An Investigation into Upper Elementary Students’ Attitudes towards Science
Abstract
Science and technology course that helps to improve cognitive aspects and enhance the creativity of the individuals
is an important part of elementary school education as a core course. Students may gain scientific knowledge,
scientific process skills, and attitudes during their science learning process. This study aimed to determine upper
elementary students’ attitudes towards science outside school, science and technology, school and plans for the
future. A questionnaire cross-sectional survey method is used for data collection the sample of the study is 191
students selected among the population by randomly. The questionnaire was 5-point Likert-type scale, and its
Cronbach Alpha reliability coefficient is 0.83. It includes 6 items regarding students’ attitudes towards science
outside school, 6 items regarding science and technology, 12 items regarding school, and 5 items regarding plans for
the future. The data have been analyzed by using SPSS 16.0 software. Appropriate statistical methods were used for
the examination of data distribution. It was found that students’ mean attitude scores ( X =3.96) for science outside
school, ( X =4.09) for science and technology, ( X =3.50) for school, and ( X =3.50) for plans for the future. It was
also examined whether general attitude of the students towards science outside school, science and technology,
school and plans for the future varied with respect to gender, grade and age variables. It was found that students’
attitude scores varied with respect to gender (p<0.05) in favor of girls and attitude scores for only science and
technology section. It was found out there was statistically significant difference in favor of 8th grade students for
attitudes towards only science and technology section. Moreover, it was found out there was significant difference in
favor of 15th years old students towards science outside school, science and technology and school.
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