Learners Attitude and Academic Success Towards Science
DOI:
https://doi.org/10.15503/jecs2024.2.511.532Keywords:
science education, distance learning, science academic performance, attitude, blended learningAbstract
Aim. COVID-19 disrupted education, leading to new learning methods. Other factors like attitude are overlooked but can aid effective learning. This paper explores two major variables: the learners’ learning attitude and academic performance in science. The study analysed students’ learning attitude, academic performance, and relationships in a blended learning setting for science.
Method. The study used a mixed-methods design, with both quantitative and qualitative phases. Participants were in a blended learning program.
Results. Learning can happen in a blended learning modality, with the learners’ mean grade of 87.03 (Very Satisfactory). Learners have a favourable learning attitude towards science (3.49; moderate attitude). The highest aspect of the learning attitude of learners in the blended learning modality is affective (3.72; high attitude), followed by cognitive (3.62; moderate attitude) and behavioural (3.15; moderate attitude). Furthermore, there was a positive correlation, r(78) =.48, p < 0.01, between the LLATS and SAP of the learners in blended learning.
Conclusion. Learning can effectively take place in a blended learning modality. Learners exhibit a positive attitude towards science learning in a blended learning environment, with affective attitudes ranking the highest, followed by cognitive and behavioural attitudes. This can be attributed to the teachers’ efforts in providing ample opportunities for the development of both affective and cognitive aspects of attitude. However, the pandemic has presented limitations in cultivating positive behaviour attitude. Learners persevered through challenges, thanks to dedicated teachers fostering positivity and academic growth.
Downloads
References
Abbas, J., Aman, J., Nurunnabi, M., & Bano, S. (2019). The impact of social media on learning behavior for sustainable education: Evidence of students from selected universities in Pakistan. Sustainability, 11(6), Article 1683.
Abulude, O. (2009). Students’ Attitudes towards Chemistry in Some Selected Secondary Schools in Akure South Local Government Area, Ondo State [Unpublished doctoral dissertation]. Affiliate Usman Dan Fodio University.
Ajzen, I. (1989). Attitude structure and behavior. In A. R. Pratkanis, S. J. Breckler, & A. G. Greenwald (Eds.), Attitude structure and function (pp. 241-274). Lawrence Erlbaum Associates, Inc.
Ajzen, I. (2001). Nature and operation of attitudes. Annual Review of Psychology, 52(1), 27-58. http://dx.doi.org/10.1146/annurev.psych.52.1.27
Ajzen, I., & Cote, N. G. (2008). Attitudes and the prediction of behavior. In W. D. Crano, & R. Prislin (Eds.), Attitudes and persuasion (pp. 289-311). Psychology Press.
Akkuş, A. (2019). Developing a scale to measure students’ attitudes toward science. International Journal of Assessment Tools in Education, 6(4), 706-720. https://dx.doi.org/10.21449/ijate.548516
Al-Najdi, S., & Dawoud. (2013). Students’ Attitude towards Learning Chemistry. Journal of Al-Quds Open University for Educational & Psychological Research & Studies, 1(1), Article 12. https://digitalcommons.aaru.edu.jo/cgi/viewcontent.cgi?article=1012&context=jaqou_edpsych
Alsalhi, N. R., Eltahir, Mohd. E., & Al-Qatawneh, S. S. (2019). The effect of blended learning on the achievement of ninth grade students in science and their attitudes towards its use. Heliyon, 5(9), Article e02424. https://doi.org/10.1016/j.heliyon.2019.e02424
Amir, A., Mandler, D., Hauptman, S., & Gorev, D. (2017). Discomfort as a means of pre-service teachers’ professional development – an action research as part of the ‘Research Literacy’ course. European Journal of Teacher Education, 40(2), 231–245. https://doi.org/10.1080/02619768.2017.1284197
Anastasi, A. (1968). Psychological testing (2nd ed.). Macmillan.
Berg, C. A. R. (2005). Factors related to observed attitude change toward learning chemistry among university students. Chemistry Education Research and Practice, 6(1), 1-18.
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. https://doi.org/10.1191/1478088706qp063oa
Brooks, T. (2011). Effects of single-gender middle school classes on science achievement and attitude [Unpublished doctoral dissertation]. Walden University.
Chen, C. C., & Jones, K. T. (2007). Blended learning vs. traditional classroom settings: Assessing effectiveness and student perceptions in an MBA accounting course. Journal of Educators Online, 4(1). https://eric.ed.gov/?id=EJ907743
Creswell, J. W., & Plano Clark, V. L. (2018). Designing and conducting mixed methods research (3rd ed.). Sage Publications.
Dalgety, J., & Coll, R. K. (2005). Students’ perceptions and learning experiences of tertiary‐level chemistry. Canadian Journal of Science, Mathematic and Technology Education/Canadian Journal of Science, Mathematics and Technology Education, 5(1), 61–80. https://doi.org/10.1080/14926150509556644
Department of Education (2015, April). DepEd Order No. 8, Series of 2015. https://www.deped.gov.ph/wp-content/uploads/2015/04/DO_s2015_08.pdf
Fishbein, M., & Ajzen, I. (1975). Belief, attitude, intention, and behavior: An introduction to theory and research. Addison-Wesley.
Gardner, P. L. (1995). Measuring attitudes to science: Unidimensionality and internal consistency revisited. Research in Science Education, 25, 283–289. https://doi.org/10.1007/BF02357402
George, R. (2006). A cross-domain analysis of change in students’ attitudes toward science and attitudes about the utility of science. International Journal of Science Education, 28(6), 571–589.
Jain, V. (2014). 3D model of attitude. International Journal of Advance Research in Management and Social Sciences, 3(3), 1-12. https://garph.co.uk/ijarmss/mar2014/1.pdf
Kaur, N., Dwivedi, D., Arora, J., & Gandhi, A. (2020). Study of the effectiveness of e-learning to convectional teaching in medical undergraduates amid COVID-19 pandemic. National Journal of Physiology, Pharmacy and Pharmacology, 10(7), 563-567. https://doi.org/10.5455/njppp.2020.10.04096202028042020
Khader, N. S. K. (2016). The effectiveness of blended learning in improving students’ Achievement in third grade’s science in Bani Kenana. Journal of Education and Practice, 7(35), 109-116.
Krech, D., Crutchfield, R. S., & Ballachey, E. L. (1962). Individual in society: A textbook of social psychology. McGraw-Hill.
Lumintac, M. T. Q. (2014). Students’ negative attitude to physics influences low academic achievement. IAMURE International Journal of Education, 12(1). https://ejournals.ph/article.php?id=3422
Magallanes, A. L. (2016). Students’ attitude towards science after taking chemistry. JPAIR Institutional Research Journal, 7(1), 67-78. https://doi.org/10.7719/irj.v7i1.373
Mallillin, L. L. D., Mallillin, D. M. D., Lipayon, I. C., & Mallillin, J. B. (2021). Behavior and attitude of students in the new normal perspective of learning. East African Scholars Journal of Psychology and Behavioural Sciences, 3(2), 21-27. http://dx.doi.org/10.36349/easjpbs.2021.v03i02.001
Mao, P., Cai, Z., He, J., Chen, X., & Fan, X. (2021). The relationship between attitude toward science and academic achievement in science: A three-level meta-analysis. Frontiers in Psychology, 12, Article 784068. https://doi.org/10.3389/fpsyg.2021.784068
Mazana, M. Y., Montero, C. S., & Casmir, R. O. (2019). Investigating Students’ Attitude towards Learning Mathematics. International Electronic Journal of Mathematics Education, 14(1), 207-231. https://doi.org/10.29333/iejme/3997
Musengimana, J., Kampire, E., & Ntawiha, P. (2021). Factors affecting secondary schools students’ attitudes toward learning chemistry: A review of literature. EURASIA Journal of Mathematics, Science and Technology Education, 17(1), Article em1931 https://doi.org/10.29333/ejmste/9379
Nambiar, D. (2020). The impact of online learning during COVID-19: Students’ and teachers’ perspective. International Journal of Indian Psychology, 8(2), 783-793. https://ijip.in/articles/the-impact-of-online-learning-during-covid-19-students-and-teachers-perspective/
Pell, T., & Jarvis, T. (2001). Developing attitude to science scales for use with children of ages from five to eleven years. International Journal of Science Education, 23(8), 847-862. https://doi.org/10.1080/09500690010016111
Phuong, T. T. M., & Dung, T. (2022). Attitudes change during an integration of modeling course in year 10. The application of the ABC model. Vietnam Journal of Educational Sciences, 18(1), 32-39. http://vjes.edu.vn/sites/default/files/vjes.vol18.is01.no05-32-39.pdf
Rennie, L. J., & Punch, K. F. (1991). The relationship between affect and achievement in science. Journal of Research in Science Teaching, 28(2), 193–209. https://doi.org/10.1002/tea.3660280209
Shah, Z. A., Mahmood, A., & Harrison, C. (2013). Attitude towards science learning: An exploration of Pakistani students. Journal of Turkish Science Education, 10(2), 35-47.
Sparks, S. D. (2021). Science teaching and learning found to fall off in pandemic. Education Week. https://www.edweek.org/teaching-learning/science-teaching-and-learning-found-to-fall-off-in-pandemic/2021/04
Sukiman, S., Haningsih, S., & Rohmi, P., (2021). The pattern of hybrid learning to maintain learning effectiveness at the higher education level post-COVID-19 pandemic. European Journal of Educational Research, 11(1), 243-257. https://doi.org/10.12973/eu-jer.11.1.243
Thomas, R., Koballa, J., & Crawley, F. (1985). The influence of attitude on science teaching and learning. School Science and Mathematics, 85(3), 222-232. https://doi.org/10.1111/j.1949-8594.1985.tb09615.x
Tobin, K. G. (1990). Research on science laboratory activities; in pursuit of better questions and answers to improve learning. School Science and Mathematics, 90(5), 403-418.
UNESCO. (2023). UNESCO’s education response to COVID-19. https://www.unesco.org/en/covid-19/education-response/initiatives
Utami, I. (2017). The effect of blended learning model on senior high school students’ achievement. SHS Web of Conference, 42, Article 00027. https://doi.org/10.1051/shsconf/20184200027
Verde, A., & Valero, J. (2021). Teaching and learning modalities in higher education during the pandemic: Responses to Coronavirus disease 2019 from Spain. Frontiers in Psychology, 12. https://doi.org/10.3389/fpsyg.2021.648592
Villegas, B. M. (2021). Addressing the Philippine education crisis. Business World. https://www.bworldonline.com/opinion/2021/06/29/379015/addressing-the-philippine-education-crisis-2/
Wheeler, L., Goodale, R., & Deese, J. (1974). General psychology. Allyn & Bacon.
Wisanti, W., Ambawati, R., Putri, E., Rahayu, D., & Khaleyla, F. (2021). Science online learning during the covid-19 pandemic: Difficulties and challenges. Journal of Physics. Conference Series, 1747(1), Article 012007. https://doi.org/10.1088/1742-6596/1747/1/012007
Zeidan, A. H., & Jayosi, M. R. (2015). Science process skills and attitudes toward science among Palestinian secondary school students. World Journal of Education, 5(1), 13-24. http://dx.doi.org/10.5430/wje.v5n1p13
Downloads
Published
Issue
Section
License
Copyright (c) 2024 Raffy Taghap, Sitti Sheena Mannan Addani
This work is licensed under a Creative Commons Attribution 4.0 International License.
CC-BY
Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal. All authors agree for publishing their email adresses, affiliations and short bio statements with their articles during the submission process.
