Relationship between study habits and student attitudes towards science and technology

Bowman, Charles R.

doi:10.17918/etd-3836

Cited by 4 publications

(6 citation statements)

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“…The lower-achieving students also spent more time focusing on solving the easy problems and eschewing the difficult problems. Bowman observed a similar effect when analyzing student online homework activity. Students who had fewer attempts at a problem, but spent longer per attempt, were more successful than students who had many quick attempts.…”

Section: Introductionmentioning

confidence: 64%

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Differences in General Cognitive Abilities and Domain-Specific Skills of Higher- and Lower-Achieving Students in Stoichiometry

2014

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This paper reports a comparison of a group of higher- and lower-achieving undergraduate chemistry students, 17 in total, as separated on their ability in stoichiometry. This exploratory study of 17 students investigated parallels and differences in the students’ general and domain-specific cognitive abilities. Performance, strategies, and mistakes in the students’ problem solving in the field of stoichiometry were also investigated in detail. The study revealed that the major difference between higher- and lower-achieving students lies in their cognitive skills, especially in domain-specific (mole concept) skills and the ability to deal with complexity. Results suggest that a thoroughly differentiated set of tasks be applied in the undergraduate chemistry classroom: tasks with limited complexity and structured help or scaffolding are needed for lower-achieving students, whereas complex and abstract tasks are needed to challenge the higher-achieving students.

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Section: Introductionmentioning

confidence: 64%

“…With the large number of t tests used in this study and the small number of students (17), there were two major considerations in analyzing the results: statistical power and familywise error. For the first, the small number of students does limit the power of the study.…”

Section: Statistical Considerationsmentioning

confidence: 99%

Differences in General Cognitive Abilities and Domain-Specific Skills of Higher- and Lower-Achieving Students in Stoichiometry

2014

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“…While reducing the difficulty of the questions -which would undoubtedly make students more confident -is not desirable, increasing self-confidence and familiarity with the problems may have a positive influence on student success. However, improving self-confidence will not directly improve a student's performance in chemistry; the interaction between the two is complex (Ajzen, 2002;Bauer, 2008;Bowman, 2012), and the correlations measured in this study cannot determine causation. In the end, improvement in the correlations observed will have a limit.…”

Section: Implications For Chemistry Classroomsmentioning

confidence: 72%

Determining what our students need most: exploring student perceptions and comparing difficulty ratings of students and faculty

Gulacar

Bowman

2014

Chem. Educ. Res. Pract.

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If the goal of teaching is to help students understand a subject, teaching cannot begin until student difficulties with a subject are understood. In order to create a guide for assessing student difficulties with chemistry material, students were asked to rate exam questions on three factors: problem difficulty, familiarity, and self-confidence. These surveys were then compared to difficulty ratings of the same questions as determined by chemistry professors. Students' ratings of problem difficulty, problem familiarity, and self-confidence correlated, as expected, with their success on exam problems. There was also some agreement between students and faculty on the difficulty of exam problems, though students were much more accurate of judging problem difficulty than were chemistry professors. Students were surveyed in two separate cohorts to test year-to-year reliability.

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“…Likewise, [38] determines the relationship between study skills and students' attitudes towards science and technology modular classes. He looked and examined the correlations between students' usage of online modular resources, online modular homework's, and their attitudes towards science and technology modular classes and also their performance in the said class.…”

Section: Conceptual Frameworkmentioning

confidence: 99%

Correlation of engagement and study skills of junior high school students in Science modular instruction amidst pandemic of the public secondary schools in Calbayog districts

Genesis S. Lingling

2023

GSC Adv. Res. Rev.

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Due to the spread of the COVID-19 pandemic, schools were forced to close and shift to a new modality of instruction to meet students' educational needs. This study assessed the correlation of engagement and study skills of junior high school students in Science modular instruction amidst the pandemic of the school year 2021-2022 among the public secondary schools in Calbayog districts of the Schools Division of Calbayog City. A descriptive correlational method of research was used by the researcher. A set of questionnaires was distributed to the 367 respondents. The questionnaire assessed the profile of the respondents, their level of engagement, and study skills in science modular instruction during the COVID19 pandemic. The finding of the study revealed that students were highly engaged in Science modular instruction in terms of affective, behavioral, and cognitive aspects. It also found out that students showed very high study skills. Further, the study disclosed that the level of students’ level of study skills in Science Modular Instruction amidst pandemic when grouped to their demographic profile. Results showed that parents’ educational attainment and family monthly income of the students were noted as predicting factors to their study skills. With this, the researcher recommends that the study skills of the students must be given attention. Thus, training design is proposed to sustain students’ engagement and strengthen students’ study skills in science modular instruction among junior high school students through the “motivational design approach” of the Attention, Relevance, Confidence, and Satisfaction (ARCS) Model.

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Relationship between study habits and student attitudes towards science and technology

Cited by 4 publications

References 0 publications

Differences in General Cognitive Abilities and Domain-Specific Skills of Higher- and Lower-Achieving Students in Stoichiometry

Differences in General Cognitive Abilities and Domain-Specific Skills of Higher- and Lower-Achieving Students in Stoichiometry

Determining what our students need most: exploring student perceptions and comparing difficulty ratings of students and faculty

Correlation of engagement and study skills of junior high school students in Science modular instruction amidst pandemic of the public secondary schools in Calbayog districts

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