Students' attitudes toward school and classroom science: Are they independent phenomena?

School Science and Mathematics, Feb 1998 by Morrell, Patricia D, Lederman, Norman G

The purpose of this study was to examine 5th, 7th, and 10th graders' attitudes toward school and classroom science by means of questionnaires. In particular, the study hoped to determine (a) what students' attitudes are, (b) whether a relationship exists between these school and classroom science attitudes, and (c) what relationships grade level, gender, ethnicity, school/community type, expected GPA and science grade, and personally satisfying GPA and science grade have with students' attitudes toward school and classroom science. The results indicated that, although a statistically significant relationship did exist between students ' attitudes toward school and toward classroom science, the relationship had no practical meaning. Females were slightly more positive about school than males. No gender differences were found with respect to classroom attitudes. Fifth graders held significantly more positive attitudes toward science than upper-grade students. None of the other variables was found to have any practical relationship to either of the attitudes.

There is much concern about the science literacy of the students who graduate from our high schools (American Association for the Advancement of Science [AAAS], 1993; Hanson, 1988; National Resource Council [NRC], 1996). Accordingly, a strong emphasis is currently being placed on improving the quality of science education in the United States. The hope is that students will become more scientifically literate and, thereby, better able as adults to deal with sciencerelated political, societal, and personal issues.

One main hurdle educators must overcome is getting students to enjoy the sciences. In fact, one of the goals of Project 2061 (AAAS, 1989) is for all students to possess a positive attitude toward science. It is thought that students' attitudes toward science may have an effect on students' motivation, interest, and achievement in the sciences, as well as on their enrollment in elective science courses and other sciencerelated behaviors (Koballa & Crawley,1985; Laforgia, 1988; Rennie & Punch, 1991; Shrigley, 1990).

Students' attitudes toward school and science appear to be shaped by the same factors: teachers, learning environment, self-concept, peers, parental influence (Glick, 1970; Haladyna, Olsen, & Shaughnessy,1983; Jackson & Getzels,1959). In both cases, attitude is believed to be related to students' achievement, motivation, and interest, (Glick, 1970; Harty, Beall, & Scharmann,1985; Jackson & Getzels, 1959). Both school and science curricula experience "drop-outs." Students in upper grades have less positive attitudes toward school and science when compared with students in lower grades (Ayers & Price, 1975; Berliner & Casanova, 1985; Darom & Rich, 1988; Finson & Enochs, 1987; Glick, 1970; Haladyna & Thomas,1979; Levin & Fowler,1984; Perrodin,1966; Simpson & Oliver, 1985; Vanek & Montean, 1977; Yager & Bonnstetter, 1984; Yager & Penick, 1986).

Because of the similarities in these attitudes, whether a relationship exists between attitudes toward school and attitudes toward science is an important question. Do students' feelings about school affect their feelings toward science, or are these attitudes independent? Student attitudes toward science have been studied for decades, but little progress has been made in moving generations of students toward a more positive attitude. If the two attitudes are correlated then, possibly, the problem of students' attitudes toward science may be but a piece of a more global attitude problem. Thus, attitude change efforts need to be implemented by all subject area teachers and not in isolation by science teachers. As more information about factors affecting students' attitudes toward science is obtained, curriculum and instruction can be better designed to affect those attitudes.

Current theories on attitude development and attitude change support the premise that beliefs provide the cognitive basis of attitudes (Petty & Cacioppo, 1981; Shrigley,1990). Further, influencing a change in attitude requires a modification of the belief system (Ajzen & Fishbein, 1980; McGuire, 1960; Petty & Cacioppo,1981; Wyer & Goldberg,1970). "One popular approach to the structure of beliefs is to view them as existing in an interconnected syllogistic network" (Petty & Cacioppo, 1981, p. 184). If humans are accepted as being rational, thinking beings, their beliefs would tend to be logically consistent. A syllogism that warrants examination is as follows:

First premise: I dislike school.

Second Premise: Science class is part of school.

Conclusion: I dislike science class.

Few studies have examined the relationship between attitudes toward school and attitudes toward courses. The results of these studies have been contradictory. Jaus (1977), using 154 second, third, and fourth graders, examined the effects of activity-oriented science instruction, as well as the students' attitudes toward school and science. He suggested that his study provided some evidence that a change in science curriculum may be responsible for an improvement in both science and school attitudes. Haladyna and Thomas (1979) examined the attitudes of 2,845 first through eighth graders toward school and subject classes. They found a decline in school attitude with increasing grade level but felt it was unrelated to declining attitudes toward specific courses.