Constructs Evaluation of Student Attitudes towards Science

Liu Huang; Fan Huang; Pey Tee Oon; Miranda Chi Kuan Mak

doi:10.29333/ejmste/109168

Full Text (PDF)

Liu Huang ¹, Fan Huang ², Pey Tee Oon ² ^* , Miranda Chi Kuan Mak ²

More Detail

¹ Huiyang school affiliated to SCNU, Huiyang, Huizhou, Guangdong, CHINA² University of Macau, CHINA^* Corresponding Author

Abstract

Students’ attitudes towards science (SAS) is a prominent research area as evident in the science education literature. Many SAS studies incorporated science confidence (SC), science enjoyment (SE) and importance of science (IS) into the study of SAS. However, the incorporation of these constructs often depends on the subjective judgment of the researchers. This study examines the incorporation of the three constructs in the measure of SAS based on the Asian Student Attitudes Towards Science Class (ASATSC) instrument. A total of 1,133 7th to 11th graders from China completed a survey of the three constructs. Data was collectively assessed in terms of fit to the Rasch model that requires invariant and consistent response category functioning. Results indicated that SC was not correlated well with IS whilst SC and SE were consistent with each other in the measure of SAS. Recommendations were provided on how constructs on the measurement of SAS can be better designed.

Keywords

attitudes towards science
constructs
Rasch model
Chinese context
secondary school students

License

This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

EURASIA J Math Sci Tech Ed, Volume 15, Issue 12, December 2019, Article No: em1792

https://doi.org/10.29333/ejmste/109168

Publication date: 29 Aug 2019

Article Views: 3545

Article Downloads: 3261

Open Access References How to cite this article

References

Andrich, D. (2010). Sufficiency and conditional estimation of person parameters in the polytomous Rasch model. Psychometrika, 75(2), 292-308. https://doi.org/10.1007/s11336-010-9154-8.
Angell, C., Guttersrud, Ø., Henriksen, E. K., & Isnes, A. (2004). Physics: Frightful, but fun. Pupils’ and teachers’ views of physics and physics teaching. Science Education, 88(5), 683-706. https://doi.org/10.1002/sce.10141.
Anwer, M., Iqbal, H. M., & Harrison, C. (2012). Students’ attitudes towards science: A case of Pakistan. Pakistan Journal of Social and Clinical Psychology, 9(2), 3-9.
Bainer, D. L., & Smith, R. M. (1999). Developing a unidimensional instrument to measure the effectiveness of shool-based partnerships. Journal of Outcome Measurement, 3(3), 248-265.
Barmby, P., & Defty, N. (2006). Secondary school pupils’ perceptions of physics. Research in Science & Technological Education, 24(2), 199-215. https://doi.org/10.1080/02635140600811585.
Barmby, P., Kind, P. M., & Jones, K. (2008). Examining changing attitudes in secondary school science. International Journal of Science Education, 30(8), 1075-1093. https://doi.org/10.1080/09500690701344966.
Bathgate, M. E., Schunn, C. D., & Correnti, R. (2014). Children’s motivation toward science across contexts, manner of interaction, and topic. Science Education, 98(2), 189-215. https://doi.org/10.1002/sce.21095.
Bond, T. G., & Fox, C. M. (2001). Applying the Rasch model: Fundamental measurement in the human sciences. Lawrence Erlbaum Associates. https://doi.org/10.4324/9781410600127.
Boone, W. J., Staver, J. S., & Yale, M. S. (2014). Rasch analysis in human sciences. Dordrecht: Springer. https://doi.org/10.1007/978-94-007-6857-4.
Boone, W. J., Townsend, J. S., & Staver, J. (2011). Using Rasch theory to guide the practice of survey development and survey data analysis in science education and to inform science reform efforts: An exemplar utilizing STEBI self-efficacy data. Science Education, 95(2), 258–280. https://doi.org/10.1002/sce.20413.
Brophy, J. (1998). Motivating students to learn. Madison, WI: McGraw Hill.
Bryan, R. R., Glynn, S. M., & Kittleson, J. M. (2011). Motivation, achievement, and advanced placement intent of high school students learning science. Science Education, 95(6), 1049-1065. https://doi.org/10.1002/sce.20462.
Bybee, R., & McCrae, B. (2011). Scientific literacy and student attitudes: Perspectives from PISA 2006 science. International Journal of Science Education, 33(1), 7-26. https://doi.org/10.1080/09500693.2010.518644.
Cavas, P. (2011). Factors affecting the motivation of Turkish primary students for science learning. Science Education International, 22(1), 31-42.
Conrad, K. J., Wright, B. D., McKnight, P., McFall, M., Fontana, A., & Rosenheck, R. (2004). Comparing traditional and Rasch analyses of the Mississippi PTSD scale: Revealing limitations of reverse-scored items. Journal of Applied Measurement, 52(192), 15-30.
DeBacker, T. K., & Nelson, R. M. (2000). Motivation to learn science: Differences related to gender, class type, and ability. The Journal of Educational Research, 93(4), 245-254. https://doi.org/10.1080/00220670009598713.
Dhindsa, H. S., & Chung, G. (2003). Attitudes and achievement of Bruneian science students. International Journal of Science Education, 25(8), 907-922. https://doi.org/10.1080/09500690305025.
Embretson, S. E., & Reise, S. P. (2000). Multivariate Applications Books Series. Item response theory for psychologists. Mahwah, NJ, US: Lawrence Erlbaum Associates Publishers.
Fraser, B. J. (1978). Development of a test of science‐related attitudes. Science Education, 62(4), 509-515. https://doi.org/10.1002/sce.3730620411.
Gan, W. (1994). Lead-in of new Physics lessons in junior middle school. Curriculum, Teaching Material and Method, (6), 29-30. (in Chinese).
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. https://doi.org/10.1080/09500690500338755.
Germann, P. J. (1988). Development of the attitudes toward science in school assessment and its use to investigate the relationship between science achievement and attitudes toward science in school. Journal of Research in Science Teaching, 25(8), 689–703. https://doi.org/10.1002/tea.3660250807.
Greene, B. A., & Miller, R. B. (1996). Influences on achievement: Goals, perceived ability, and cognitive engagement. Contemporary Educational Psychology, 21(2), 181-192. https://doi.org/10.1006/ceps.1996.0015.
Guangzhou Education Bureau (2017). 2016 Guangzhou Education Statistics Handbook. Retrieved from http://www.gzedu.gov.cn/gzeduxxgk/0803/201710/06063d43ba114b9a94d335c9481972ca/files/fe00fd7712f34bffb3999f7fdd88082d.pdf (in Chinese).
Harackiewicz, J. M., Rozek, C. S., Hulleman, C. S., & Hyde, J. S. (2012). Helping parents to motivate adolescents in mathematics and science: An experimental test of a utility-value intervention. Psychological Science, 23(8), 899-906. https://doi.org/10.1177/0956797611435530.
He, C. (2014). Analysis of Biology leading-in teaching in junior high school. Education Teaching Forum, (21), 146-147. (in Chinese).
Jocz, J. A., Zhai, J., & Tan, A. L. (2014). Inquiry learning in the Singaporean context: Factors affecting student interest in school science. International Journal of Science Education, 36(15), 2596–2618. https://doi.org/10.1080/09500693.2014.908327.
Kessels, U., Rau, M., & Hannover, B. (2006). What goes well with Physics? Measuring and altering the image of science. British Journal of Educational Psychology, 76, 761–780. https://doi.org/10.1348/000709905X59961.
Lee, C. S., Hayes, K. N., Seitz, J., DiStefano, R., & O’Connor, D. (2016). Understanding motivational structures that differentially predict engagement and achievement in middle school science. International Journal of Science Education, 38(2), 192-215. https://doi.org/10.1080/09500693.2015.1136452.
Lee, O., & Brophy, J. (1996). Motivational patterns observed in sixth‐grade science classrooms. Journal of Research in Science Teaching, 33(3), 303-318. https://doi.org/10.1002/(SICI)1098-2736(199603)33:3<303::AID-TEA4>3.0.CO;2-X.
Li, X. (2013). The art and wisdom of leading Biology class in high school. The New Classroom Learning, (10), 76. (in Chinese).
Li, X., & Chen, L. (2016). An empirical study of senior high school students’ attitudes towards science. Science Popularization, 11(2), 31-35. (in Chinese).
Li, Y., & Yao, B. (2014). The development of questionnaire of public attitudes toward science. Science Popularization, 9(2), 60-65. (in Chinese).
Linacre, J. M. (1993). Rasch-based generalizability theory. Rasch Measurement Transactions, 7(1), 283-284.
Linacre, J. M. (2002). Optimizing rating scale category effectiveness. Journal of Applied Measurement, 3(1), 85-106.
Linacre, J. M. (2009). WINSTEPS (Version 3.69.0) [Computer Software]. Beaverton, OR: Winsteps.com. Retrieved from http://www.winsteps.com.
Liu, X. (2010). Using and developing measurement instruments in science education: A Rasch Modeling approach. Charlotte, NC: Information Age.
Martin, M. O., & Mullis, I. V. S. (Eds). (2012). Methods and procedures in TIMSS and PIRLS 2011. Chestnut Hill, MA: TIMSS & PIRLS International Study Center. Boston College.
Meece, J. L., Anderman, E. M., & Anderman, L. H. (2006). Classroom goal structure, student motivation, and academic achievement. Annual Review of Psychology, 57, 487-503. https://doi.org/10.1146/annurev.psych.56.091103.070258.
Meece, J. L., Blumenfeld, P. C., & Hoyle, R. H. (1988). Students’ goal orientations and cognitive engagement in classroom activities. Journal of Educational Psychology, 80(4), 514-523. https://doi.org/10.1037/0022-0663.80.4.514.
Michael, O. M., Mullis, I. V. S., Foy, P., & Stanco, G. M. (2012). TIMSS 2011 international results in science. TIMSS & PIRLS International Study Center: Lynch School of Education, Boston College.
Miller, R. B., Greene, B. A., Montalvo, G. P., Ravindran, B., & Nichols, J. D. (1996). Engagement in academic work: The role of learning goals, future consequences, pleasing others, and perceived ability. Contemporary Educational Psychology, 21(4), 388-422. https://doi.org/10.1006/ceps.1996.0028.
Mullis, I. V. S. & Martin, M. O. (Eds.) (2013). TIMSS 2015 Assessment Frameworks. Retrieved from Boston College, TIMSS & PIRLS International Study Center website: http://timssandpirls.bc.edu/timss2015/frameworks.html.
Murphy, C., & Beggs, J. (2003). Children’s perceptions of school science. School Science Review, 84, 109-116.
Ni, D. J. (2012). Application of multimedia in Physics group cooperative learning. Mathmetics, Physics and Chemistry Learning: Junior Middle School Version, (11), 78-79. (in Chinese).
Nolen, S. B., & Haladyna, T. M. (1989). Psyching out the science teacher: Students’ motivation, perceived teacher goals and study strategies. Paper presented at the annual meeting of the American Educational Research Association, San Francisco, CA, March. https://doi.org/10.1016/0361-476X(90)90011-O.
Nolen, S. B., & Haladyna, T. M. (1990). Personal and environmental influences on students’ beliefs about effective study strategies. Contemporary Educational Psychology, 15(2), 116-130.
OECD (Organisation for Economic Co-operation and Development). (2007). PISA 2006. Science competencies for tomorrow’s world. Paris: Author.
Oon, P. T., & Fan, X. (2017). Rasch analysis for psychometric improvement of science attitudes rating scales. International Journal of Science Education, 39(6), 683-700. https://doi.org/10.1080/09500693.2017.1299951.
Oon, P. T., & Subramaniam, R. (2011). Rasch modelling of a scale that explores the take-up of physics among school students from the perspective of teachers. In Applications of Rasch measurement in learning environments research (pp. 119-139). SensePublishers, Rotterdam. https://doi.org/10.1007/978-94-6091-493-5_6.
Oon, P. T., & Subramaniam, R. (2013). Factors influencing Singapore students' choice of Physics as a tertiary field of study: A Rasch analysis. International Journal of Science Education, 35(1), 86-118. https://doi.org/10.1080/09500693.2012.718098.
Oon, P. T., & Subramaniam, R. (2018). Comparative study of middle school students’ attitudes towards science: Rasch analysis of entire TIMSS 2011 attitudinal data for England, Singapore and the U.S.A. as well as psychometric properties of attitudes scale. International Journal of Science Education, 40(3), 268-290. https://doi.org/10.1080/09500693.2017.1413717.
Osborne, J., Simon, S., & Collins, S. (2003). Attitudes towards science: A review of the literature and its implications. International Journal of Science Education, 25(9), 1049–1079. https://doi.org/10.1080/0950069032000032199.
Palmer, D. (2005). A motivational view of constructivist informed teaching. International Journal of Science Education, 27(5), 1853-1881. https://doi.org/10.1080/09500690500339654.
Pell, T., & Jarvis, T. (2001). Developing attitudes 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.
Potvin, P., & Hasni, A. (2014). Interest, motivation and attitudes towards science and technology at K-12 levels: a systematic review of 12 years of educational research. Studies in Science Education, 50(1), 85-129. https://doi.org/10.1080/03057267.2014.881626.
Rasch, G. (1960). Probabilistic models for some intelligence and attainment tests (Reprint, with Foreword and Afterword by B. D. Wright, Chicago: University of Chicago Press, 1980). Copenhagen, Denmark: Danmarks Paedogogiske Institut.
Romine, W. L., & Walter, E. M. (2014). Assessing the efficacy of the mum as a valid measure for understanding of macroevolution for undergraduate non-science majors. Biological Sciences Faculty Publications. https://doi.org/10.1080/09500693.2014.938376.
Ryan, R. M., & Deci, E. L. (2000). When rewards compete with nature: The undermining of intrinsic motivation and self-regulation. In C. Sansone & J. M. Harackiewicz (Eds.), Intrinsic and extrinsic motivation: The search for optimal motivation and performance (pp. 13-54). San Diego, CA, US: Academic Press. https://doi.org/10.1016/B978-012619070-0/50024-6.
Sheldrake, R. (2016). Confidence as motivational expressions of interest, utility, and other influences: Exploring under-confidence and over-confidence in science students at secondary school. International Journal of Educational Research, 76, 50-65. https://doi.org/10.1016/j.ijer.2015.12.001.
Simpkins, S. D., Price, C. D., & Garcia, K. (2015). Parental support and high school students’ motivation in Biology, chemistry, and Physics: Understanding differences among latino and caucasian boys and girls. Journal of Research in Science Teaching, 52(10), 1386-1407. https://doi.org/10.1002/tea.21246.
Spall, K., Stanisstreet, M., Dickson, D., & Boyes, E. (2004). Development of school students’ constructions of biology and physics. International Journal of Science Education, 26(7), 787-803. https://doi.org/10.1080/0950069032000097442.
Stokking, K. M. (2000). Predicting the choice of physics in secondary education. International Journal of Science Education, 22(12), 1261-1283. https://doi.org/10.1080/095006900750036253.
Swarat, S., Ortony, A., & Revelle, W. (2012). Activity matters: Understanding student interest in school science. Journal of Research in Science Teaching, 49(4), 515–537. https://doi.org/10.1002/tea.21010.
Trumper, R. Y. (2006). Factors affecting junior high school students’ interest in biology. Science Education International, 17(1), 31-48. https://doi.org/10.1007/s10956-006-0355-6.
Tuan, H. L., Chin, C. C., & Shieh, S. H. (2005). The development of a questionnaire to measure students’ motivation towards science learning. International Journal of Science Education, 27(6), 639-654. https://doi.org/10.1080/0950069042000323737.
Wan, Z. H., & Lee, J. C. K. (2017). Hong Kong secondary school students’ attitudes towards science: a study of structural models and gender differences. International Journal of Science Education, 39(5), 507-527. https://doi.org/10.1080/09500693.2017.1292015.
Wang, T. L., & Berlin, D. (2010). Construction and validation of an instrument to measure Taiwanese elementary students’ attitudes toward their science class. International Journal of Science Education, 32(18), 2413-2428. https://doi.org/10.1080/09500690903431561.
Weinburgh, M. (1995). Gender differences in student attitudes toward science: a meta‐analysis of the literature from 1970 to 1991. Journal of Research in Science Teaching, 32(4), 387-398. https://doi.org/10.1002/tea.3660320407.
Wen, L. (2015). Explore new mode of physics experiment teaching to enhance students’ self-confidence. Science & Technology Vision, (34), 183. (in Chinese).
Wright B., & Linacre J. (1992). Combining and splitting categories. Rasch Measurement transactions, 6, 233-235.
Wright, B. D. (1996). Comparing rasch measurement and factor analysis. Structural Equation Modeling: A Multidisciplinary Journal, 3(1), 3-24. https://doi.org/10.1080/10705519609540026.
Wright, B. D., & Masters, G. N. (1982). Rating Scale Analysis. Rasch Measurement. MESA Press, 5835 S. Kimbark Avenue, Chicago, IL 60637.
Zeyer, A., Bölsterli, K., Brovelli, D., & Odermatt, F. (2012). Brain type or sex differences? A structural equation model of the relation between brain type, sex, and motivation to learn science. International Journal of Science Education, 34(5), 779-802. https://doi.org/10.1080/09500693.2011.635165.

How to cite this article

APA

Huang, L., Huang, F., Oon, P. T., & Mak, M. C. K. (2019). Constructs Evaluation of Student Attitudes towards Science. Eurasia Journal of Mathematics, Science and Technology Education, 15(12), em1792. https://doi.org/10.29333/ejmste/109168

Vancouver

Huang L, Huang F, Oon PT, Mak MCK. Constructs Evaluation of Student Attitudes towards Science. EURASIA J Math Sci Tech Ed. 2019;15(12):em1792. https://doi.org/10.29333/ejmste/109168

AMA

Huang L, Huang F, Oon PT, Mak MCK. Constructs Evaluation of Student Attitudes towards Science. EURASIA J Math Sci Tech Ed. 2019;15(12), em1792. https://doi.org/10.29333/ejmste/109168

Chicago

Huang, Liu, Fan Huang, Pey Tee Oon, and Miranda Chi Kuan Mak. "Constructs Evaluation of Student Attitudes towards Science". Eurasia Journal of Mathematics, Science and Technology Education 2019 15 no. 12 (2019): em1792. https://doi.org/10.29333/ejmste/109168

Harvard

Huang, L., Huang, F., Oon, P. T., and Mak, M. C. K. (2019). Constructs Evaluation of Student Attitudes towards Science. Eurasia Journal of Mathematics, Science and Technology Education, 15(12), em1792. https://doi.org/10.29333/ejmste/109168

MLA

Huang, Liu et al. "Constructs Evaluation of Student Attitudes towards Science". Eurasia Journal of Mathematics, Science and Technology Education, vol. 15, no. 12, 2019, em1792. https://doi.org/10.29333/ejmste/109168