Learning Science and Mathematics (LSM) Journal Vol.1, Issue 15, pp 71-83
Attitude towards Science Learning among Non-Science Majors
Edsel O. Coronado & Mae Angeline T. Tajolosa
Received first draft 10 September 2020. Received reports from first reviewer (23 September); second reviewer (11 October). Received revised draft 30 October
Accepted: 3 November 2020.
Published: 30 December 2020
Abstract
Science educators sometimes neglect the attitude of students towards science. Paying attention to the students’ attitudes towards science plays a vital role in the teaching and learning process especially to non-science majors who sometimes dislike science as a subject. This paper examined the attitude towards science among 95 college students in the course on Environmental Science for Bachelor of Science in Hotel and Restaurant Technology (BS HRT). Three attitudinal variables were investigated using the Science Attitude Scale as modified from the Fennema-Sherman Attitude Scale. Results showed that students have moderately positive attitude towards science. In terms of gender, male has neutral attitude towards science while female has a moderately positive attitude towards science. There was no significant difference in the science attitude of male and female in every subcomponents: (1) Personal Confidence about Subject Matter: t (73.100) = 0.552, p = 0.583; (2) Usefulness of the Subject Content: t(77.571) = -0.838, p = 0.405; and (3) Perception of Teacher’s Attitude: t(55.494) = 1.175, p = 0.245. There is no difference with regards to student’s attitude towards science in terms of gender. On the other hand, there was a significant difference in the level of student’s attitude in terms of usefulness of the subject content among students as determined by one-way ANOVA [F(2,92) = 4.265, p = 0.017]. Moreover, a Post Hoc Test of Multiple Comparison (Tukey HSD) was run and showed that there was a significant mean difference between BS HRT sections A and C which implies that students of these sections find science as a significant subject to learn and apply to their degree course. In conclusion, teachers need to devise a certain strategy to trigger the positive interest of the students to have a positive view of science that could improve the teaching-learning process in science education.
Keywords: Attitude in science; Academic performance; Environmental science; Interest; Motivation
© 2020 SEAMEO RECSAM LSM Journal
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