Tomperi, P. (2020) Evaluation of the Secondary Students’ Attitudes Towards Studying and Learning Science and Mathematics, and Their Impact on Learning in the Two Schools in the Northern Finland. Journal of Education and Training Studies, 8 (12), 16. http://dx.doi.org/10.11114/jets.v8i12.5080
Evaluation of the secondary students’ attitudes towards studying and learning science and mathematics, and their impact on learning in the two schools in the Northern Finland
1Faculty of Education, University of Oulu, Finland
|Online Access:||PDF Full Text (PDF, 0.3 MB)|
|Persistent link:|| http://urn.fi/urn:nbn:fi-fe2020112592960
|Publish Date:|| 2020-11-25
The objective of this study was to examine secondary students’ attitudes towards studying and learning science and mathematics, and how the attitude constructs were linked in students’ responses. As a result of the hierarchical cluster analysis, six classes were obtained. Based on Cronbach’s alpha values, two clusters were excluded from the final model leaving the classes which were named as motivation, the nature of the classroom environment, enjoyment, and achievement. In this classification attitudes of parents were related to motivation, attitudes of friends to enjoyment, perception of the teacher to the nature of the classroom environment, and anxiety and fear of failure to achievement. To determine factors affecting students’ prior learning in different disciplines of natural sciences, mathematics, and IT, stepwise multiple regression was carried out with self-estimated skill score as the dependent variable to discover which items were related to learning in the four classes of the model. The main predictor for achievement was item “physics is more difficult for me than for many of my classmates” (adjusted R² = 29.6 %) and for motivation “my parents are proud of my achievements in science and math” (adjusted R² = 19.9 %). One item showed gender difference with medium effect size.
Journal of education and training studies
|Pages:||16 - 26|
|Type of Publication:||
A1 Journal article – refereed
|Field of Science:||
516 Educational sciences
The project is funded by the Kolarctic CBC, EU, Russia, Norway, and Finland. This publication has been produced with the assistance of the European Union. The contents of this publication are the sole responsibility of the author and can in no way be taken to reflect the views of the European Union.
Copyright for this article is retained by the author(s), with first publication rights granted to the journal. This is an open-access article distributed under the terms and conditions of the Creative Commons Attribution license which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.