Slovakian Students' Attitudes toward Biology
By P. Prokop, G. Tuncer, Juliána Chudá. 2007
169 citations recorded by the source corpus.
Students’ attitudes toward science significantly alter their achievement in science. Therefore, identification and influence of attitudes became to be an essential part of educational research. This study has been initiated by the idea that; research in students’ attitudes toward science often involves science in general, but particular disciplines like biology or chemistry have been overlooked. Thus, this study is about Slovak students’ attitude toward biology through six dimensions; interest, career, importance, teacher, equipment and difficulty. The study used a 30-item Biology Attitude Questionnaire (BAQ) to measure students’ attitudes toward biology education. The data were obtained from 655 secondary school students attending eight typical elementary schools in Slovakia. Multivariate analysis of covariance (MANCOVA) revealed a negative effect of age whereas the effect of gender was not significant. Univariate results, on the other hand, indicated that there is a significant interaction of students’ interest in relation with grade and gender. One of the findings of the study is that, students’ attitude toward biology teacher is strongly affected by teacher identity. This can be taken as a hint for future research. That effect of teacher should be included as a parameter to be considered for the studies related to student attitude.
Subfields: Education, Social Psychology
View Paper: https://www.semanticscholar.org/paper/e6aeed4254a81a8de431ac33b49bc526b1c3bd07
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Citations in the corpus
- What Plants and Animals Do Early Childhood and Primary Students’ Name? Where Do They See Them? (2011, unknown): “For example, keeping pets (Prokop et al. 2007and playing in a creek are important real life experiences (Vadala et al. 2007).”
- Plants have a chance: outdoor educational programmes alter students' knowledge and attitudes towards plants (2011, background): “2004 ; Prokop, Prokop, and Tunnicliffe 2007 ; Prokop, Tuncer, and Chuda 2007 ; Schussler and Olzak 2008 ), but others found no gender differences (Lindemann‐Matthies 2005 ; Fancovicova and Prokop 2010 ).”