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The document discusses a study that examines the relationship between students' attitudes towards science and their academic achievement. It provides descriptive statistics from a questionnaire measuring students' interest, motivation, confidence, and other dimensions of attitude. It also gives example statements related to interest, motivation, perceived value, confidence, engagement, and self-efficacy in science learning.

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5 views

Sample Reference

The document discusses a study that examines the relationship between students' attitudes towards science and their academic achievement. It provides descriptive statistics from a questionnaire measuring students' interest, motivation, confidence, and other dimensions of attitude. It also gives example statements related to interest, motivation, perceived value, confidence, engagement, and self-efficacy in science learning.

Uploaded by

Jimros Cabig
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Profile of the Attitude towards

Respondents Science
 Sex
 Interest
 Academic
 Motivation Student’s Academic
Strand/Track
 Confidence in Achievement
 Age
Learning
 Socio-
Science
economic
 Engagement
status
 Self-efficacy

Table 7. Descriptive statistics of attitudes toward science questionnaire items N. Item Science
Mean SD Liking learning science 1 I enjoyed learning science 3.21 0.90 2 I wish I did not have
to study science 2.16 1.09 3 Science is boring 2.11 1.05 4 I learn many interesting things in
science 3.36 0.82 5 I like science 3.13 0.97 Valuing science 6 I think learning science will help
me in my daily life 3.30 0.90 7 I need science to learn other school subjects 2.82 0.95 8 I need to
do well in science to get into the university 3.59 0.74 9 I need to do well in science to get the job
I want 3.37 0.91 10 I would like a job at involves using science 2.86 1.12 11 It is important to do
well in science 3.53 0.75 Confident in science 12 I usually do well in science 3.23 0.77 13
Science is more difficult for me than for many of my classmates 2.00 0.97 14 Science is not one
of my strength 2.26 1.03 15 I learn things quickly in science 3.17 0.88 16 Science make me
confused and nervous 2.24 1.01 17 I am good at working out difficult science problems 2.73 0.93
18 My teacher thinks I can do well in science 3.43 0.82 19 My teacher tells me I am good at
science 3.25 0.92 20 Science is harder for me than any other subject 1.98 1

Sample Attitude Towards Science Statements:

1. Interest:
 "I find science topics intriguing and captivating."
 "Exploring scientific concepts excites me."
2. Motivation:
 "I am motivated to excel in science because I see its real-world
applications."
 "Challenges in science motivate me to learn more and overcome
difficulties."
3. Perceived Value:
 "I believe that understanding science is essential for making informed
decisions in everyday life."
 "Recognizing the value of science encourages me to invest time and
effort in my studies."
4. Confidence in Science Learning:
 "I am confident in my ability to grasp and apply scientific principles."
 "Even when facing challenging science problems, I believe in my
capacity to solve them."
5. Engagement in Science Learning:
 "I actively participate in science-related discussions and activities inside
and outside the classroom."
 "Science experiments and projects genuinely interest me, leading to my
active involvement."
6. Science Self-Efficacy:
 "I believe I can perform well in science, even when the material is
complex."
 "My confidence in my scientific abilities positively impacts my overall
academic performance."

These sample statements reflect various dimensions of attitude towards


science that can influence students' academic achievement. Positive attitudes,
as reflected in these statements, may contribute to increased engagement,
motivation, and confidence in science learning, ultimately impacting academic
success in science subjects. It's important to note that these statements can be
adapted and tailored to suit the specific context and population being studied.

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