Research Paper | Education | Philippines | Volume 9 Issue 5, May 2020
Students' Attitudes toward Science in Relation to Science Achievement
Dr. Romel C. Robledo
Attitudes toward science have received substantive research, mainly because they influence students science learning and their participation in science. This study was designed to determine the students attitude towards science with the implementation of spiral progression approach in relation to students achievement. This study utilized a descriptive-correlational method of research. A survey questionnaire about motivation and learning strategies was developed based on Motivational Strategies for Learning Questionnaire (MSLQ), and was administered to the public secondary junior high school students randomly chosen in the Quality Learning Circle (QUALCI) 6 of the Division of Zamboanga del Sur. Mean, standard deviation and Pearson r product moment of correlation were used in interpreting the data. Results show that students are slightly high in motivation and found to have slightly high usage rate of learning strategies in learning science. Respondents gave the lowest score to effort regulation which could be translated into their lack of focus and being prone to distractions. The analysis result of motivation scale shows that the students consider science as a difficult subject for them as revealed by the low score for self-efficacy. From the findings of this study, it is suggested that teachers and parents should actively care about students motivation and appropriate learning strategies as these have positive effect to academic performance.
Keywords: attitudes toward science, learning strategies, motivation, science achievement, spiral progression approach, zamboangadelsur
Edition: Volume 9 Issue 5, May 2020
Pages: 1209 - 1219
How to Cite this Article?
Dr. Romel C. Robledo, "Students' Attitudes toward Science in Relation to Science Achievement", International Journal of Science and Research (IJSR), https://www.ijsr.net/search_index_results_paperid.php?id=ART2019804, Volume 9 Issue 5, May 2020, 1209 - 1219
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