Dissertations / Theses: 'Attitudes towards chemistry'

1

Gillbert, Catherine. "Female-friendly chemistry : an experiment to change the attitudes of female cégep students towards applied chemistry." Thesis, McGill University, 1995. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=28758.

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This experiment demonstrated that it is possible to use classroom intervention to change the attitudes of female college students towards theoretical and applied chemistry. A pilot study was used to test the experimental design, develop measuring instruments and obtain some preliminary information on the attitudes of college science students. The experiment was of the pretest, post-test, experimental, control group design with a total sample size of 204 students. The treatment experienced by the experimental group consisted of a modified curriculum that included information about topics found by the researcher to be of interest to women, information about how chemistry benefits human health and the environment, a laboratory manual containing profiles of prominent Canadian women chemists and visits by women chemical engineers. Regression analysis of the data showed a significant positive change in the attitudes of the female students in the experimental group (p $<$.05) and there was some indication that more of them were contemplating a career in the theoretical or applied physical sciences. The experiment indicated the importance of sensitizing college instructors to the needs of female students. A series of recommendations for college instructors and the Ministry of Education resulted from this work.

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2

Morabe, Olebogeng Nicodimus. "The impact of the SEDIBA project on the attitude of participating educators towards chemistry and chemistry teaching / Olebogeng Nicodimus Morabe." Thesis, North-West University, 2004. http://hdl.handle.net/10394/427.

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Physical science is not a popular subject at school. This negative tendency can be observed in both educators and learners. One of the main causes of this lack of popularity is embedded in the attitude towards chemistry and chemistry teaching. This negative attitude can be attributed to the following factors: Lack of teaching aids Visualisation Perception of science Single approach to science teaching Scientific concept knowledge Environmental influences. Most of these factors can be addressed by changing the attitude towards chemistry and approach to chemistry teaching of the educators. This study was aimed at probing into science educators' attitude towards chemistry and chemistry teaching. The empirical survey was conducted amongst a group of 37 science educators registered for an Advanced Certificate in Science (ACE) in the SEDIBA Project at the North West University, Potchefstroom Campus. The investigation was done by means of a pre-test and a post-test. The results of both the pre-test and post-test were used to analyse the educators' attitude towards chemistry and chemistry teaching. Some of the factors influencing the attitude of educators towards teaching science that were investigated were: Use of teaching aids Application of different approaches to science teaching Attitude towards science Results indicated that the above mentioned factors resulted in educators having a negative attitude towards chemistry and chemistry teaching prior to exposure to the SEDIBA project. The impact of the SEDIBA project was measured over a period of three months. Although there was not a big significant improvement over this short space of time on the attitude of participating educators, results based on other criteria showed that intervention by instruction over time resulted in the in case of positive attitudes towards chemistry and chemistry teaching. This study indicates that a well-designed teacher program can change the attitude of education towards science
Thesis (M.Ed.)--North-West University, Potchefstroom Campus, 2004.

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3

Bilgin, Koken Elmas. "The Effect Of Multiple Intelligences Based Instruction On Ninth Graders Chemistry Achievement And Attitudes Toward Science." Master's thesis, METU, 2006. http://etd.lib.metu.edu.tr/upload/12607413/index.pdf.

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The main purpose of the study was to compare the effectiveness of multiple intelligences theory based instruction (MITBI) and traditional science instruction (TSI) on 9th grade students&
#8217
understanding of chemical bonding concept and attitudes toward chemistry. In the study, 50 ninth grade students from two classes of Genç
Osman high school in Ankara were used. 25 of the students were assigned as experimental group and the other 25 as control group. They were instructed by the same teacher. The study was conducted during May of 2005. The groups were selected from eight 9th grade classes of Genç
Osman High School randomly. The students are at the ages between 14 and 16. The group which was assigned as experimental group was instructed by multiple intelligences theory based instruction (MITBI) whereas the other group was traditionally instructed. This experimental study took a period of three weeks. To determine the effectives of multiple intelligences based instruction over traditional science instruction, an achievement test about chemical bonding concept which consisted of 25 items were administered and an attitude scale toward chemistry developed by Geban et al., was applied. Science Process Skill Test was administered to investigate the relationship between the students&
#8217
science process skills and their achievement. For the statistical analysis, t-test, and Analysis of Covariance (ANCOVA) were used. The results showed that students who were instructed by multiple intelligences theory based instruction were achieved higher than the ones which were instructed by the traditional science instruction about chemical bonding concept. There was also a significant difference between the students instructed with Multiple Intelligences Theory Based Instruction (MITBI) and the students instructed with traditional science instruction (TSI) with respect to the attitudes of students toward chemistry. There was no significant difference between the attitudes and achievement of female students and that of male students. Students&
#8217
science process skills had no greater contribution to their success.

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4

Celebi, Ozgur. "Effect Of Conceptual Change Oriented Instruction On Removing Misconceptions About Phase Changes." Master's thesis, METU, 2004. http://etd.lib.metu.edu.tr/upload/2/12605317/index.pdf.

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In this study, a comparison of the effectiveness of conceptual change oriented instruction with traditionally designed chemistry instruction and an investigation of the effect of gender difference were made on ninth grade students&rsquo
understanding of phases and phase changes concepts. In addition, the effects of these instructional methods on students&rsquo
attitudes toward chemistry as a school subject were compared. In this study 56 ninth grade students from two classes of a chemistry course instructed by the same teacher from Ankara Atatü
rk Anatolian Lycee in 2003-2004 educational year&rsquo
s first semester took part. The classes were randomly assigned as control and experimental groups. The experimental group was instructed by conceptual change oriented method with conceptual change texts supported by demonstration, whereas the control group was instructed by traditionally designed method over a period of three weeks. Both groups were administered to Phases and Phase Changes Achievement Test as pretest and posttest in order to assess students&rsquo
understanding of phases and phase changes concepts. Additionally, Science Process Skills Test was given before the treatment to measure students&rsquo
science process skills and Attitude Scale toward Chemistry as a School Subject was given after the treatment to determine their attitudes. The hypotheses were tested using analysis of covariance (ANCOVA), paired samples t-test, and analysis of variance (ANOVA). Results of this study indicated that conceptual change oriented instruction caused a significantly better understanding of phases and phase changes concepts
that males had fewer alternative conceptions than females on phases and phase changes
and that science process skills were strong predictors of understanding in phases and phase changes concepts. On the other hand, no significant difference between conceptual change oriented instruction and traditionally designed chemistry instruction
and no effect of gender difference on students&rsquo
attitudes toward chemistry as a school subject were found.

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Yalcinkaya, Eylem. "Effect Of Case Based Learning On 10th Grade Students." Phd thesis, METU, 2010. http://etd.lib.metu.edu.tr/upload/3/12611523/index.pdf.

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The main purpose of the present study was to investigate the effect of case-based instruction based on conceptual change conditions to overcome 10th grade students&rsquo
misconceptions related to gas concepts. Moreover, the effect of this method on students&rsquo
attitudes toward chemistry and their perceived motivation was explored. The study was carried out during the 2008-2009 academic year at both a state high school and an Anatolian high school. A total of 128 tenth grade students were the participants of the study. One of the classes of the same chemistry teacher was randomly assigned as experimental group and one of them was control group in each school. Students in experimental groups were instructed by case-based learning based on conceptual change conditions while the control group students received traditionally designed chemistry instruction. Gas Concept Test, Attitude toward Chemistry and Motivated Strategies for Learning Questionnaire were administered to both groups of students as pretest and posttest to determine the students&rsquo
misconceptions and their understanding of gas concepts, their attitude toward chemistry and perceived motivation. Two two-way ANOVA based on gain scores were used to assess the effect of case-based learning on students&rsquo
understanding of gas concepts and attitudes toward chemistry. In addition, the effect of case-based learning on students&rsquo
perceived motivation was investigated by MANOVA based on gain scores. The results revealed that case-based learning was an effective method for overcoming students&rsquo
misconceptions about the gas concepts and promoting their attitudes and motivation towards chemistry in Anatolian high school.

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6

Uzuntiryaki, Esen. "Effectiveness Of Constructivist Approach On Students&amp." Phd thesis, METU, 2003. http://etd.lib.metu.edu.tr/upload/3/692046/index.pdf.

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The main purpose of this study was to compare the effectiveness of instruction based on constructivist approach over traditionally designed chemistry instruction on ninth grade students&
#65533
understanding of chemical bonding concepts. In addition, the effect of instruction on students&
#65533
attitude toward chemistry as a school subject and the effect of gender difference on understanding of chemical bonding concepts were investigated. Forty-two ninth grade students from two classes of a chemistry course taught by the same teacher in METU Development Foundation Private School 2000-2001 spring semester were enrolled in the study. The classes were randomly assigned as control and experimental groups. Students in the control group were instructed by traditionally designed chemistry instruction whereas students in the experimental group were taught by the instruction based on constructivist approach. Chemical Bonding Concept Test was administered to both groups as a pre-test and post-test in order to assess their understanding of concepts related to chemical bonding. Students were also given Attitude Scale Toward Chemistry as a School Subject at the beginning and end of the study to determine their attitudes and Science Process Skill Test at the beginning of the study to measure their science process skills. The hypotheses were tested by using analysis of covariance (ANCOVA) and two-way analysis of variance (ANOVA). The results indicated that instruction based on constructivist approach caused a significantly better acquisition of scientific conceptions related to chemical bonding and produced significantly higher positive attitudes toward chemistry as a school subject than the traditionally designed chemistry instruction. In addition, science process skill was a strong predictor in understanding the concepts related to chemical bonding. On the other hand, no significant effect of gender difference on understanding the concepts about chemical bonding and students&
#65533
attitudes toward chemistry as a school subject was found.

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7

Balci, Ceyda. "Conceptual Change Text Oriented Instruction To Facilitate Conceptual Change In Rate Of Reaction Concepts." Master's thesis, METU, 2006. http://etd.lib.metu.edu.tr/upload/12607815/index.pdf.

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The aim of this study is to investigate the effectiveness of conceptual change text oriented instruction accompanied with analogies over traditionally designed chemistry instruction on overcoming 10th grade students&rsquo
misconceptions, their understanding of rate of reaction concepts and their attitude towards chemistry as a school subject. 42 tenth grade students from two classes of a chemistry course taught by the same teacher at a public high school in Ç
anakkale involved in the study. The study was carried out in Spring Semester of 2005-2006 Education Year. Two groups of students participated in the study. One group was called Experimental Group and instructed with conceptual change texts oriented instruction accompanied with analogies and the other group was called Control Group and was instructed with traditionally designed chemistry instruction over a period of four weeks. To investigate the effectiveness of the treatment, Rate of Reaction Concepts Test and Attitude Scale Towards Chemistry as a school subject were administered to both groups of students at the beginning and at the end of the treatment period. To evaluate students&rsquo
science process skills, Science Process Skills Test was administered to both groups of students before the treatment. MANCOVA was used to test the hypothesis of the study. The results of the study indicated that students instructed with conceptual change texts oriented instruction accompanied with analogies gained higher average scores in Rate of Reaction Concepts Test than the students instructed with traditionally designed chemistry instruction. Results and strategies that were developed for the present study may be used by science teachers to reduce and eliminate students&rsquo
misconceptions about rate of reaction concepts.

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8

Aydemir, Nurdane. "Effectiveness Of 5e Learning Cycle Model On High School Students." Phd thesis, METU, 2012. http://etd.lib.metu.edu.tr/upload/12614340/index.pdf.

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The purpose of this study was to investigate the effect of instruction based on 5E learning cycle model (LCI) compared to Traditional Instruction (TI) and gender on 11th grade students&rsquo
understanding of solubility equilibrium concept, students&rsquo
perceived motivation, use of learning strategies, and attitudes towards chemistry. There were 53 students in the experimental group instructed by the LCI and 56 students in the control group instructed by the TI. Solution Concept Test and Science Process Skills Test were administered to students in both groups as a pre-test. Attitude Scale towards Chemistry and Motivated Strategies for Learning Questionnaire were given to students in both groups before and after the treatment. Moreover, Solubility Equilibrium Concept Test was administered to both groups as a post-test and retention test two months after treatment. Treatment implementation continued for seven weeks. After the instruction, semi-structured interviews were conducted with six students from experimental group and six students from control group. Data were analyzed by using MANCOVA. The results revealed that LCI was more effective than the TI on students&rsquo
understanding and retention of the solubility equilibrium concepts. In addition, LCI improved students&rsquo
attitudes towards chemistry, intrinsic goal orientation, task value, self-efficacy for learning and performance, rehearsal, elaboration, organization, critical thinking, metacognitive self-regulation, time and study environment, and peer learning. Moreover, females found as more positive towards chemistry and better organization and help seeking. Furthermore, interview results indicated that students in experimental group demonstrated better scientific understanding of solubility equilibrium concepts compared to those in control group.

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9

Azizoglu, Nursen. "Conceptual Change Oriented Instruction And Students." Phd thesis, METU, 2004. http://etd.lib.metu.edu.tr/upload/3/12605127/index.pdf.

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The purpose of this study was to investigate the effects of conceptual change oriented instruction accompanied by demonstrations and gender on tenth grade students&rsquo
understanding of gases concepts, and attitudes toward chemistry. Hundred tenth grade students from two classes taught by the same teacher in a public high school were enrolled in the study in the Fall semester of 2003-2004. Control group students were taught by traditionally designed chemistry instruction (TI), while experimental group students were instructed by conceptual change oriented instruction accompanied by demonstrations (CCID). Gases Concept Test and Attitude Scale toward Chemistry were administered to both groups as a pre-test and post-test to assess the students understanding of gases concepts and students&rsquo
attitudes toward chemistry, respectively. Science Process Skills Test was given at the beginning of the study to determine students&rsquo
science process skills. Learning Style Inventory was also given to all students to determine their learning styles. After treatment, interviews were conducted with the teacher and several students from the two groups. The hypotheses were tested by using analysis of covariance (ANCOVA) and two-way analysis of variance (ANOVA). The results showed that CCID caused significantly better acquisition of the scientific conceptions related to gases than TI. There was no significant effect of the treatment on the students&rsquo
attitudes toward chemistry. No significant effect of gender difference on students&rsquo
understanding the concepts about gases and students&rsquo
attitudes toward chemistry was found. Science process skill was determined as a strong predictor in understanding the concepts related to gases.

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10

Ipek, Inciser. "Implementation Of Conceptual Change Oriented Instruction Using Hands On Activities On Tenth Grade Students." Master's thesis, METU, 2007. http://etd.lib.metu.edu.tr/upload/3/12608162/index.pdf.

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The purpose of this study was to compare the effectiveness of the conceptual change oriented instruction using hands-on activities and traditionally designed chemistry instruction on 10th grade students&rsquo
understanding of gases concept. Also, the effect of instruction on students&rsquo
attitude toward chemistry as a school subject was investigated. The sample of the study consisted of 59 tenth grade students from two chemistry classes in a public high school. This study was conducted during the 2006-2007 fall semester. The classes were randomly assigned as control and experimental groups. Students in the control group were instructed by traditionally designed chemistry instruction whereas students in the experimental group were instructed by the conceptual change oriented instruction accompanied with hands-on activities. Gases concept test and Attitude Scale Toward Chemistry were administered to both groups as a pre-test and post-test to assess the students&rsquo
understanding of gases concepts and to determine their attitudes toward chemistry, respectively. Science Process Skills Test was given only at the beginning of the instruction to determine students&rsquo
science process skills. v The hypotheses were tested by using multivariate analysis of variance (MANOVA). The post-test results showed that conceptual change oriented instruction using hands-on activities caused a significantly better acquisition of scientific conceptions related to gases concept. But it was found that treatment has no significant effect on students&rsquo
attitudes toward chemistry as a school subject.

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11

Kilavuz, Yeliz. "The Effects Of 5e Learning Cycle Model Based On Constructivist Theory On Tenth Grade Students." Master's thesis, METU, 2006. http://etd.lib.metu.edu.tr/upload/12608670/index.pdf.

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The main purpose of this study was to compare the effectiveness of 5E learning cycle model based on constructivist theory approach over traditionally designed chemistry instruction on ninth grade students&rsquo
understanding of acid-base concepts. Sixty tenth grade students from two classes of a chemistry course taught by the same teacher in Ankara Atatü
rk Anatolian High School 2004-2005 spring semester were enrolled in the study. The classes were randomly assigned as control and experimental groups. Students in the control group were instructed by traditionally designed chemistry instruction whereas students in the experimental group were taught by the instruction based on constructivist approach. Acid-Base Concepts Achievement Test was administered to both groups as a pre-test and post-test in order to assess their understanding of concepts related to acid-base. Students were also given Attitude Scale Toward Chemistry as a School Subject at the beginning and end of the study to determine their attitudes and Science Process Skill Test at the beginning of the study to measure their science process skills. The hypotheses were tested by using analysis of covariance (ANCOVA) and t-test. The results indicated that instruction based on constructivist approach caused significantly better acquisition of scientific conceptions related to acid-base and produced significantly higher positive attitudes toward chemistry as a school subject than the traditionally designed chemistry instruction. In addition, science process skill was a strong predictor in understanding the concepts related to acid-base.

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12

Cam, Aylin. "Effectiveness Of Case-based Learning Instruction On Students." Phd thesis, METU, 2009. http://etd.lib.metu.edu.tr/upload/3/12610890/index.pdf.

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The main purpose of this study is to compare the effectiveness of case- based learning method instruction over traditional method instruction on eleventh grade high school students&rsquo
understanding of solubility equilibrium concepts. In addition, students&rsquo
attitudes toward chemistry as a school subject and students&rsquo
epistemological beliefs were investigated. Sixty-two eleventh grade students from two classes of a chemistry course taught by the same teacher in Atakent High School in 2007-2008 spring semesters were enrolled in the study. The classes were randomly assigned as experimental and control group. Experimental group students instructed by case-based learning method in which specific situations, generally real-life examples were discussed. On the other hand, control group students were instructed by traditional method. Solubility Concept Test was administered as a pre-test to both groups. Moreover, Attitude Scale toward chemistry and Epistemological Belief Scale about chemistry were administered as a pre- and post-tests to all groups. Solubility Equilibrium Concept Test and Open-Ended Solubility Equilibrium Concept Test were administered as a post-test to all groups. The results showed that case based learning instruction produced significantly greater achievement in understanding of solubility equilibrium than the traditional instruction. Also, there was a significant difference between the experimental and the control group with respect to their epistemological beliefs and attitudes toward chemistry as a school subject in the favor of experimental group. Results obtained revealed that students have several misconceptions related to solubility equilibrium. Case based learning was effective for remediation of misconceptions and enhancing students&rsquo
understanding in comparison to traditional method.

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Yilmazoglu, Candan. "Effect Of Analogy-enhanced Instruction Accompanied With Concept Maps On Understanding Of Acid-base Concept." Master's thesis, METU, 2003. http://etd.lib.metu.edu.tr/upload/12605247/index.pdf.

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This study was conducted to explore the effectiveness of analogy-enhanced instruction accompanied with concept maps over traditionally designed chemistry introduction on understanding of acid-base concept and attitude toward chemistry as a school subject. 81 8th grade students from two classes of a chemistry course taught by the same teacher in Nuh Eskiyapan Primary School in Ankara in 2003-2004 fall semesters were enrolled in the study. There were two groups of students. During the treatment, students in the control group were instructed only with traditionally designed instruction. Students in the experimental group studied with the analogy-enhanced instruction accompanied with concept maps through teacher lecture. Both groups were administered Acid-Base Chemistry Achievement Test and Attitude Scale toward Chemistry as a School Subject as pre-tests and post-tests. Logical Thinking Ability Test was given to both groups at the beginning of the study to determine students&rsquo
logical thinking ability levels. Research data were analyzed by using (SPSS 12.0) ANCOVA and t-test. As a result of the research, it was obviously seen that analogy-enhanced instruction accompanied with concept maps caused a significantly better acquisition of scientific conception related to acid-base and produced significantly higher positive attitudes toward chemistry as a school subject than the traditionally designed chemistry instruction.

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14

Akar, Elvan. "Effectiveness Of 5e Learning Cycle Model On Students&#039." Master's thesis, METU, 2005. http://etd.lib.metu.edu.tr/upload/12605747/index.pdf.

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The main purpose of this study was to compare the effectiveness of instruction based on 5E learning cycle model over traditionally designed chemistry instruction on tenth grade students&rsquo
understanding of acid-base concepts. Fifty- six tenth grade students from two classes of a chemistry course taught by the same teacher in Atatü
rk Anatolian High School 2003-2004 spring semester were enrolled in the study. The classes were randomly assigned as control and experimental groups. Students in the control group were instructed by traditionally designed chemistry instruction whereas students in the experimental group were taught by the instruction based on 5E learning cycle model. Acid-Base Concepts Achievement Test was administered to both groups as a pre-test and post-test in order to assess their understanding of concepts related to acid-base. Students were also given Attitude Scale Toward Chemistry as a School Subject at the beginning and end of the study to determine their attitudes and Science Process Skill Test at the beginning of the study to measure their science process skills. The hypotheses were tested by using analysis of covariance (ANCOVA) and t-test. The results indicated that instruction based on 5E learning cycle model caused a significantly better acquisition of scientific conceptions related to acid-base produced significantly higher positive attitudes toward chemistry as a school subject than the traditionally designed chemistry instruction. In addition, science process skill was a strong predictor in understanding the concepts related to acid-base.

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15

Tasdelen, Ugur. "The Effect Of Computer-based Interactive Conceptual Change Texts On 11th Grade Students." Phd thesis, METU, 2011. http://etd.lib.metu.edu.tr/upload/12613032/index.pdf.

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The purpose of the study was to investigate the effect of conceptual change oriented instruction accompanied by computer-based interactive conceptual change text (CBICCT) on 11th grade students understanding of electrochemistry and attitude toward chemistry. The study was conducted in an anatolian high school in Ankara with two science classes with 66 students in May 2009. A quasi experimental design was used. The classes was assigned to groups
one as control group and the other as experimental group. While control group was given traditional instruction, experimental group was given conceptual change oriented instruction accompanied by CBICCT. Electrochemistry Concept Test (ECT) was administered before and after treatment and Attitude Toward Chemistry Scale (ATCS) was administered after treatment to collect data about students&rsquo
concepts about electrochemistry and attitude toward chemistry, respectively. To investigate possible covariates, Science Process Skills Test (SPST) was administered after treatment. The collected data were analyzed with two way analysis of covariance (ANCOVA) and two way analysis of variance (ANOVA). Gain scores of ECT was analyzed with two way ANCOVA when SPST scores controlled as covariate and the results showed that the experimental group developed significantly better understanding of concepts than control group. The results also showed that no mean difference between males and females, and no interaction effect between instruction method and gender were found. The analysis of ATCS showed that experimental group developed significantly more positive attitude toward chemistry than control group. However, no significant difference between males and females, and no significant interaction between method and gender in terms of attitude toward chemistry were found.

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Unlu, Yalcin. "The Effect Of Explicit Method Of Problem Solving Accompanied With Analogies On Understanding Of Mole Concept." Master's thesis, METU, 2006. http://etd.lib.metu.edu.tr/upload/3/12607488/index.pdf.

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ABSTRACT THE EFFECT OF EXPLICIT METHOD OF PROBLEM SOLVING ACCOMPANIED WITH ANALOGIES ON UNDERSTANDING OF MOLE CONCEPT Ü
NLÜ
, Yalç
in M.S., Department of Secondary Science and Mathematics Education Supervisor: Prof. Dr. Ö
mer GEBAN September 2006, 56 pages The aim of this thesis was to analyse the effectiveness of explicit method of problem solving accompanied with analogy instruction over traditionally designed chemistry introduction on understanding of mole concept and attitude toward chemistry as a school subject. Participants for this research consisted of 53 students at ninth grade level from two classes taught by the same teacher in Atatü
rk Anadolu Lycee. The study was carried out during the second semester in the 2004-2005 school year. During the treatment, students in the experimental group were instructed with explicit method of problem solving accompanied with analogies. Students in the control group studied only with traditionally designed chemistry instruction. Both groups were administered Mole Concept Achievement Test and Attitude Scale toward Chemistry as a School Subject as pre-tests and post-tests. To analyse the data, statistical techniques paired samples t-test and independent samples t-test were used in this study. Statistical analyses were carried out by using the SPSS 10.0. Results of the study showed that explicit method of problem solving accompanied with analogy instruction caused a significantly better acquisition of scientific conception related to mole concept but produced no significant positive attitudes toward chemistry as a school subject than the traditionally designed chemistry instruction.

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Elmas, Ridvan. "The Effect Of Context Based Instruction On 9th Grade Students." Phd thesis, METU, 2012. http://etd.lib.metu.edu.tr/upload/12614425/index.pdf.

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The purpose of the present study was to compare the effectiveness of context based instruction over traditionally designed chemistry instruction on 9th grade students&rsquo
understanding of cleaning materials topic and their attitudes toward environment. Moreover students&rsquo
science process skills were measured for using as a covariate. Participants were 222 ninth grade students from eight classes in two different types of high schools in Ankara. Experimental group students were instructed with context based instruction and control group students were instructed with traditionally designed instruction through five weeks. Cleaning Materials Achievement Test and Attitudes toward Environment Scale were used as pre and post tests. Science Process Skills test was used only as a pretest. MANCOVA technique was used as a statistical analysis procedure. According to statistical analyses, there was a significant mean difference with respect to context based instruction and traditionally designed instruction on cleaning materials topic in favor of experimental group and no significant difference with respect to attitude toward environment. There was no significant mean difference with respect to school type in both Cleaning Materials Achievement Test scores and Attitude toward Environment Scale scores. Beside, science process skills were a strong predictor for understanding the cleaning materials topic. Four focus groups were conducted separately regarding the students&rsquo
career choices after the treatment to have an idea over the quality of the instruction in experimental group. Focus group results revealed that students were appreciated and more motivated with context based instructional design.

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Ceylan, Eren. "Effect Of Instruction Using Conceptual Change Strategies On Students." Master's thesis, METU, 2005. http://etd.lib.metu.edu.tr/upload/2/12605335/index.pdf.

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The main purpose of the study was to compare the effectiveness of the conceptual change oriented instruction through demonstration and traditionally designed chemistry instruction on 10th grade students&rsquo
understanding of chemical reactions and energy concepts and attitudes towards chemistry as a school subject. In this study, 61 tenth grade students from two classes of chemistry course instructed by same teacher from Atatü
rk Anatolian High School took part. The study was conducted during 2003-2004 fall semester. This study included two groups which were selected randomly throughout 9 classes. One of the group was defined as control group in which students were taught by traditionally designed chemistry instruction, while the other group defined as experimental group in which students were instructed by conceptual change oriented instruction through demonstrations (CCID). Chemical Reactions and Energy Concepts Test and Attitude Scale toward Chemistry were administered to both groups as a pre-test and post-test to assess the students understanding of chemical reactions and energy concepts and students&rsquo
attitudes toward chemistry, respectively. Science Process Skills Test was given at the beginning of the study to determine students&rsquo
science process skills. The hypotheses were tested by using analysis of covariance (ANCOVA) and two-way analysis of variance (ANOVA). The results showed that CCID caused significantly better acquisition of the scientific conceptions related to chemical reactions and energy concepts than TDCI. The results showed that there was a significant difference between post-test mean scores of students taught with CCID and those taught with TDCI with respect to their attitude toward chemistry as a school subject. A Science process skill was determined as a strong predictor in understanding the concepts related chemical reactions and energy.

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Kaya, Ebru. "The Effect Of Conceptual Change Based Instruction On Students." Phd thesis, METU, 2011. http://etd.lib.metu.edu.tr/upload/12613137/index.pdf.

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The purpose of this study was to investigate the effects of conceptual change based instruction accompanied by demonstrations (CCBIAD) and gender on 11th grade students&rsquo
understanding and achievement in rate of reaction concepts, and their attitudes toward chemistry as a school subject compared to traditionally designed chemistry instruction (TDCI). Sixty nine 11th grade students from two classes in a public high school in Ankara participated in this study in the Fall Semester of 2008-2009. These classes were randomly assigned as control and experimental groups. In the control group TDCI was used, while in the experimental group CCBIAD was used as instructional methods. Rate of Reaction Concept Test, Rate of Reaction Achievement Test, and Attitude Scale toward Chemistry were administered to both groups as pre-tests and post-tests to assess students&rsquo
understanding of rate of reaction concepts, achievement in these concepts, and attitudes toward chemistry, respectively. Science Process Skills Test was given at the beginning of the study to control students&rsquo
science process skills. After treatment six students from each group were interviewed to determine their misconceptions about rate of reaction. The hypotheses were tested by using Analysis of Covariance (ANCOVA) and Two-Way Analysis of Variance (ANOVA). The results show that CCBIAD used a significantly better acquisition of scientific conceptions related to rate of reaction than TDCI. In addition, there was a significant effect of CCBIAD on students&rsquo
attitudes toward chemistry. There was no significant effect of gender on both students&rsquo
understanding of rate of reaction concepts and their attitudes toward chemistry.

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Cetin, Pinar Seda. "Effects Of Conceptual Change Oriented Instruction On Understanding Of Gases Concepts." Phd thesis, METU, 2008. http://etd.lib.metu.edu.tr/upload/12611252/index.pdf.

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The main purpose of the study was to compare the effectiveness of conceptual change oriented instruction accompanied with computer animations and traditionally designed chemistry instruction on 10th grade students&rsquo
understanding, achievement and retention of gases concepts and attitudes towards chemistry as a school subject. Also students&rsquo
views about nature of science were investigated. Quasi experimental design was used in this study. 67 tenth grade students from two intact classes of a chemistry course taught by the same teacher in Sokullu High School were enrolled. The hypotheses were tested by using analyses of covariance and two- way analyses of variance. The results indicated that instruction based on conceptual change approach caused significantly better acquisition of the scientific conceptions, achievement and retention related to gases concepts than traditionally designed chemistry instruction. Science process skill was determined as a strong predictor in the concepts related to gases. Moreover instruction based on conceptual change approach improved students&rsquo
attitudes as a school subject. However no significant effect of gender difference on students&rsquo
understanding, achievement and attitudes toward chemistry as a school subject was found. Finally experimental group students&rsquo
views about some characteristics of nature of science were determined as more realistic than control group students.

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Pabuccu, Aybuke. "Effect Of Conceptual Change Texts Accompanied With Analogies On Understanding Of Chemical Bonding Concepts." Master's thesis, METU, 2004. http://etd.lib.metu.edu.tr/upload/3/12605121/index.pdf.

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The purpose of this study was to explore the effects of CCTIA over TDCI for 9th grade students&rsquo
understanding of chemical bonding concepts. Also, the effect of instruction on students&rsquo
attitude toward chemistry as a school subject and the effect of gender difference on understanding of chemical bonding concepts and attitudes toward chemistry were investigated. The subjects of this study consisted of 41 ninth grade students from two classes of a chemistry course in TED Ankara High School. This study was conducted during the 2003-2004-spring semester. The classes were randomly assigned as control and experimental groups. Students in the control group were instructed by TDCI whereas students in the experimental group were instructed by CCTIA. CBCT was administered to both groups as a pre-test and post-test in order to assess their understanding of concepts related to chemical bonding. Students were also given ASTC as a school subject at the beginning and end of the study to determine their attitudes and SPST at the beginning of the study to measure their science process skills. At the end of the study, we administered interviews to the students. The hypotheses were tested by using ANCOVA and ANOVA. The results revealed that CCTIA caused a significantly better understanding of scientific conceptions related to chemical bonding concepts than the TDCI. In addition, these two modes of instruction developed the similar attitude toward science as a school subject. Also, science process skill was a strong predictor in understanding the concepts related to chemical bonding. Alternatively, no significant effect of gender difference on understanding the concepts about chemical bonding and on students&rsquo
attitudes toward chemistry as a school subject was found.

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22

Gunay, Baris. "Conceptual Change Text Oriented Insruction To Facilitate Conceptual Change In Atoms And Molecules." Master's thesis, METU, 2005. http://etd.lib.metu.edu.tr/upload/12605885/index.pdf.

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The main aim of this study to investigate the effectiveness of conceptual change texts oriented instruction accompanied with analogies over traditionally designed chemistry instruction on overcoming 10th grade students&rsquo
misconceptions, their understanding atoms and molecules concepts and attitude towards chemistry as a school subject . 45 tenth grades students from two classes of a chemistry course taught by the same teacher in Elmadag High School prticipated in the study that was carried out in 2004 &ndash
2005 Fall semester . Two student groups participated in the study . One of them , called as Experimental group , was instructed with conceptual change text oriented instruction accompanied with analogies and the other one , called as Control group , was instructed with traditionally designed chemistry instruction over a period of two weeks . To investigate the effect of the treatment , Atoms and Molecules Concept Test and Attitude Scale Toward Chemistry as a school subject were administrated to all students in both groups at the begining and end of the the treatment . To evaluate students&rsquo
science process skills , Science Process Skills Test was administrated before treatment . ANCOVA and ANOVA were used to test the hypothesis of the study . The result of the study showed that students instructed with conceptual change text oriented instruction accompanied with analogies gained higher average scores in Atoms and Molecules Concept Test than students instructed by traditionally designed instruction . In addition , students in experiental group indicated a higher positive attitude toward chemistry as a school subject .The results also indicated science process skill was a stronger predictor for the achievement of atoms and molecules concepts. Strategies that were developed and results obtained for the present study may be used by science teachers to eliminate the students&rsquo
misconceptions about atoms and molecules concepts and provide better conceptual understanding of atoms and molecules.

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Ceylan, Eren. "Effects Of 5e Learning Cycle Model On Understanding Of State Of Matter And Solubility Concepts." Phd thesis, METU, 2008. http://etd.lib.metu.edu.tr/upload/3/12610146/index.pdf.

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The main purpose of the study was to compare the effectiveness of 5E learning cycle model based instruction and traditionally designed chemistry instruction on 10th grade students&rsquo
understanding of state of matter and solubility concepts and attitudes towards chemistry as a school subject
and students&rsquo
perceived motivation and perceived use of learning strategies. In this study, 119 tenth grade students from chemistry courses instructed by same teacher from Atatü
rk Anatolian High School took part. The study was conducted during 2007-2008 spring semester. This study included two groups which were randomly assigned as experimental and control groups. Control group students were taught by traditionally designed chemistry instruction, while the experimental group students were instructed by 5E learning cycle model based instruction. In the experimental group, students were taught with respect to the sequence of 5E learning cycle model which are engagement, exploration, explanation, elaboration, and evaluation through the use of activities such as demonstrations, video animations, laboratory ectivities, and discussions. In the control group, traditionally designed chemistry instruction was implemented through teacher explanations and use of textbook. State of Matter and Solubility Concepts Test (SMSCT), Attitude Scale toward Chemistry (ASTC), and Motivated Strategies for Learning Questionnaire (MSLQ) were administered to both groups as a pre-test and post-test to assess the students understanding of state of matter and solubility concepts, students&rsquo
attitudes toward chemistry, students&rsquo
perceived motivations and students perceived use of learning strategies, respectively. Science Process Skills Test was given at the beginning of the study to determine students&rsquo
science process skills. The hypotheses were tested by using multivariate analysis of variance (MANOVAs). The results showed that instruction based on 5E learning cycle model caused significantly better acquisition of the scientific conceptions related to state of matter and solubility concepts than traditionally designed chemistry instruction. In addition, instruction based on 5E learning cycle model improved students&rsquo
attitudes as a school subject, intrinsic goal orientation, extrinsic goal orientation, task value, elaboration strategy use, organization strategy use. A Science process skill was determined as a strong predictor in understanding the concepts related state of matter and solubility.

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24

Pabuccu, Aybuke. "Improving 11th Grade Students&#039." Phd thesis, METU, 2008. http://etd.lib.metu.edu.tr/upload/3/12609912/index.pdf.

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The purpose of this study was to compare the effectiveness of instruction based on 5E learning cycle model over traditionally instruction on students&
#8217
understanding of acid-base concepts. Also, the effect of instruction on students&
#8217
attitude toward chemistry as a school subject and the effect of gender difference on understanding of acid-base concepts and attitudes toward chemistry were investigated. During the second semester of 2007-2008, 130 eleventh grade students from six classes of two different high schools attended this study. The classes were randomly assigned as control and experiment groups. Students in the control groups were instructed by traditional instruction whereas students in the experimental groups were taught by 5E model. Attitude Scale Toward Chemistry as a School Subject and Acid-Base Concept Test were administered as a pre and post-tests. In addition, Science Process Skill Test and Views on Science-Technology-Society instrument was utilized. The hypotheses were tested by using two-way analysis of covariance (ANCOVA) and two-way analysis of variance (ANOVA). The results revealed that 5E Model caused a significantly better understanding of acids and bases than the traditional instruction. In addition, these models of instruction developed the similar attitude toward science as a school subject. Science process skill was a strong predictor in understanding the concepts. On the other hand, no significant effect of gender difference on understanding the acids and bases and on students&
#8217
attitudes toward chemistry as a school subject was found. The results of Views on Science-Technology-Society gave a picture of the students&
#8217
views on nature of science.

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25

Bozkoyun, Yasin. "Facilitating Conceptual Change In Learning Rate Of Reaction Concepts." Master's thesis, METU, 2004. http://etd.lib.metu.edu.tr/upload/3/12605284/index.pdf.

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The main aim of this study to investigate the effectiveness of conceptual change texts oriented instruction accompanied with analogies over traditionally designed chemistry instruction on overcoming 10th grade students&
#8217
misconceptions, their understanding of rate of reaction concepts and attitude towards chemistry as a school subject. 56 tenth grade students from two classes of a chemistry course taught by the same teacher in the ATATÜ
RK Anatolian High school, participated in the study. This study was carried out in 2003-2004 spring semester. There were two groups in the study. Experimental group was instructed with conceptual change texts oriented instruction accompanied with analogies and the control group was instructed by traditionally designed chemistry instruction over a period of four weeks. To investigate the effect of treatment, Rate of Reaction Concepts Test and Attitude Scale Toward Chemistry as a school subject were administered to all students in both groups at the beginning and end of the treatment. To evaluate students&
#8217
science process skills, Science Process Skills Test was administered before treatment. To test the hypothesis of the study ANOVA and ANCOVA were used. The result of the study showed that students in conceptual change texts oriented instruction accompanied with analogies got higher average scores in Rate of Reaction Concepts Test than traditionally designed chemistry instruction. Also, students in experimental group indicated a higher positive attitude toward chemistry as a school subject. In addition, science process skill was a strong predictor for the achievement related to rate of reaction concepts. Results and strategies that were developed for this study may be used by teachers to reduce and eliminate students&
#8217
misconceptions about the rate of reaction concepts.

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26

Onder, Ismail. "The Effect Of Conceptual Change Approach On Students&amp." Phd thesis, METU, 2006. http://etd.lib.metu.edu.tr/upload/12607345/index.pdf.

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The main purpose of this study was to compare the effectiveness of instructions one based on conceptual change approach and the other based on traditional chemistry instruction on tenth grade high school students&
#8217
understanding of solubility equilibrium concept. In addition, students&
#8217
attitudes toward chemistry as a school subject and toward conceptual change texts were investigated. Moreover, students&
#8217
science process skills were also investigated. 125 tenth grade students from four classes of a chemistry course taught by three teachers in Kocatepe Mimar Kemal High School in 2004-2005 spring semesters were enrolled in the study. Quasi-experimental research design where intact groups were randomly assigned to experimental and control groups, was applied since it was difficult to arrange students randomly to experimental and control groups. Students in experimental group instructed by conceptual change approach in which conceptual change texts were used. On the other hand, in control group students were instructed by traditionally designed chemistry instruction. Solution concept test was administered as a pre test before the study to all groups. In addition, science process skill test and attitude scale toward chemistry as a school subject were also administered to students before the study. Solubility equilibrium concept test was administered as a post test to all groups. Moreover, each group also received attitude scale toward chemistry after the treatment and the students in experimental group also received attitude scale toward conceptual change texts after the treatment. The hypotheses were tested by using correlation analysis, t-test, ANOVA and analysis of covariance (ANCOVA). The results indicated that instruction based on conceptual change approach caused significantly better acquisition of concepts related to solubility equilibrium than the traditionally designed chemistry instruction. In addition, no significant difference was found between experimental group and control group students with respect to attitudes toward chemistry as a school subject. However, significant mean difference was found between male and female students with respect to both their attitudes toward chemistry and their attitudes toward CCTs. Moreover, no relationship was obtained between attitudes toward CCTs and understanding of solubility equilibrium concept. In addition, students&
#8217
science process skills and prior achievements were strong predictor of understanding of concepts related to solubility equilibrium. On the other hand, no significant effect of interaction between gender difference and treatment with respect to both students&
#8217
understanding of solubility equilibrium concept and their attitudes toward chemistry as a school subject was found. Results obtained revealed that students have several misconceptions that hinder learning, related to solubility equilibrium concept. Therefore, it is important to find ways for remediation of those misconceptions. Therefore, the effectiveness of instruction based on CCA in which CCTs were used in this study on remediation of misconceptions and enhancing understanding of solubility equilibrium concept compared to instruction based on traditional methods was investigated and instruction based on CCA was found more effective.

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27

Ayhan, Arzu. "Effect Of Conceptual Change Oriented Instruction Accompanied With Cooperative Group Work On Understanding Of Acid-base Concepts." Master's thesis, METU, 2004. http://etd.lib.metu.edu.tr/upload/3/12605122/index.pdf.

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The main purpose of this study was to compare the effectiveness of conceptual change oriented instruction accompanied with cooperative group work and traditionally designed instruction for removing misconceptions related to acid-base concepts. In this study 33 tenth grade students from two classes from METU Development Foundation Private School in the spring semester of 2003-2004 participated. There were two groups in the study. Students in experimental group received conceptual change oriented instruction with cooperative group work, and students in control group received traditionally designed instruction over a period of six weeks. Acid-Base Concept Test was administered to both groups as pre- and post-test. Students were also received Science Process Skill Test to determine their science process skills as pre-test and Attitude Scale Toward Chemistry to measure their attitudes toward chemistry as pre- and post-test. The hypotheses were tested by t-test, ANCOVA, and ANOVA. The results showed that the students in experimental group had significantly higher scores with respect to achievement related to acid-base concepts than the students in control group. On the other hand, there was no significant difference between attitude mean scores of students in experimental and control groups. Also, science process skill was a strong predictor for the achievement related to acid-base concepts. Alternatively, there was no significant difference between girls and boys in terms of understanding of acid-base concepts and attitudes toward chemistry. Alternatively, there was no significant interaction between gender and treatment on understanding of acid-base concepts and attitudes toward chemistry.

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28

Jivan, Roshni Chagan. "Attitudes of learners towards physics and chemistry." Thesis, 1999. http://hdl.handle.net/10413/4378.

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The study investigated the attitudes of high school learners towards Physics and Chemistry. The learners were in Sastri College, a high school in Kwa-Zulu Natal. The study also investigated the relationship between attitude and performance. The sample consisted of 50, Grade 12, Physical Science learners. The data was collected by means of a questionnaire, a semi-structured and individual interviews and the matriculation results from the Department of Education and Culture. The SPSS package was used to analysis the quantitative data. The interviews were used to qualify and elaborate on the statistical findings. The findings showed that majority of the learners had a positive attitude towards Physics while few learners had positive attitude towards Chemistry. It was also found that attitude did not affect the performance of the learners and there was no gender difference between attitudes and performance.
Thesis (M.Ed.) - University of Durban-Westville, 1999.

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29

Mogane, Maria Gadifele. "Relationship between the attitude of first year medical students towards chemistry and their learning outcomes." Diss., 2010. http://hdl.handle.net/10500/3266.

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Several factors that are known to influence attitudes of students towards learning have been documented. Some of these factors have been found to affect the achievement of students. In this study the relationship of the attitudinal disposition of students to their learning outcomes were assessed. Chemistry attitude questionnaire was used to assess the attitude of students and a pen and paper examination comprising of questions requiring declarative and procedural knowledge were used to assess learning outcomes of students. Correlation analysis and multiple linear regression analysis were used to assess relationship between attitude of students and their learning outcomes. The results showed that attitude of students had a positive but moderate influence on their performance. The ANOVA results showed a statistical significant relationship between attitude of students and students’ learning outcomes (F= 38.383, p=0.000).
Institute of Science and Technology Education
M.Sc. (Mathematics, Science and Technology Education)

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30

Rusek, Martin. "Výzkum postojů žáků středních škol k výuce chemie na základních školách." Doctoral thesis, 2013. http://www.nusl.cz/ntk/nusl-326746.

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TITLE: Students' Attitudes Towards Chemistry According to the Secondary School They Attend AUTHOR: PhDr. Martin Rusek DEPARTMENT: Katedra chemie a didaktiky chemie SUPERVISOR: prof. RNDr. Pavel Beneš, CSc. ABSTRACT: The research presented in this thesis completes the data with the information about so far neglected vocational schools students' attitudes towards chemistry. After the curricular reform, impact put on general education, including chemistry, brings considerable changes in this area. The questionnaire used was focused on three spheres: students' attitudes towards chemistry, didactical facilities used in chemistry education and students' attitudes towards particular chemical topics. The questionnaire was submitted to students (N = 959) at the beginning of the school year after they entered secondary school. That way the results reflect students' attitudes constructed at primary schools. The results show negative students' attitudes. They are mostly affected by the difficulty of the subject and also by students' low interest in the topics. It was also proved that topics close to students' lives play a vital role. Based on the results of the research, proposals may be word in order to solve the situation: emphasizing activating methods such as: experimental work and active observation, also...

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31

Pasaribu, Margaretha Aurelia, and Margaretha Aurelia Pasaribu. "THE RELATIONSHIP AMONG VOCATIONAL STUDENTS’ CHEMISTRY LABORATORY ANXIETY, ATTITUDES TOWARD CHEMISTRY LESSONS AND SELF-EFFICACY IN INDONESIA." Thesis, 2017. http://ndltd.ncl.edu.tw/handle/4wetwb.

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碩士
國立東華大學
教育與潛能開發學系
105
THE RELATIONSHIP AMONG VOCATIONAL STUDENTS’ CHEMISTRY LABORATORY ANXIETY, ATTITUDES TOWARD CHEMISTRY LESSONS AND SELF-EFFICACY IN INDONESIA Margaretha Aurelia Pasaribu ABSTRACT This study intends to solve five research questions. The first to the third research questions are developing Chemistry Laboratory Anxiety Instrument (CLAI:15 items), Attitude toward Chemistry Lessons (ATCL:12 items) and Self-Efficacy (SE: 8 items) by Motivated Strategies for Learning Questionnaire respectively. There are total 35 items are distributed to 120 chemistry vocational students in SMK Negeri 3 Medan, North Sumatera. The developments of questionnaires are tested by Cronbach Alpha (ranges from .690 to .840) for reliability testing, and Pearson Correlation (CLAI: .459- .789; ATCL: .483-.752; SE: .598-.762), Factor Loading, Extreme Group t-test and Factor Analysis for validity testing. In this stage, one item in Attitude toward Chemistry Lessons is rejected because the number of Pearson Correlation and Factor Loading are lower than the critical value. The forth research question is to investigate the current situation of Chemistry Laboratory Anxiety, Attitude toward Chemistry Lessons and Self-Efficacy condition of Chemistry Vocational School in Indonesia. The situation is analyzed by descriptive statistics including mean and standard deviation, which are sorted by the highest value to the lowest value of the mean of each item in each questionnaire. The 475 chemistry vocational students at the same school are included in this formal study. The most anxious activities in chemistry laboratory according to the CLAI results is “… recording data during lab”. According to the ATCL results, students have a positive attitude in chemistry lab (“When I am working in lab, I feel I am doing something important”). In addition, chemistry vocational students do have a high expectation of their chemistry class, as reported in the self-efficacy questionnaire (“I expect to do well in chemistry class”). The aim of the fifth research question is to find the relationship among Chemistry Laboratory Anxiety, Attitudes toward Chemistry Lesson and Self-Efficacy for Chemistry Vocational Students in SMK Negeri 3 Medan. According to the results from formal study, there are significant linear relationship among chemistry laboratory anxiety, attitude toward chemistry lesson and self-efficacy. There is significant negative relationship between chemistry laboratory anxiety as well attitude toward chemistry, and between chemistry laboratory anxiety and self-efficacy. On the other hand, a positive attitude toward chemistry lesson and self-efficacy has a significant positive relationship in this study. By this study, chemistry vocational school teachers are expected to give attention about students’ attitude and students’ self-efficacy during chemistry class because it can affect students’ behavior in chemistry laboratory. Keyword: chemistry laboratory anxiety, attitude toward chemistry lesson, self-efficacy, chemistry vocational student

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Li, Wei-Ting, and 李韋廷. "High school students’ conceptions of, attitudes toward, and self-efficacy of learning chemistry." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/99171729534638805078.

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碩士
國立臺灣科技大學
數位學習與教育研究所
102
The purpose of this study was to identify the high school students’ conceptions of learning chemistry, attitude toward chemistry learning, and chemistry learning self-efficacy, and to examine the differences with all the relationships among conceptions of learning chemistry, attitude toward chemistry learning, and chemistry learning self-efficacy. There were 298 students (177 males and 121 females) of four different high schools from Taipei. Three questionnaires, conceptions of learning chemistry (COLC), attitude toward chemistry learning (ATCL), and chemistry learning self-efficacy (CLSE), were conducted to explore gender difference, grade difference, and group difference in the high school students’ conceptions of learning chemistry, attitude toward chemistry learning, and chemistry learning self-efficacy. First, it was found that male students tended to express more agreement with higher-level COLC, ATCL, and CLSE than those in female students. Second, it was found that students in 12th grade tended to score the highest in higher-level COLC, ATCL, and CLSE than other graders. Final, it was found that science-major students tended to hold higher tendency toward higher-level COLC, ATCL, and CLSE than those major in social science Moreover, the results of the path analysis indicated that the ATCL could be viewed as the mediating variable between the COLC and CLSE. Further, the path analyses, in general, revealed that the students who expressed higher-level COLC, that is, learning chemistry by transforming, tended to hold positive and active attitude, then tended to hence their learning self-efficacy. Finally, according to the results of this study, implications and recommendation for teachers teaching in school and future study were provided

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33

Yamin, Sulaiman Bin. "Frequency of testing and its effects on achievement, test anxiety and attitudes toward science of students at University Technology of Malaysia." Thesis, 1988. http://hdl.handle.net/1957/28982.

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The purpose of this study was to determine the effects of frequent versus conventional testing on Chemistry achievement test anxiety, and attitudes toward science of students enrolled in general chemistry classes at the University Technology of Malaysia. The subjects consisted of 278 students taking first year Chemistry at the University Technology of Malaysia. The students were given a pretest and posttest in achievement, test anxiety, and attitudes toward science. The instruments included an achievement test in chemistry made up of selected items from previous American Chemical Society Cooperative Examinations and translated versions of the State Trait Anxiety Inventory and Science Attitude Questionnaire. Pretest scores were used to assign students randomly into experimental and control groups. The experimental group was subjected to frequent testing, while the control group was subjected to conventional testing. The data were analyzed using one-way and three-way analysis of covariance. The analysis revealed significant difference between the experimental and control groups in student (a) achievement in chemistry with the experimental group achieving at higher levels and (b) test anxiety with the experimental group having lower test anxiety than the control group. No significant difference was found in students attitudes toward science between the experimental and control groups. It was concluded that first year Chemistry students at the University Technology of Malaysia achieve significantly higher in chemistry when they are subjected to frequent rather than conventional testing. It was further concluded that frequent testing was significantly more effective than conventional testing in lowering student test anxiety.
Graduation date: 1989

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Dissertations / Theses on the topic 'Attitudes towards chemistry'

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