Science interest and attitude traits in students subsequent to the study of chemistry at the ordinary level of the general certificate of education

Exploring relationships among four science teaching‐learning affective attributes of sixth grade students

“…As an initial procedure, product-moment correlations were calculated among four attitudinal tendencies where all possible combinations were found to be positive and significant (Table 11). Significant positive correlations (0.69; p € 0.001) surfaced between attitudes toward science and interest in science; this finding is in harmony with those of Kempa and Dube (1974), Hofstein, Ben-Zvi, Samuel and Kempa (1977), and Harty, Andersen, and Enochs (1984). A significant positive correlation (0.69; p < 0.001) was found between attitudes toward science and curiosity which supports the results of Harty, Andersen and Enochs (1984).…”

“…In the literature inside and outside of science education, only a few studies have focused on the relationships among attitudes toward science, interest in science, science curiosity, and self-concept of science ability. Vitrogan (1967) reported that attitudes toward science and interest in science may be viewed as different personality attributes, whereas Kempa and Dube ( 1974) found strong positive relationships between these two variables, and Hofstein, Ben-Zvi, Samuel, and Kempa (1977) concluded that a general coherence exists between science interest and science attitudes. In addition, Harty, Andersen, and Enochs (1984) found significant positive correlations between the constructs of attitudes toward science and interest in science.…”

Students’ Ability Levels and Effectiveness of Problem-Solving Instructional Strategy

“…Some studies have also shown that method of instruction can influence the performances of low achieving students, (Kempa and Dube, 1974;Long, 1981;Adesoji, 1992;Okebukola, 1992;Lavioe, 1993 andIroegbu, 1998). However, achievements of low ability students have been found to be lowest while that of high ability students was the highest ( Kempa and Dube, 1974;Roberts,1995). It has also been observed that problem-solving strategies were effective in teaching students of different ability levels (Adesoji, 1995(Adesoji, , 1997.…”

Attitudes toward science of nonscience major undergraduates: Comparison with the general public and effect of a science course

“…Comparisons, using Likert-type scales (Likert, 1932), of attitudes toward science have shown that science-major undergraduates have a more positive attitude than do nonscience majors (Hirschhorn, 1974;Korth, 1969;Tilford & Allen, 1974). Longitudinal studies on groups of students have shown that their attitudes become more positive after science instruction, especially by the process approach (Johnson, Ryan & Schroeder, 1974;Kempa & Dube, 1974;Kennedy, 1973;Simmons & Esler, 1972). Taken together, these two lines of research indicate a correlation between science knowledge and science attitude.…”