Study Attitude and Academic Achievement in Biology at Secondary School Level in Mubi Metropolis of Adamawa State

Fareo, Dorcas Oluremi

doi:10.29322/ijsrp.9.08.2019.p9253

Cited by 3 publications

(6 citation statements)

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“…A copy of the questionnaire is included in the S1 Questionnaire. The questionnaire was in English and consisted of section # 1 includes (14 questions) about feeling toward biology, and section #2 has 8 sub-scales (48 questions) that included: general interest (1-5), motivation towards learning biology (6)(7)(8)(9)(10)(11)(12)(13)(14)(15), benefit and utility of biology item (16)(17)(18)(19)(20), career motivation (21)(22)(23)(24)(25), self-efficacy in biology learning (26)(27)(28)(29)(30)(31)(32)(33), self-determination (34)(35)(36)(37)(38), grade motivation (39)(40)(41)(42)(43) and assessment anxiety (44)(45)(46)(47)(48).…”

Section: Attitude Instrumentmentioning

confidence: 99%

“…Gasiewski et al (2012) suggest students’ attitudes play a critical role in enrollment and retention decisions in science education and future career intentions. Similarly, Fareo (2019) mentioned that the student’s attitude in secondary level schools influences the way he/she studies, grades achievements, and involvement in the overall subject in the future [ 41 ]. Tsybulsky et al (2018) found students’ attitudes improve general interest in future careers in science in the same vein.…”

Section: Introductionmentioning

confidence: 99%

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Measuring attitudes towards biology major and non-major: Effect of students’ gender, group composition, and learning environment

et al. 2021

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This study examined the effect of collaborative learning (CL) versus traditional lecture-based learning (TL) pedagogies and gender group composition in effecting positive or negative attitudes of biology major and nonmajor men and women students. The experimental research method was administered in experimental and control groups to test the hypotheses. Students’ attitudes refer to their positive or negative feelings and inclinations to learn biology. A nine-factor attitude scale was administered in (1) single-gender nonmajor biology, (2) mixed-gender nonmajor biology, (3) single-gender major biology, and (4) mixed-gender biology major groups. Men (221) and women (219) were randomly assigned into single and mixed-gender classes without groups and single-gender groups (4M) or (4W) and mix-gender (2M+2W) groups. In CL nonmajor and major single-gender groups, women demonstrated significantly higher positive attitudes than men. In contrast, men’s attitudes were significantly improved in mixed-gender CL groups for major and nonmajor sections, and the effect size was larger in mix-gender classes. Women feel less anxious in single-gender groups but more anxious in mixed-gender groups. In mixed-gender groups, men’s self-efficacy, general interest, and motivation enhanced significantly; overall, men experienced greater satisfaction and triggered their desire to collaborate better, affecting all nine attitudinal factors. There was an interaction effect demonstrating the teaching pedagogy’s impact on improving students’ attitudes toward biology; students’ gender and gender-specific group composition have been the most influential factor for nonmajor students. These findings suggest that there is a need for developing gender-specific and context-specific learning pedagogies, and instructors carefully select gender grouping in teaching undergraduate science subjects.

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Section: Attitude Instrumentmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Measuring attitudes towards biology major and non-major: Effect of students’ gender, group composition, and learning environment

et al. 2021

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“…Hence, attitude is the mind framework of learners to particular phenomena on science learning (Prayitno et al, 2017;Widiyatmoko & Shimizu, 2018). According to Fareo (2019), attitude is described as a complex construct; however, fairly stable emotional tendency to respond often to some specific thing, condition, individual and groups. For example, individual's attitude can only be inferred from his/her response to a particular activity based on cognitive, affective, and behavioral measurements.…”

Section: Introductionmentioning

confidence: 99%

“…For example, individual's attitude can only be inferred from his/her response to a particular activity based on cognitive, affective, and behavioral measurements. As a result, cognitive component of attitude includes beliefs and ideas of a person preference to object, affective component of attitude encompasses persons feelings about like and dislike to objects and behavioral aspect of attitude also comprises about doing of tasks in a particular way to certain objects (Fareo, 2019;Jurik et al, 2013). Moreover, Jurik et al (2013) summarized that attitude is an opinion that comprises assessment of happening along a range from negative to positive and predispose to act in certain ways towards materials, individual or event.…”

Section: Introductionmentioning

confidence: 99%

“…Accordingly, altitude has several benefits on position of students towards learning science education (Hinneh, 2017). Some of the benefits of attitude for science learning includes understanding of scientific knowledge (Widiyatmoko & Shimizu, 2018), encouraging students to science learning (Fareo, 2019), enhancing performance of students (Mulatie, 2018), increasing students' interest to attain certain tasks (Sitotaw & Tadele, 2016;Villafañe & Lewis, 2016) and…”

Section: Introductionmentioning

confidence: 99%

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Effects of Guided Inquiry-Based Model on Pre-Service Biology Teachers Attitude Towards Invertebrate Zoology Learning

Abza

Wodaj²,

Edessa³

2022

AQUADEMIA

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Although attitude is a key to achieve competency of contemporary science education overlooked in many Ethiopian schools and institutions. The purpose of current study was to investigate the effects of guided inquiry based instructional model on pre-service biology teachers' attitude towards invertebrate zoology learning. The research used quantitative research method and non-equivalent quasi-experimental pretest-treatment-posttest design. 128 pre-service biology teachers registered on invertebrate zoology course was selected using convenient sampling method. Three intact groups were assigned into two treatment groups (TG1&TG2) and a comparison group (CG). The treatment and comparison groups were instructed for eight consecutive weeks with guided inquiry based instructional model and conventional method of teaching respectively. Likert scale questionnaire was administered to collect pretest and posttest data from participants. The data were analyzed using one-way ANOVA and factorial ANOVA. The results of the study revealed that there were significant differences between groups in overall, dimension-1 and dimension-2 of attitude. In relation to gender guided inquiry based instructional model had no significant effect on attitude of pre-service biology teachers in invertebrate zoology learning. In conclusion guided inquiry based instructional model on pre-service biology teacher's overall attitude have sound effects towards invertebrate zoology learning.

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The effect of gender composition and pedagogical approach on major and non-major undergraduates biology students’ achievement

Almasri

Hewapathirana

Alhashem

et al. 2022

Interactive Learning Environments

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Study Attitude and Academic Achievement in Biology at Secondary School Level in Mubi Metropolis of Adamawa State

Cited by 3 publications

References 0 publications

Measuring attitudes towards biology major and non-major: Effect of students’ gender, group composition, and learning environment

Measuring attitudes towards biology major and non-major: Effect of students’ gender, group composition, and learning environment

Effects of Guided Inquiry-Based Model on Pre-Service Biology Teachers Attitude Towards Invertebrate Zoology Learning

The effect of gender composition and pedagogical approach on major and non-major undergraduates biology students’ achievement

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