimensions (popularity and difficulty of chemistry, the relevance of chemistry, chemical aids and laboratory experiments, and future life and chemistry).…”

“…Besides, there are many studies carried out to investigate the effect of instructional methods on students' attitudes among secondary schools students (Akcay, Yager, Iskander, & Turgut, 2010;Barchok, Too, & Ngeno, 2013;Festus & Ekpete, 2012;Juntunen & Aksela, 2013;Khan & Ali, 2012;Kousa, Kavonius, & Aksela, 2018;Oh & Yager, 2004;Singh & Chibuye, 2016). Others have also indicated the influence of grade level (Akarsu & Kariper, 2013;Can & Boz, 2012;Heng & Karpudewan, 2015;Hofstein et al, 1977;Kubiatko et al, 2017;Menis, 1989), gender (Akarsu & Kariper, 2013;Akcay et al, 2010;Heng & Karpudewan, 2015;Kenar, Ali, Ali, & Demir, Halil, 2015;Kubiatko et al, 2017;Menis, 1983;Ngila & Makewa, 2014;Osborne et al, 2003;Seba et al, 2013;White & Harrison, 2012) and that of teachers' characteristics (Adegbola & Depar, 2019;Chepkorir, Cheptonui, & Chemutai, 2014;Inye, 2011;Yunus & Ali, 2012).…”

“…Different studies conducted indicated that the attitudes of students toward science negatively change during secondary school (Cheung, 2009b;Hofstein, Ben-Zvi, Samuel, & Tamir, 1977;Hofstein & Mamlok-Naaman, 2011;Kubiatko, Balatova, Fancovicova, & Prokop, 2017;Salta & Tzougraki, 2004). However, there are limited studies that have identified some of the factors that may contribute to the attitudes of secondary school students toward chemistry learning (Inye, 2011;Liaghatdar, Soltani, & Abedi, 2011;Najdi, 2018;Osborne, Simon, & Collins, 2003;Weinburgh, 1995).…”