Analysis of Variance for Parental Demographic Variables to Students’ Total Attitudes toward Secondary Education Science Teaching and Learning

Ephias Gudyanga

doi:doi:10.11648/j.ijsedu.20140202.13

| Peer-Reviewed

Analysis of Variance for Parental Demographic Variables to Students’ Total Attitudes toward Secondary Education Science Teaching and Learning

Ephias Gudyanga

Published in International Journal of Secondary Education (Volume 2, Issue 2)

Received: 9 March 2014 Accepted: 7 May 2014 Published: 10 May 2014

Views: Downloads:

Download PDF

Share This Article

Twitter
Linked In
Facebook

Abstract

In this study, analysis of variance for parental demographic nt variables to students’ total attitudes toward science teaching and learning was carried out. A survey was carried out on a randomly selected 243 participants in the secondary school section (12-16 year age group). The Likert type questionnaire was used to collect data which was subjected to ANOVA testing. The Null hypothesis (Ho) testing showed F-ratios which were significant at both .05 and .01 alpha levels leading to rejection of (Ho). Parental encouragement, parental socio-economic status and parental educational levels were all significant towards attitude formations and change towards the teaching and learning of Science. It was concluded that parents play a critical role in encouraging and supporting their children’s Science learning at home and in school and throughout their communities.

Published in	International Journal of Secondary Education (Volume 2, Issue 2)
DOI	10.11648/j.ijsedu.20140202.13
Page(s)	40-47
Creative Commons	This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.
Copyright	Copyright © The Author(s), 2024. Published by Science Publishing Group

Keywords

Attitude, Parent, Science, Teaching, Learning

References

[1]	Gudyanga, E., & Gudyanga, A. (2013). Attitudes of secondary school pupils towards the teaching and learning of Science. The Zimbabwean Case. International Journal Advances in Social Sciences and Humanities, 1(2), 1-6.
[2]	Hodzi, R. A. (1992). Relationship of attitudes toward self, family, and school with attitude towards Science among Secondary school students in Zimbabwe. Zimbabwe Journal of Educational Research, 4(3), 294-305.
[3]	Gudyanga, A., Kathija, A., & Kurup, R. (2013). Zimbabwean female participation in physics: The influence of context on identity formation. Department of Education. Nelson Mandela Metropolitan University. South Africa.
[4]	Urgulou, M. E., & Walberg, H. J. (1981). Motivation and Achievement in Science. American Educational Research Journal, 24(1), 87-91.
[5]	Schibeci, R. A., & Riley, J. P. (1986). Influence of students’ background and perceptions on Science attitudes and achievement. Journal of Research in Science Teaching, 23, 177-187.
[6]	Mager, R. (1991). Attitudes towards Science. A quantitative synthesis. Science Education, 34(3), 337-353.
[7]	Fishbein, M., & Ajzen, I. (1975). Belief, Attitude, Intention and Behaviour: An Introduction to theory and Research. Reading - Mass: Addison – Wesl
[8]	Lillis, K. (1982). The Growing Importance of the Vocational School? Paper in press. SIDA A.G.M. (SIDA).
[9]	Moyo, N. S. (1988). Problems in the teaching of Practical subjects. Teachers Forum, 16(7), 23-24.
[10]	Mackenzie, C. G. (1988). Zimbabwe’s Educational miracle and the problems it has created. International Review of Education, 34(3), 337-353.
[11]	Levin, H. M. (1978). Educational Reform: Its Meaning? The Limits of Education Reform. New York: Longman, Inc.
[12]	MoESC. (2008). Director's Circular No. 23 Implementation Guidelines for the Institutionalisation of the Guidance and Counselling Programme in all Primary and Secondary Schools. Harare: Ministry of Education Sport and Culture.
[13]	UNESCO. (1983). Science and Technology Education and National Development. Paris: UNESCO.
[14]	Nichter, R. (1984). A Study of UNESO Science Education improvement projects in selected Anglophone countries of Africa: project problems. Science Education, 68(4), 381-396.
[15]	Chisman, D. G. (1984). Science Educational and National Development. Science Educational and National Development, 68(5), 563-569.
[16]	Fazio, R., & Williams, C. (1986). Attitude accessibility as a moderator of the attitude-perception and attitude-behaviour relations: An Investigation of the 1984 presidential election. Journal of Personality and Social Psychology, 7, 505-514.
[17]	Schibeci, R. A. (1989). Home, School and Peer Group Influences on student attitudes and achievement in Science. Science Education, 73(1), 13-24.
[18]	Gogolin, L., & Swartz, F. (1992). A quantitative and qualitative inquiry into the attitudes toward science of non-science college students. Journal of Research in Science Teaching, 29, 487-504.
[19]	Edwards, A. L., & Kenny, K. C. (1946). A comparison of the Thurstone and Likert techniques of attitude scale construction. Journal of Applied Psychology, 30, 72-83.
[20]	Likert, R. (1932). A technique for the measurement of attitude. Journal of Social Psychology, 1(4), 55-57.
[21]	Likert, R. (1934). A simple and reliable method of scoring the Thurstone attitude scales. Journal of Social Psychology, 5, 228-238.
[22]	Simpson, R. D., & Troost, K. M. (1982). Influence on commitment to and learning of Science among adolescent students. 66, 5, 761-781. Science Education, 66(5), 761-781.
[23]	Pritchard, R. A. (1935). The Relative popularity of Secondary School subjects at various ages. British Journal of Educational Psychology, 5, 229-241.
[24]	Houslop, N. L., & Weeks, E. J. (1948). The interests of school children. School Review, 4(3), 48-53.
[25]	Ball, F. H. (1978). Teaching and Learning Mathematics and Science. Dubuque: Iowa, WC Brown.
[26]	Allen, H., & Stokes, R. Z. (1959). Professional Training of Teacher’s. A Review of Research, 3, 200-215.
[27]	Lewis, D. G. (1963). An Investigation of the subject preferences of grammer school pupils. Durham Research Review, 3(3), 132-135.
[28]	Angus, L. (1950). A comparative study of the methods of measuring interest in Science and its relation to ability and achievement. British Journal of Educational Psychology, 20, 63-65.
[29]	Johnstone, A. H. (1982). Attitude measurement in Science-pitfalls and pointers in Royal Society of Chemistry- “Chemical Education Research and its implications for teaching.”. Paper presented at the Proceedings of a symposium, University of Aston, University of Aston, Birmingham.
[30]	Brown, T. R. (1967). Attitude towards Science and Critical thinking abilities of Chemistry and Non-Chemistry students in the Tacoma Public-schools. School Science Review, 31, 231-234.
[31]	Kimball, M. E. (1967). Understanding the Nature of Science – a comparison of Scientists and Science teachers. 5, 2, 67-68. Journal of Research in Science Teaching, 5(2), 67-68.
[32]	Whiston, T. G. (1969). Future Trends in Science Education. Education in Chemistry, 6(4), 3-8.
[33]	Wesley, S. J., & Meredith, A. S. (1983). Predicting student performance in a University Department of Education. British Journal of Educational Psychology, 49(16), 238-242.
[34]	Allen, H. (1959). Attitudes of certain high school seniors towards Science and scientific careers. Research in the Teaching of Science, 2, 279-281.
[35]	Gardner, P. L. (1975). Attitudes to science: A review. Studies in Science Education, 25, 283-289.
[36]	Cannon, R. K., & Simpson, R. D. (1985). Relationships among attitude, motivation, and achievement of ability grouped, seventh-grade, life Science students. Science Education, 69, 121-138.
[37]	Germann, P. J. (1998). Development of the attitude toward science in school assessment and its use to investigate the relationship between science achievement and attitude toward science in school5(8) 689-703. Journal of Research in Science Teaching, 25(8), 689-703.
[38]	Hough, L. W., & Piper, M. K. (1982). The relationship between attitudes toward Science and Science achievement. Journal of Research in Science Teaching, 19, 33-38.
[39]	Talton, E. L., & Simpson, R. D. (1987). Relationship of attitude toward classroom environment with achievement in Science among tenth grade Biology students. Journal of Research in Science Teaching, 24, 507-525.
[40]	Shrigley, R. L., Koballa, T. R., & Simpson, R. D. (1988). Defining attitude for Science Educators. Journal of Research in Science Teaching, 25, 659-678.
[41]	Shrigley, R. L. (1983). The attitudes concept and Science teaching. Science Education, 67(4), 425-442.
[42]	Haladyna, T., & Shaughnessy, J. (1982). Attitudes towards Science: A quantitative Synthesis. Science Education, 66, 554-563.
[43]	Koballa, T. R., & Crawley, F. E. (1985). The influence of attitude on Science teaching and learning. School Science and Mathematics, 85, 222-232.
[44]	Yager, R. E., & Yager, S. O. (1985 ). Changes in perceptions of science for third, seventh, and eleventh grade students. Journal of Research in Science Teaching, 22(4), 347-358.
[45]	Keeves, J. P. (1975). The home, the school, and achievement in Mathematics and Science. Science Education, 59(4), 439-460.
[46]	Yager, R. E., & Bonnstetter, R. J. (1984). Student perceptions of Science teachers, classess and course content. School Science and Mathematics, 84, 406-414.
[47]	Yager, R. E., & Penick, J. E. (1984). What students say about science teaching and science teachers. Science Education, 68, 143-152.
[48]	Bonnstetter, R. J., Penick, J. E., & Yager, R. E. (1983). Teachers in Exemplary programs: How do they compare. Washington, DC:: National Science Teachers Association.
[49]	Yager, R. E. (1988). Comparison of Perception: Exemplary Science and Random Programs. School Science and Mathematics, 88, 37-46.
[50]	Yager, R. E., & Penick, J. E. (1986). Perceptions of four age groups toward science classes, teachers, and the value of science. Science Education, 70, 355-363.
[51]	Clifton, R. A. (1978). Socioeconomic Status, Attitudes and Educational Performance. Tockholm: Almqvist and Wiksell International.
[52]	Myers, R. E., & Fouts, J. T. (1992). A cluster analysis of high school Science classroom environments and attitude toward Science Journal of Research in Science Teaching, 29(9), 929-937.
[53]	Yore, L. D. (1991). Secondary Science Teachers’ Attitudes toward ad beliefs about Science Reading and Science Textbooks. Journal of Research in Science Teaching, 28(1), 55-72
[54]	Rust, J., & Golombok, S. (1989). Modern Psychometrics. The Science of Psychological assessment.
[55]	Helmstadter, G. C. (1988). Scientific principles of psychological measurement. New York: Appleton –Century-Crofts.
[56]	Mason, E. J., & Bramble, W. J. (1991). Understanding and conducting Educational Research: Applications in Behavioural Sciences. New York: Mcgraw-Hill Book Co.
[57]	Hull, C. H., & Nie, N. H. (1984). SPSS. New York: Macgraw-Hill.London: Amazon.

Cite This Article

Plain Text BibTeX RIS

APA Style

Ephias Gudyanga. (2014). Analysis of Variance for Parental Demographic Variables to Students’ Total Attitudes toward Secondary Education Science Teaching and Learning. International Journal of Secondary Education, 2(2), 40-47. https://doi.org/10.11648/j.ijsedu.20140202.13

Copy | Download

ACS Style

Ephias Gudyanga. Analysis of Variance for Parental Demographic Variables to Students’ Total Attitudes toward Secondary Education Science Teaching and Learning. Int. J. Second. Educ. 2014, 2(2), 40-47. doi: 10.11648/j.ijsedu.20140202.13

Copy | Download

AMA Style

Ephias Gudyanga. Analysis of Variance for Parental Demographic Variables to Students’ Total Attitudes toward Secondary Education Science Teaching and Learning. Int J Second Educ. 2014;2(2):40-47. doi: 10.11648/j.ijsedu.20140202.13

Copy | Download

@article{10.11648/j.ijsedu.20140202.13,
  author = {Ephias Gudyanga},
  title = {Analysis of Variance for Parental Demographic Variables to Students’ Total Attitudes toward Secondary Education Science Teaching and Learning},
  journal = {International Journal of Secondary Education},
  volume = {2},
  number = {2},
  pages = {40-47},
  doi = {10.11648/j.ijsedu.20140202.13},
  url = {https://doi.org/10.11648/j.ijsedu.20140202.13},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ijsedu.20140202.13},
  abstract = {In this study, analysis of variance for parental demographic nt variables to students’ total attitudes toward science teaching and learning was carried out. A survey was carried out on a randomly selected 243 participants in the secondary school section (12-16 year age group). The Likert type questionnaire was used to collect data which was subjected to ANOVA testing. The Null hypothesis (Ho) testing showed F-ratios which were significant at both .05 and .01 alpha levels leading to rejection of (Ho). Parental encouragement, parental socio-economic status and parental educational levels were all significant towards attitude formations and change towards the teaching and learning of Science. It was concluded that parents play a critical role in encouraging and supporting their children’s Science learning at home and in school and throughout their communities.},
 year = {2014}
}

Copy | Download

TY  - JOUR
T1  - Analysis of Variance for Parental Demographic Variables to Students’ Total Attitudes toward Secondary Education Science Teaching and Learning
AU  - Ephias Gudyanga
Y1  - 2014/05/10
PY  - 2014
N1  - https://doi.org/10.11648/j.ijsedu.20140202.13
DO  - 10.11648/j.ijsedu.20140202.13
T2  - International Journal of Secondary Education
JF  - International Journal of Secondary Education
JO  - International Journal of Secondary Education
SP  - 40
EP  - 47
PB  - Science Publishing Group
SN  - 2376-7472
UR  - https://doi.org/10.11648/j.ijsedu.20140202.13
AB  - In this study, analysis of variance for parental demographic nt variables to students’ total attitudes toward science teaching and learning was carried out. A survey was carried out on a randomly selected 243 participants in the secondary school section (12-16 year age group). The Likert type questionnaire was used to collect data which was subjected to ANOVA testing. The Null hypothesis (Ho) testing showed F-ratios which were significant at both .05 and .01 alpha levels leading to rejection of (Ho). Parental encouragement, parental socio-economic status and parental educational levels were all significant towards attitude formations and change towards the teaching and learning of Science. It was concluded that parents play a critical role in encouraging and supporting their children’s Science learning at home and in school and throughout their communities.
VL  - 2
IS  - 2
ER  -

Copy | Download

Author Information

Ephias Gudyanga

Department of Educational Foundations, Management and Curriculum Studies, Faculty of Education, Midlands State University, Gweru, Zimbabwe

Download PDF

Sections

Plain Text BibTeX RIS

APA Style

Ephias Gudyanga. (2014). Analysis of Variance for Parental Demographic Variables to Students’ Total Attitudes toward Secondary Education Science Teaching and Learning. International Journal of Secondary Education, 2(2), 40-47. https://doi.org/10.11648/j.ijsedu.20140202.13

Copy | Download

ACS Style

Ephias Gudyanga. Analysis of Variance for Parental Demographic Variables to Students’ Total Attitudes toward Secondary Education Science Teaching and Learning. Int. J. Second. Educ. 2014, 2(2), 40-47. doi: 10.11648/j.ijsedu.20140202.13

Copy | Download

AMA Style

Ephias Gudyanga. Analysis of Variance for Parental Demographic Variables to Students’ Total Attitudes toward Secondary Education Science Teaching and Learning. Int J Second Educ. 2014;2(2):40-47. doi: 10.11648/j.ijsedu.20140202.13

Copy | Download

@article{10.11648/j.ijsedu.20140202.13,
  author = {Ephias Gudyanga},
  title = {Analysis of Variance for Parental Demographic Variables to Students’ Total Attitudes toward Secondary Education Science Teaching and Learning},
  journal = {International Journal of Secondary Education},
  volume = {2},
  number = {2},
  pages = {40-47},
  doi = {10.11648/j.ijsedu.20140202.13},
  url = {https://doi.org/10.11648/j.ijsedu.20140202.13},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ijsedu.20140202.13},
  abstract = {In this study, analysis of variance for parental demographic nt variables to students’ total attitudes toward science teaching and learning was carried out. A survey was carried out on a randomly selected 243 participants in the secondary school section (12-16 year age group). The Likert type questionnaire was used to collect data which was subjected to ANOVA testing. The Null hypothesis (Ho) testing showed F-ratios which were significant at both .05 and .01 alpha levels leading to rejection of (Ho). Parental encouragement, parental socio-economic status and parental educational levels were all significant towards attitude formations and change towards the teaching and learning of Science. It was concluded that parents play a critical role in encouraging and supporting their children’s Science learning at home and in school and throughout their communities.},
 year = {2014}
}

Copy | Download

TY  - JOUR
T1  - Analysis of Variance for Parental Demographic Variables to Students’ Total Attitudes toward Secondary Education Science Teaching and Learning
AU  - Ephias Gudyanga
Y1  - 2014/05/10
PY  - 2014
N1  - https://doi.org/10.11648/j.ijsedu.20140202.13
DO  - 10.11648/j.ijsedu.20140202.13
T2  - International Journal of Secondary Education
JF  - International Journal of Secondary Education
JO  - International Journal of Secondary Education
SP  - 40
EP  - 47
PB  - Science Publishing Group
SN  - 2376-7472
UR  - https://doi.org/10.11648/j.ijsedu.20140202.13
AB  - In this study, analysis of variance for parental demographic nt variables to students’ total attitudes toward science teaching and learning was carried out. A survey was carried out on a randomly selected 243 participants in the secondary school section (12-16 year age group). The Likert type questionnaire was used to collect data which was subjected to ANOVA testing. The Null hypothesis (Ho) testing showed F-ratios which were significant at both .05 and .01 alpha levels leading to rejection of (Ho). Parental encouragement, parental socio-economic status and parental educational levels were all significant towards attitude formations and change towards the teaching and learning of Science. It was concluded that parents play a critical role in encouraging and supporting their children’s Science learning at home and in school and throughout their communities.
VL  - 2
IS  - 2
ER  -

Copy | Download