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Journal articles on the topic 'School Attitudes'
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1
Cain, Thomas, and John Hattie. "Attitudes to school and reading achievement among secondary school students." Australian Journal of Education 64, no. 1 (December 5, 2019): 5–24. http://dx.doi.org/10.1177/0004944119890139.
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This study analysed students’ attitudes towards school and the relationship between these attitudes and reading performance. Using a sample of 57,572 Year 7 and 9 students from 306 Victorian government schools, the analysis combined two de-identified data sets – students’ responses to the Student Attitudes to School Survey and their performance in NAPLAN reading assessments – from a single year (2017). The findings of this study demonstrate that a re-organisation of survey items into six new factors may represent student attitudes more usefully than the current 20-factor structure. Each of the six factors was found to relate to a set of demographic moderators. The results yielded statistically significant relationships between each attitude factor and reading achievement and growth. This study proposes a four-cluster model that groups schools with similar profiles across the six attitude factors. This model may improve the ability of the education system to interpret and analyse relative data and use these findings more effectively.
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Maison, Maison, Haryanto Haryanto, Margaret Dwi Wiwik Ernawati, Yulia Ningsih, Nurdatul Jannah, Tari Okta Puspitasari, and Dodi Setiawan Putra. "Comparison of student attitudes towards natural sciences." International Journal of Evaluation and Research in Education (IJERE) 9, no. 1 (March 1, 2020): 54. http://dx.doi.org/10.11591/ijere.v9i1.20394.
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The attitude of students during the learning process is essential to be known by an educator to understand how to deal with students in the class. This study aims to determine how students 'attitudes towards science subjects and this study also aim to determine whether there is a comparison of students' attitudes towards natural science subjects in junior high schools in Indonesia. This research was conducted at some state junior high schools in Jambi. Specifically, the research sites were Junior High School 5, Junior High School 6, and Junior High School 26 in Jambi. The research design used in this study was a quantitative approach with survey methods. The research instrument was a science attitude questionnaire. Data were analyzed using descriptive statistics and inferential statistics. The results showed that students' attitudes toward science subjects based on indicators of adoption of scientific attitudes, fun in learning science, and interest in increasing the time to study science were in good categories and also there are significant differences of students’ attitude towards science subjects in the three schools with a comparison value of 0.042 < 0.05.
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GÜVEN, Gökhan. "An Investigation of the Relationship between Science Course Attitudes and Robotics Attitudes." Malaysian Online Journal of Educational Technology 9, no. 2 (April 13, 2021): 15–29. http://dx.doi.org/10.52380/mojet.2021.9.2.197.
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The current study aimed to investigate the relationship between middle school students’ science course attitudes and robotics attitudes. To this end, the correlational survey model was used. The study group of the current study is comprised of 220 students attending middle schools in the 2019-2020 school year. In the study, the “Science Course Attitude Scale” was used to measure the students’ science course attitudes and the “Robotics Attitude Scale” was used to measure their robotics attitudes. In the study, the relationship between the robotics attitude dataset consisted of the learning desire, self-confidence, computational thinking and teamwork variables and the science course attitude dataset consisted of the daily life and learning new knowledge, difficulty in practice, problem solving, motivation and anxiety variables was analyzed with the canonical correlation analysis. As a result of the study, a significant correlation was found between the science course attitudes and the robotics attitudes and the covariance shared between the datasets was found to be 38.4%. The relationship between these two variables was discussed and various suggestions were made.
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Vragović, Anica, and Irena Klasnić. "DO PRIMARY SCHOOL STUDENTS LIKE MATHEMATICS?" SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 2 (May 28, 2021): 624–34. http://dx.doi.org/10.17770/sie2021vol2.6158.
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Importance of mathematics as a school subject is evident in a fact that it is a constituent part of core curriculum for basic education in all education systems in the world. First few years of education are of crucial importance to the formation of attitudes towards mathematics. Attitudes are important because they navigate our actions and by doing so, influence our reality and our future as well. Research on attitudes towards mathematics has considerably increased over the past few years, since the importance of mathematics is getting continuously more accentuated. In the context of schools and education, it is emphasized how positive attitude towards mathematics influences students’ relationship with school-work, studying, confidence and behaviour. The aim of the study was to determine primary school students’ attitudes towards mathematics. One hundred and seventy-one students from 3rd to 8th grade from III Primary School Varaždin, Croatia participated in the research. The data were analyzed with t-test and one-way ANOVA for independent samples. The research has shown that there is no statistically significant gender difference in attitudes towards mathematics; however, age difference was confirmed. It was also found that younger students in primary education had a more positive attitude towards mathematics than older students. Practical implications of acquired results could be in providing additional support to 5th and 6th grade students when the change from positive to negative attitude happens.
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Udhiyanasari, Khusna Yulinda. "Sikap Guru terhadap Anak Berkebutuhan Khusus di Sekolah Inklusi." Journal of Education and Instruction (JOEAI) 2, no. 1 (June 25, 2019): 15–24. http://dx.doi.org/10.31539/joeai.v2i1.584.
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This study aims to find out how the characteristics of ABK in general, how the role of inclusive schools for ABKs, how the attitudes of teachers and ABK in inclusive schools and how the attitudes of teachers towards ABK in inclusive schools. The research method used a descriptive method by analyzing the characteristics of ABK in general, the role of inclusion schools for ABK, the attitudes of teachers and ABK in inclusive schools and the attitudes of teachers towards ABK in inclusive schools. The results showed that the attitudes of inclusive school teachers (SD Kebonsari 5, Jember) had a bad attitude towards ABK. This result is obtained from the teacher's attitude that lacks respect for the handling of ABK and can also be known from the analysis of the resource person, one of the 10-year-old elementary school students (TM). Conclusion, based on the research findings, it is better if teachers in inclusive schools are expected to be able to improve their ability to handle ABK through trainings organized by the government, school committees can optimize the role of inclusive schools for ABK, related parties participate in assisting the government's role in improving The teacher's ability and understanding of inclusive education is very much needed so that the goal of inclusive education, which is to provide equal and equitable education to ABK, can run well.
Keywords: Teacher Attitudes, Inclusion Schools, Children with Special Needs.
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Aini, Rahmi Qurota, Arif Rachmatullah, and Minsu Ha. "INDONESIAN PRIMARY SCHOOL AND MIDDLE SCHOOL STUDENTS’ ATTITUDES TOWARD SCIENCE: FOCUS ON GENDER AND ACADEMIC LEVEL." Journal of Baltic Science Education 18, no. 5 (October 12, 2019): 654–67. http://dx.doi.org/10.33225/jbse/19.18.654.
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Student attitudes toward science have been one of the longstanding topics in science education research. Even though Indonesia has a unique educational system in which cultural, religious, and cognitive aspects are incorporated in the science K-12 curriculum, a limited number of studies have explored Indonesian students’ attitudes towards science. This research aimed to examine students’ attitudes toward science and the interaction between academic grade level and gender in Indonesian primary and middle school. Thirty items from five components of the BRAINS instrument were administered to 1587 Indonesian students from fourth grade through ninth grade to measure their attitude toward science. Rasch analysis, two-way ANOVA, and structural equation modeling path analysis were used to answer the proposed research questions. The current research found that Indonesian students’ attitudes toward science were significantly affected by academic level, however, gender only affected three components of attitude (control belief, attitude toward the behavior, and intention). Female students showed a higher attitude toward science than male students in general. The trends in every component of the students’ attitudes decreased from primary school to middle school. The present research provides a deeper discussion by considering the socio-cultural and educational history of Indonesia. Keywords: academic level, gender, middle school, primary school, science attitude.
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Yıldız, Mustafa, and Yusuf Kızıltaş. "The Attitudes of Secondary School Students Toward School And Reading: A Comparison In Terms of Mother Tongue, Gender And Class Level." International Journal of Education and Literacy Studies 6, no. 1 (January 31, 2018): 27. http://dx.doi.org/10.7575/aiac.ijels.v.6n.1p.27.
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It is important to determine whether the school attitude of secondary school students has an influence on the reading attitude. For this purpose, such a study was conducted at secondary school level. In addition, the extent to which such variables as mother tongue are determinative in this context has been examined.The objective of this study is to examine the relationship between the attitudes of 5th, 6th, 7th and 8th grade secondary school students toward the school and reading. In addition, the study also examines whether the attitude towards reading and school differs according to gender, class, and mother tongue variables. A total of 513 students (235 females, 278 males) attending secondary school in the province of Van in Turkeyparticipated in the research. In the study, Attitude Scale toward Reading developed by Alıcı (2013) is used in order to measure the attitudes of the students towards the school. Additionally, Reading Attitude Scale for Elementary Second Grade Students developed by Özbay and Uyar (2009) isused to measure the students’ attitudes towards reading. According to the results, there is a moderate significant relation between students’ attitudes toward the school and attitudes toward reading. According to the findings obtained from the study,it is seen that the attitudes of female students toward the school are more positive than those of male students. It is concluded that the attitudes of 5th grade students toward the school are more positive than those of the other students. Furthermore, students whose mother tongue is Turkish have more positive reading attitudes than the students whose mother tongue is Kurdish or one of other languages (Arabic, Persian, and so on).
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Uğraş, S., and G. Özen. "Investigation of relationship between attitude to physical education course and school belonging." Pedagogy of Physical Culture and Sports 24, no. 1 (February 28, 2020): 48–53. http://dx.doi.org/10.15561/18189172.2020.0108.
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Aim : The purpose of this study was to investigate whether there is a relationship between students' attitudes towards physical education course and belonging to school. Material and Methods: Research group comprised of 589 (51.5%) males and 555 (48.5%) female students in secondary schools of Malatya province. 250 (21.9%) of the students were 5th grade, 219 (19.1%) were 6th grade, 387 (33.8%) were 7th grade and 288 (25%) 2) 8th grade students. School Belonging Scale and Attitude scale to Physical Education course were used as a quantitative data collection tool. Pearson correlation test, simple and multiple regression analyses were used to statistical analysis. Significance level was accepted as p<.05. Results: It was found that there were significant positive correlations in the all sub-domains of attitude and school belonging dimensions to physical education course (p < .05). Regression analyses revealed that the attitudes of students to physical education course predicted school belonging by 11% and students' attitudes towards physical education course predicted school belonging by 10% (p < . 05). Conclusion: As a result, students' attitudes towards physical education course increase, their belonging to school increases. In order to increase students' attitudes towards physical education course, it is possible to plan the content and structure of the course in a more fun way.
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Uğraş, S., and G. Özen. "Investigation of relationship between attitude to physical education course and school belonging." Pedagogy of Physical Culture and Sports 24, no. 1 (February 28, 2020): 48–53. http://dx.doi.org/10.15561/26649837.2020.0108.
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Aim : The purpose of this study was to investigate whether there is a relationship between students' attitudes towards physical education course and belonging to school. Material and Methods: Research group comprised of 589 (51.5%) males and 555 (48.5%) female students in secondary schools of Malatya province. 250 (21.9%) of the students were 5th grade, 219 (19.1%) were 6th grade, 387 (33.8%) were 7th grade and 288 (25%) 2) 8th grade students. School Belonging Scale and Attitude scale to Physical Education course were used as a quantitative data collection tool. Pearson correlation test, simple and multiple regression analyses were used to statistical analysis. Significance level was accepted as p<.05. Results: It was found that there were significant positive correlations in the all sub-domains of attitude and school belonging dimensions to physical education course (p < .05). Regression analyses revealed that the attitudes of students to physical education course predicted school belonging by 11% and students' attitudes towards physical education course predicted school belonging by 10% (p < . 05). Conclusion: As a result, students' attitudes towards physical education course increase, their belonging to school increases. In order to increase students' attitudes towards physical education course, it is possible to plan the content and structure of the course in a more fun way.
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Francis, Leslie J., David W. Lankshear, and Emma L. Eccles. "How students perceive attending Church in Wales primary schools: A psychometric assessment of Section 50 inspection criteria." Research in Education 102, no. 1 (November 6, 2017): 2–12. http://dx.doi.org/10.1177/0034523717740150.
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A sample of 4581 year 4, year 5 and year 6 students (8–11 years of age) attending Church in Wales primary schools completed six short scales designed to operationalise the Section 50 inspection criteria concerning aspects of the distinctiveness of Church school ethos and concerning school worship. The data demonstrated the internal consistency reliability of the six measures and showed more positive attitudes to be associated with being female, being younger, and attending Church. Overall, the students displayed positive attitudes toward school ethos, toward school experience, toward school teachers, toward relationships within school, and toward school and environment. Attitude toward school worship was less positive.
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Ross, George S., L. David Weller, and Carvin L. Brown. "Attitudes of Georgia Public School Teachers toward Teaching as a Profession." Perceptual and Motor Skills 66, no. 3 (June 1988): 780–82. http://dx.doi.org/10.2466/pms.1988.66.3.780.
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This study examined the professional aspects of teaching and assessed differences in the attitudes of 1,436 Georgia public school teachers in 88 rural and 55 urban schools at the elementary (K-5), middle (6–8), and secondary (9–12) levels. Significant differences in attitude were noted by school level but not location.
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Buldur, Aycan, and Esra Omeroglu. "An Examination of the Relationship between Pre-school Children’s and Their Teachers’ Attitudes and Awareness towards the Environment." Journal of Education and Learning 7, no. 2 (January 16, 2018): 221. http://dx.doi.org/10.5539/jel.v7n2p221.
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The purpose of this study is to determine the level of awareness and attitudes towards environment of pre-school children’s and their teachers’ and to examine the relationship between them. This study was based on correlational research model. The study group consisted of 26 pre-school teachers working in kindergartens and primary schools in a province, and 208 children in the 5-6 age groups in which these teachers entered their classes. In this study, “Environmental Awareness and Attitude Scale for Pre-school Children” was used to determine the awareness and attitudes of pre-school children’s towards the environment. The “Attitudes towards Environmental Problems Scale” was used to determine the attitudes of pre-school teachers’ to the environmental problems and the “Awareness Scale for Environmental Problems” was used to determine teachers’ awareness of environmental problems. As a result of the study, it was determined that pre-school children’s attitudes towards environmental problems are high but their awareness about environmental problems is moderate. On the other hand, it was determined that pre-school teachers’ attitudes towards environmental problems were moderate and their awareness of environmental problems was generally high. Finally, it was determined that a moderately significant relationship was found between pre-school children’s and their teachers’ attitudes towards environmental problems, while there was a weak relationship between children’s and their teachers’ awareness of environmental problems.
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Martony, Oslida. "Pemberdayaan Kader Cilik dalam Peningkatan Pengetahuan, Sikap dan Perilaku Jajan Anak Sekolah." Journal of Telenursing (JOTING) 2, no. 1 (June 6, 2020): 91–100. http://dx.doi.org/10.31539/joting.v2i1.1191.
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This study aims to determine the knowledge, attitudes, and behavior of school children snacks before and after counseling related to the empowerment of cadres in schools at Muhammadiyah Lubuk Pakam Elementary School. This research method is a correlative study using a cross-sectional design. The results of the static test show that the value of p = 0.00 <0.05 means that there are significant differences between the knowledge, attitudes, and behavior of Muhammadiyah students' snacks in choosing healthy meals and snacks that contain hazardous ingredients after empowerment by young cadres, In conclusion, the counseling method is very influential in significantly increasing the knowledge, attitudes, and behavior of school children at SD Muhammadiyah Lubuk Pakam.
Keywords: Snack for School Children, Young Cadres, Knowledge, Behavior, Attitude
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Waliczek, Tina M., and J. M. Zajicek. "The Effect of School Gardens on Self-Esteem, Interpersonal Relationships, Attitude toward School, and Environmental Attitude in Populations of Children." HortScience 31, no. 4 (August 1996): 608c—608. http://dx.doi.org/10.21273/hortsci.31.4.608c.
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Children develop their personalities and attitudes at an early age. With children spending 25% of each day in the classroom, schools are a major influence on self-esteem, interpersonal relationships, and environmental attitudes. Studies in human issues in horticulture have focused on how gardens affect self-esteem in nontraditional populations but have yet to research children in mainstream school districts. Our main goal was to initiate and integrate an environmental education garden program into the curriculum of several schools in the midwest and Texas. Our objectives included evaluating whether the students participating in the garden program were receiving various emotional, physical, and psychological benefits and whether they were developing positive environmental attitudes as a result of participation in the garden program. The garden program, titled “The Green Classroom,” was designed to provide third-through eighth-grade teachers some basic garden activities that could be infused into their classroom lessons and would serve to reinforce curriculum in various disciplines with hands-on activities. Eight schools, ≈1000 students, took part in the study. Students participating in this study were administered a pretest before participation in the garden program and an identical posttest after its completion. The questionnaire included a psychological inventory, an environmental attitude survey, and a short biographical information section. Comparisons were made between children based on age, ethnic background, gender, and length of garden season. Results examine the relationship between the garden program and self-esteem, interpersonal relationships, attitude toward school, and environmental attitudes of children.
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Sun, Chang, Qingzhi Wang, Sasmita Poudel Adhikari, Ruixue Ye, Sha Meng, Yuju Wu, Yuping Mao, Hein Raat, and Huan Zhou. "Correlates of School Children’s Handwashing: A Study in Tibetan Primary Schools." International Journal of Environmental Research and Public Health 16, no. 17 (September 3, 2019): 3217. http://dx.doi.org/10.3390/ijerph16173217.
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Hand hygiene, including handwashing by children, has been reported to contribute to the prevention of various infectious conditions. This study aims to explore the correlates of handwashing behavior among 1690 fourth to sixth grade primary school students in 19 Tibetan primary schools (Golog, Qinghai, China). The theory of reasoned action (TRA) was applied. Data was collected by questionnaire. Structural equation modeling (SEM) analysis showed that students’ attitude (β = 0.22, 95% CI 0.13–0.31) and subjective norms in terms of compliance to teachers’, parents’ and peers’ suggestions to wash hands (β = 0.09, 95% CI 0.01–0.18) were directly associated with students’ handwashing behavior. Students’ knowledge (β = 0.04, 95% CI 0.03–0.07) had an indirect association with handwashing behavior, mediated by students’ attitudes and subjective norms. Subjective norms (β = 0.12, 95% CI 0.07–0.17) were also indirectly correlated with handwashing through students’ attitudes. Therefore, our study supported the theory of reasoned action through our findings that students’ attitude and knowledge, and also attitudes from teachers, parents and peers were correlated with student handwashing behavior. Students reported higher level of compliance to teachers than to their parents and classmates. Based on this information, we recommend teacher-involved participatory hygiene education to promote students’ handwashing behaviors in areas at high risk for infectious diseases that can be prevented by handwashing.
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Holický, Jakub, Aleš Kaplan, and Šárka Honsová. "Postoje k pohybovým aktivitám u dívek mladšího školního věku." Studia sportiva 8, no. 1 (July 14, 2014): 133–40. http://dx.doi.org/10.5817/sts2014-1-14.
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The evaluation of attitudes toward physical activity by children is a very discussion issue by us and abroad. The main objective of this study was to determine the attitudes towards physical activities by girls from Prague (DP) and other region (DM) primary schools. The results were compare by both groups with helped the questionnaire CATPA/Grade Year 3. The questionnaire affects six dimensions of attitudes (social sensibilities, health hazards, social perception, aesthetics and the joy of movement). The research sample consisted of 74 girls (age=10,32±0,12) from the fourth grade of elementary school. Of that, 37 were girls of primary school in Prague (DP) and the rest 37 girls were from outside Prague´s primary school (DM). The results of the study described the attitude to physical activities girls from Prague and outside Prague elementary school elementary school in each dimension questionnaire CATPA/Grade Year 3. The results were compared. The result demonstrated that the dimensions of social engagement, health, danger and joy of movement girls (DM) (M=4,61; SD=0,51) have a more positive attitude towards physical activities than girls (DP) (M=3,95; SD=0,87), in determining the significance level of p<0,05. This research confirmed conclusion Czech and aboard researchers. The results confirm that girls from primary schools outside Prague have a positive relationship to physical activities than girls from primary schools of Prague.
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Montes, L. H., R. A. Ferreira, and C. Rodríguez. "Explaining secondary school students’ attitudes towards chemistry in Chile." Chemistry Education Research and Practice 19, no. 2 (2018): 533–42. http://dx.doi.org/10.1039/c8rp00003d.
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Research into attitudes towards chemistry in Latin America and indeed towards science in general is very limited. The present study aimed to adapt and validate a shortened version of Bauer's Attitude toward the Subject of Chemistry Inventory version 2 (ASCIv2) for use in a Latin American context. It also explored attitudes towards chemistry of Chilean secondary school students, and assessed the effect of school type, year group, gender, and chemistry achievement on both cognitive and affective dimensions. The participants were 523 secondary school students from public, private subsidised, and private schools in Chile. Exploratory factor analysis (EFA) and confirmatory factor analysis (CFA) were first carried out to validate ASCIv2. The results of CFA showed that ASCIv2 retained the two-factor structure and showed optimal model fit, but three items had to be removed from the original instrument. The research also showed that attitudes towards science were neither positive nor negative, a reality similar to that of other countries. The results of multivariate and univariate analyses of variance showed significant effects of year group and chemistry achievement on attitudes towards chemistry. No effects of school type, gender or interactions between factors were found. Follow-up analyses revealed that as students advance through school their attitudes decline, but that the higher their chemistry marks, the more positive their attitudes become. These findings are partially in line with previous data from other countries and are a starting point for more research into attitudes towards chemistry in Latin America.
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Bayraktar, Hatice Vatansever, and Buket Acikses Firat. "Primary School Students' Attitudes towards Reading." Higher Education Studies 10, no. 4 (November 12, 2020): 77. http://dx.doi.org/10.5539/hes.v10n4p77.
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The purpose of this study is to examine the level of primary school students' attitudes towards reading and whether they differ according to various variables. Descriptive scanning model was used in the research. The universe of the research consists of primary school students studying in the 2nd, 3rd and 4th grades in Istanbul. The sample of the study consists of 534 primary school students who study in 2, 3 and 4 classes in primary schools in Avcılar and Beylikdüzü districts of Istanbul. In the research, “Personal Information Form” and “Reading Attitude Scale” were used as data collection tools. SPSS was used in the analysis of the data. As a result of data analysis, it was observed that primary school students' attitudes towards reading were high. The attitudes of primary school students towards reading show a statistically significant difference in the total scores, in the reading for fun and in the academic reading sub-dimensions according to variables of gender, book-magazine reading status and state of enjoying the gift of books. The attitudes of female students, those who read books and magazines, and those who like to give books to them are higher. The attitudes of primary school students towards reading show a statistically significant difference according to the variable of buying book magazines to read in the sub-dimension of reading for entertainment and in the total scores. This difference is in favor of those who buy book and magazines to read. The attitudes of primary school students towards reading show a statistically significant difference in sub-dimension of reading for entertainment purposes according to the number of siblings. The attitudes of primary school students towards reading show a statistically significant difference in the total scores, in the reading for fun and in the academic reading sub-dimensions according to the variables of the class she studied and the number of books read per week. Primary school students' attitudes towards reading do not show a statistically significant difference according to variables.of mother and father educational status and favorite book type.
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Mullen, Patrick R., Helena Stevens, and Nancy Chae. "School Counselors’ Attitudes Toward Evidence-Based Practices." Professional School Counseling 22, no. 1 (January 2018): 2156759X1882369. http://dx.doi.org/10.1177/2156759x18823690.
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The use of evidence-based practices (EBPs) is growing among school counselors. However, little is known about school counselors’ attitudes toward EBPs and related factors. We investigated the relationships between school counselors’ grade level, years of experience, theoretical orientation, and attitude toward EBPs. Results indicated that the use of cognitive/behavioral theory and number of years of practice related to attitudes toward EBPs. We offer implications for school counseling practice and future research.
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Kotb, M., M. Al Teheawy, M. El Setouhy, and H. Hussein. "Evaluation of a school-based health education model in schistosomiasis: a randomized community trial." Eastern Mediterranean Health Journal 4, no. 2 (March 15, 1998): 265–75. http://dx.doi.org/10.26719/1998.4.2.265.
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The objectives of this study were to develop a schistosomiasis health education model and to evaluate its effectiveness in changing knowledge, attitudes and schistosomal infection rate among Egyptian primary school children. A randomized community trial of three pairs of comparable schools in rural areas was implemented. The study revealed a significant improvement in knowledge and attitudes as well as a reduction of schistosomal infection 1 year post-intervention in the intervention schools of pairs I and II. However, the improvements in knowledge in the intervention school of pair III were not accompanied by significant changes in attitude or schistosomal infection
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Phillips, Sharon R., and Stephen Silverman. "Upper Elementary School Student Attitudes Toward Physical Education." Journal of Teaching in Physical Education 34, no. 3 (July 2015): 461–73. http://dx.doi.org/10.1123/jtpe.2014-0022.
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This study examined the attitudes of upper elementary school students toward physical education. Fourth and fifth grade students (N = 1344) from 13 school districts, 17 schools, and five states completed an attitude instrument with scores that had been previously validated for a two factor model (affect and cognition) and a four factor model (affect and cognition with the subfactors of teacher and curriculum). For the four factor model, there was a difference between grades for both affect-curriculum and affect-teacher (F(1, 1340) = 6.25, p < .01, ηp2 = .005). Similarly, for the two factor model the affect variable was different between grades, indication that as students age their affect toward physical education decreases (F(1, 1341)= 48.65, p < .001, ηp2 = .035). This study suggests that upper elementary school students have an overall favorable attitude toward physical education, impacted by how they think and feel about the curriculum and teacher.
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Luke, Moira D., and Gary D. Sinclair. "Gender Differences in Adolescents’ Attitudes Toward School Physical Education." Journal of Teaching in Physical Education 11, no. 1 (October 1991): 31–46. http://dx.doi.org/10.1123/jtpe.11.1.31.
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The purpose of this study was to identify and examine the potential determinants of male and female adolescents’ attitudes toward school physical education. Students (N=488), randomly selected from four large metropolitan schools, were asked to comment on their school physical education experience from kindergarten through Grade 10. A systematic content analysis was used to categorize these responses. Three main questions were addressed: What factors in the K-10 physical education experience of male/female students contribute to the development of positive/negative attitudes toward physical education? Are these factors different for males and females? Are they different for students electing to take school physical education? Five main determinants of attitude were identified in ranked order: curriculum content, teacher behavior, class atmosphere, student self-perceptions, and facilities. Overall, male and female students identified the same determinants in the same order of priority.
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ABLAK, Selman. "ATTITUDES OF SECONDARY SCHOOL STUDENTS TOWARDS REFUGEE STUDENTS." International Journal of Psychology and Educational Studies 7, no. 3 (September 12, 2020): 101–10. http://dx.doi.org/10.17220/ijpes.2020.03.010.
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Kahveci, Ajda. "Assessing high school students' attitudes toward chemistry with a shortened semantic differential." Chemistry Education Research and Practice 16, no. 2 (2015): 283–92. http://dx.doi.org/10.1039/c4rp00186a.
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Aims of science education are concerned not only with students' cognition but also with students' affect, an umbrella term for emotions, feelings, moods, and attitudes. Many studies have been conducted on student attitudes toward learning science in general; however, studies concerning attitudes toward chemistry are limited in number. The purpose of this research was to adapt and use the shortened version of Bauer's semantic differential, ASCIv2 (Attitude toward the Subject of Chemistry Inventory version 2), developed and validated by Xu and Lewis in 2011. Following the translation and adaptation procedures, the inventory was administered to a total of 503 high school students at four public schools in Turkey. Factor analysis was conducted to explore the internal structure of the instrument and compare factors across cultures. The results showed that the two-factor structure of the ASCIv2 measuring intellectual and emotional attitudes was valid. The alpha values suggested strong internal consistency for the instrument. According to descriptive analyses, the students in the sample had average intellectual (M= 3.60, SD = 1.47) and emotional (M= 3.93, SD = 1.75) attitudes. Univariate analyses of variance demonstrated that former success in chemistry courses as well as achievement in middle school had effects on high school students' intellectual and emotional attitudes toward chemistry. This finding supports the pattern established by previous research, suggesting that attitude and achievement are related. Conducted in a culturally and linguistically different context, this research confirms and provides strong evidence that the instrument yields reliable scores in diverse settings.
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Pagal, Christy L., Jhon Kevin A. Mirafuentes, and Quennie C. Ypanto. "School Age Gender Gap in Reading Comprehension." Journal of Asian Development 3, no. 2 (June 6, 2017): 78. http://dx.doi.org/10.5296/jad.v3i2.11079.
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Students’ reading comprehension was found to be one of the major concerns with all teachers worldwide. It is essential to optimize students’ performance in all courses. Yet, we claimed that gender, and reading attitudes and practices could influence reading comprehensibility. We utilized descriptive-correlational design of quantitative research. Descriptive design was used to obtain the attributes of students’ reading attitudes and practices. Moreover, we used a correlational design to determine the relationship or association between and among attributes and their level of reading comprehension skills. We found out that students have a positive attitude towards reading when reading materials are educational and entertainment. In terms of the significant relationship between reading attitudes and practices, results reveal that reading attitude does not always affect reading practices. In terms of the relationship between student’s reading attitudes and practices and their levels of reading comprehension skills, student’s reading attitudes and practices have no significant relationships to all levels except between their reading attitudes and their comprehension skills in the Inferential Level. Lastly, in terms of the significant difference between male and female students’ reading comprehension skills, there is a statistical difference in the Literal and Evaluative Levels between the male and female. Thus, reading comprehension skills vary in these two levels. On the other hand, they showed no statistical difference in the Inferential and Critical Levels between the male and female. Therefore, the Literal and Evaluative Levels of male and female to reading comprehension skills are due to their reading attitudes and practices individually.
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Küçükaydın, Menşure Alkış. "Examination of Elementary School Students’ Scientific Attitudes and Intellectual Risk Taking Behaviours." Science Education International 32, no. 2 (May 31, 2021): 149–58. http://dx.doi.org/10.33828/sei.v32.i2.8.
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Science Education International ¦ Volume 32 ¦ Issue 2 149 ORIGINAL ARTICLE INTRODUCTION Science classes in elementary schools should seek to enable students to engage in scientific thinking, encourage them to perform work on basic sciences, and positively develop their attitudes toward science classes with a positive educational environment. Studies related to both the healthy construction of classroom environments and attitudes have a long history (Gardner, 1975; Ma and Bateson, 1999; Toma et al., 2019; Zhang and Campbell, 2011). Wang and Berlin (2010) indicated that attitudes toward science are effective factors in attaining goals of science education. In addition, they reported that these factors affect student motivation. According to Zhang and Campbell (2011), scientific attitudes of students also direct their interest in lessons and simultaneously affect their long-term success in courses. Attitude, as an affective domain of learning, is an element affecting learning outputs of students in science courses (Ministry of National Education, 2018). Accordingly, the importance of performing attitude studies emerges with regard to obtaining positive outputs on scientific attitude. Individuals with scientific attitudes have inquisitive and argumentative characteristics; therefore, they do not fall prey to preconceptions or dogmatic belief systems. Individuals with positive scientific attitudes are more willing to identify and solve the problems in their surroundings, as well as being willing to search for solutions. In addition, while scientific attitudes may help an individual to be successful, they also support his or her continual improvement by affecting his or her thinking (Demirbaş and Yağbasan, 2006). In this study, the effect of a different variable on attitude was examined by focusing on the relationship between scientific attitudes and intellectual risk-taking behaviors of elementary school students. Theoretical Background While an individual’s attitude cannot always be observed precisely, it largely directs love, hate, and the ideas of the individual (Morgan, 2005). Munby (1980) examined scientific attitudes in four categories as attitudes toward school science, attitudes toward science careers, attitudes toward science itself, and attitudes toward specific issues in science. This examination, indeed, emphasizes the importance of attitudes in terms of long-term learning and indifference toward science or the development of deep understandings (Hong and Lin, 2011). Gardner (1975), however, divided such attitudes into two, as attitudes toward science and scientific attitudes. Moreover, the scientific attitudes included within the context of this study were expressed as a mixture of the will to know and understand, inquiring attitudes, data collection and sense-making, and evaluation and interpretation of results (Education In this study, the relationship between scientific attitudes and intellectual risk-taking behaviors of fourth-grade students in elementary school in Turkey was examined. A total of 184 students participated in the study, which was conducted based on a survey model. For data collection, the “Scientific Attitude Inventory” and the “Intellectual Risk-Taking and Perceptions About Its Predictors Scale in Science Education” were utilized. Descriptive statistical analyses and t-test, ANOVA, simple linear regression, and multiple regression analyses were utilized for the analysis of the data. As a result of this data analysis, it was observed that these elementary school students have scientific attitudes at the “not sure” level and have intellectual risk-taking behaviors at the “mostly correct” level. Gender was not observed to have an effect on scientific attitude; however, it was effective on intellectual risk-taking behavior. In addition, the analysis results demonstrated that there is a meaningful difference between intellectual risk-taking behaviors of students and the educational levels of their fathers. Moreover, when the relations between other pairs of variables were examined, the variables of intellectual risk-taking, gender, educational level of the mother, and educational level of the father together had low-level but meaningful relations with the scientific attitudes of elementary school students. It was indicated that teachers will contribute to students’ adoption of positive scientific attitudes by introducing the lives and studies of scientists, and it was suggested that the effect of changes in educational patterns in classroom environments be examined through experimental studies on intellectual risk-taking behaviors of students. With the results obtained from this study, more light can be shed on what should be done to support students’ intellectual risk-taking behaviors.
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Yildiz, Ezgi Pelin, Metin Çengel, and Ayşe Alkan. "Social media attitudes among vocational school students." International Journal of Evaluation and Research in Education (IJERE) 8, no. 3 (September 1, 2019): 384. http://dx.doi.org/10.11591/ijere.v8i3.20248.
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<span>The rapid developments in communication technologies in recent years, especially the introduction of the internet into our daily lives, have brought many changes in social, economic and cultural life.One of these changes; social media communication tools that enter our lives rapidly.Social media has become an indispensable part of our lives with the increasing number of users.Researches show that young people especially university students frequently use social media communication tools. In this study, social media attitudes of Vocational High School students were investigated and in this context, 502 students studying at Sakarya University and Kafkas University Vocational High Schools were studied.Social Media Attitude Scale developed by Otrar and Argınwas used to determine the social media attitudes of Vocational School students.The scale consists of 23 items. Relational screening method was used in the research. Necessary analyzes were performed with SPSS 24 program and mean and standard deviation values of the scale items were calculated.Two groups t test, one-way Anova test and Post-Hoc Scheffe test were used to correlate social media attitudes with demographic data.In conclusion, there was no significant difference between students' social media attitudes and gender, department, class, internet usage time demographic data; however, there was a positive and significant relationship between social media attitudes and internet connection year and social media usage hours.</span>
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Ahmad, Mohammad Sami. "Oral Health Knowledge and Attitude among Primary School Teachers of Madinah, Saudi Arabia." Journal of Contemporary Dental Practice 16, no. 4 (2015): 275–79. http://dx.doi.org/10.5005/jp-journals-10024-1675.
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ABSTRACT Background and objective Effect of oral health knowledge and attitude has direct effect on school children so aim of this study is to know the oral health knowledge and attitude among primary school teachers. Materials and methods This was a cross-sectional questionnaire based survey done in 2014. Four males and three females schools were selected using a convenience sampling method. Among them, three were private and the rest was government schools. Approval was obtained from the selected schools. One hundred twenty self-administered questionnaires in Arabic language were distributed among the primary school teachers. Results Completed questionnaires were returned with a response rate of 95%. Among the teachers, 57% were males and rests were females. The mean age was 36.1 years (SD ± 6.9). Sixty-eight percent were between 31 and 40 years old and among them female showed high score for oral health knowledge (80%) p < 0.001 whereas male showed high score of attitude (82%) p < 0.05. Thirty-three percent had 5 and 10 years of teaching experience. Ninety-eight percent were graduate or above. Eighty-nine percent had used toothbrush. There was no significant relation between the teaching experience and the oral health knowledge (p = 0.14) but there was a significant relation between teaching experience and attitude (p = 0.001). In this sample, irrespective of their frequency of tooth brushing, a significant number had good knowledge (p < 0.001) and highly acceptable attitudes (p = 0.001) toward oral health. Conclusion Primary school teachers had acceptable knowledge and attitudes regarding their oral health. Further studies are needed to evaluate and compare their oral health status to their knowledge and attitudes and to determine whether they offer oral health education to the school children. How to cite this article Ahmad MS. Oral Health Knowledge and Attitude among Primary School Teachers of Madinah, Saudi Arabia. J Contemp Dent Pract 2015;16(4):275-279.
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Öztürk, Özden Tepeköylü, Mümine Soytürk, and Yeliz Ilgar Doğan. "The Attitudes of Primary School Teachers towards Leisure." Journal of Education and Training Studies 7, no. 4 (March 14, 2019): 160. http://dx.doi.org/10.11114/jets.v7i4.4142.
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This study aims to analyze the attitudes of primary school teachers towards leisure. It also aims to determine whether the attitudes of primary school teachers vary according to their gender and leisure activities they attend. A total of 355 primary school teachers ( age= 45.08±7.91), including 188 females and 167 males, volunteered to participate in this study. “Leisure Attitude Scale" developed by Beard and Ragheb (1982) and adapted into Turkish by Akgül and Gürbüz (2010) and “General Information Form” were utilized to collect data. The findings of this study indicates that the leisure attitudes levels of teachers were quite high ( mean= 4.28±.33). Also according to gender of the participants, a significant difference was found in favor of the female teachers in regards to the attitude of leisure in the cognitive sub-dimension and in total points but not in the affective and behavioral sub-dimensions. In terms of the most preferred leisure activity, there was a significant difference in the behavioral sub-dimension of the leisure attitude scale of teachers, whereas there was no statistically significant difference in the cognitive, affective sub-dimensions and total scores. Accordingly, teachers who preferred physical activities in leisure had higher points than the ones who preferred other activities with regards to the behavioral sub-dimensional. In addition, no significant relationship was found between the ages of the teachers, the years of professional service, the leisure attitude scale sub-dimensions and total score.
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Kuhar, Metka, Matej Krmelj, and Gregor Petrič. "The Impact of Facilitation on the Quality of Deliberation and Attitude Change." Small Group Research 50, no. 5 (August 26, 2019): 623–53. http://dx.doi.org/10.1177/1046496419861439.
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Many researchers claim that facilitation is a determining factor, if not a necessary condition, for successful deliberative discussion, but little research has applied randomized experimental designs to empirically test such claim. This article analyzes the effect of professionally facilitated versus non-facilitated discussions in a real-life context on participants’ attitudes and the perceived quality of group deliberation, controlling for various individual- and group-level variables. We conducted 26 deliberative discussions with 226 teachers from 13 primary schools on the topic of school discipline measures. We assessed the teachers’ post-discussion perceptions of the perceived quality of the group deliberation and their attitudes toward school discipline measures pre- and post-discussion. The results show the facilitation’s significant influences on attitude change and the perceived quality of the group deliberation. Quality of deliberation is also influenced by heterogeneity of restorative attitudes in discussion groups, whereas attitude change is to a large extent determined also by pre-discussion attitudes.
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HACIEMINOGLU, Esme. "Student and School Level Variables related to Elementary School Students' Attitudes towards Science." Eurasian Journal of Educational Research 19, no. 80 (April 3, 2019): 1–30. http://dx.doi.org/10.14689/ejer.2019.80.4.
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Tabuk, Mesut. "Prospective Primary School Teachers’ Attitudes Towards Teaching Mathematics." Journal of Education and Learning 7, no. 4 (May 15, 2018): 225. http://dx.doi.org/10.5539/jel.v7n4p225.
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The aim of the study is to determine prospective primary school teachers’ attitudes towards teaching mathematics. The study is designed according to model of survey in the descriptive type. A total of 236 prospective primary school teachers were examined in order to investigate the effect of gender and program differences on their attitudes towards teaching mathematics. In the study, the questionnaire “Teaching Mathematics” was used to collect the data from prospective teachers. The results revealed that the prospective teachers have positive attitude towards teaching mathematics. It was found also that gender and grade level are not significant factor on attitude scores. Finally, various suggestions were presented for future studies in accordance with the findings obtained.
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Al-Hashemi, Eman, Abdullatif Ashkanani, Haneen Al-Qattan, Asmaa Mahmoud, Majd Al-Kabbani, Abdulaziz Al-Juhaidli, Ahmad Jaafar, and Zahraa Al-Hashemi. "Knowledge about Epilepsy and Attitudes toward Students with Epilepsy among Middle and High School Teachers in Kuwait." International Journal of Pediatrics 2016 (2016): 1–15. http://dx.doi.org/10.1155/2016/5138952.
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Background and Objectives. Attitudes toward students with epilepsy and epilepsy-related knowledge of teachers are crucial for child’s safety in the school. The aim of this study was to evaluate teachers’ knowledge and attitudes toward epilepsy.Methods. This cross-sectional study included 824 teachers from 24 randomly selected middle and high schools. Scale of Attitudes Toward Persons with Epilepsy (ATPE) was modified to assess teachers’ knowledge about epilepsy and attitudes toward students with epilepsy.Results. Median knowledge score about epilepsy was 5 (out of 13), while median attitude score was 10 (out of 15). Both knowledge and attitude median scores were significantly higher in senior teachers with longer teaching experience and in respondents who dealt with a person with epilepsy. There was significant association between knowledge score and attitude score (p<0.01). Logistic regression showed that significant variables, independently associated with poor knowledge after adjusting for possible confounders, were not having a family member with epilepsy (p=0.009), unawareness of life circumstances of persons with epilepsy (p=0.048), and a poor attitude score (p<0.001).Conclusion. School teachers in Kuwait have relatively poor knowledge about epilepsy but have positive attitudes toward students with epilepsy. A number of historical and stigmatizing ideas about epilepsy still exist. It is recommended to provide teachers with information about handling seizures in the educational setting through development and implementation of epilepsy education programs.
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Pranjia, Ufara Rizki, Indah Maria Ulpa, and Suci Putri Manthika. "IMPLEMENTASI SIKAP SPIRITUAL DAN SIKAP SOSIAL DALAM SISTEM FULL DAY SCHOOL." Jurnal Pendidikan Islam 11, no. 1 (May 31, 2020): 31–43. http://dx.doi.org/10.22236/jpi.v11i1.5032.
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The 2013 curriculum development, which is oriented towards character through the competency aspects of spiritual and social attitude, is the application of the full day school system in several schools in Indonesia. Thus, this study aims to elaborate the implementation of spiritual and social attitudes with a Full Day School system. This qualitative research employed a case study design in Al-Munir Islamic Junior High School in Bekasi, West Java. Data collection techniques were carried out by interview, observation, and documentation. For the data analysis, the model of Miles and Hubberman was employed including the stages of reducing data, presenting data, and drawing conclusions. The results showed that the implementation of spiritual attitudes and social attitudes in a full day school system was carried out by (1) planning the programs of student character development; (2) implementing the programs of student character development; and (3) evaluating the programs of student character development, which consists of internal and external assessments of Teaching and learning activities
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Mohammed, Salifu Maigari, and Kwaku Darko Amponsah. "Junior High School Teachers’ Attitudes Toward Inquiry-Based Science Teaching: Enabling or Disabling Dispositions?" Journal of Education and Training Studies 9, no. 7 (July 27, 2021): 41. http://dx.doi.org/10.11114/jets.v9i7.5266.
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This study sought to examine whether junior high school teachers’ attitudes are enabling or disabling dispositions toward inquiry-based science teaching. We used concurrent triangulation mixed methods design involving surveys and multiple case studies to collect quantitative and qualitative data. We sampled 308 integrated science teachers and a subsample of 18 teachers from junior high schools in urban and rural areas. Validity and reliability of the questionnaire were satisfactory for research. Credibility and dependability of the semi-structured interview schedule were also sufficient. Findings suggest that most junior high school teachers in the study context hold weak unfavourable attitudes that are disabling dispositions toward inquiry-based science teaching. Findings also suggest that the combination of societal subjective norms, perceived context dependency, and weak unfavourable attitudes of most junior high school teachers adversely influence their intentions and behaviours toward inquiry-based science teaching. Findings further suggest that most teachers in the study context developed weak unfavourable attitudes partly because they never had inquiry-based science teaching and learning experiences when they were students. Again, the teachers developed weak general attitudes toward science teaching partly because most science teaching and learning experiences they had were in specific subjects such as biology, chemistry, and physics instead of general (integrated) science. We recommend frequent attitude-focused inquiry-based science in-service trainings for junior high school teachers. We also recommend reforms in education that engages preservice teachers in attitude-focused inquiry-based science teaching and learning experiences.
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Efiariza, Restika R., Ova Candra Dewi, Toga H. Panjaitan, and Rizka Felly. "The green-based school and the creation of student’s environmental attitude and behavior." ARTEKS : Jurnal Teknik Arsitektur 6, no. 2 (August 1, 2021): 249–58. http://dx.doi.org/10.30822/arteks.v6i2.715.
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This study examines the relationship between the green-based school with students’ environmental attitudes and behavior. Sustainable development has become the solution and commitment to save the earth from destruction due to human behavior. Environmental education plays an important role in creating an environmentally literate society. Adiwiyata School, an official form of environmental education, is one of the efforts to increase sustainable development through education as a way to improve student's environmental attitude and behavior. The research design used multiple case studies utilizing the observation method and questionnaire distribution to Adiwiyata and non-Adiwiyata schools. A New Ecological Paradigm (NEP) scale and a General Ecological Behavior (GEB) scale are used to measure student's environmental attitudes and behavior change. As a result, the green-based school creates influences in student's environmental attitudes (9.3%) and environmental behavior (12.3%).
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Rehman, Nadia, Wenlan Zhan, Muhammad Saifullah Khalid, Mussarat Iqbal, and Amir Mahmood. "Assessing the knowledge and attitude of elementary school students towards environmental issues in Rawalpindi." Present Environment and Sustainable Development 15, no. 1 (June 30, 2021): 5–21. http://dx.doi.org/10.15551/pesd2021151001.
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Educational institutions need to increase their efforts in the modern era of Education for Sustainable Development (ESD) to educate their students for a sustainable future. Teachers and curriculum is the key ingredient to educate children and teenagers to be leaders of tomorrow in protecting the environment. This quantitative study was conducted to examine elementary school students' knowledge and attitudes towards environmental issues in Rawalpindi. The environment is directly and indirectly affected by humanity. The environment is getting polluted day by day due to which it becomes difficult to live in such a massive environment. To achieve this, there is a need to develop knowledge and attitudes in each individual. For this purpose, the population of the study consisted of all the public and private schools of the Rawalpindi. A hundred students of the ten schools, five public and five private schools of Rawalpindi, were taken as a sample for data collection. To check the attitudes of students' the questionnaire-based Relevance of Science Education (ROSE) Project was used to measure a student's attitudes and to measure the knowledge of students' self-made knowledge assessment test was used to collect the data from 7thgrade students'. The study examined the knowledge and attitude of elementary school students in public and private schools. The study also checked and compared students' knowledge and attitudes in public and private schools of Rawalpindi. Data was analyzed on SPSS software; Cross tabulation and chi-square were used to check students' knowledge. The Independent t-test was used to measure the attitudes of students. The results indicated no significant difference between government and private school students' knowledge and attitudes. Private school students' had slightly more knowledge than public school students but this difference was not significant. The public and private school students had a positive attitude towards environmental issues. Students owned environmental problems and were highly motivated to solve these problems. They were agreed to take action for the betterment of the future. As a result, sustainable development from elementary school to university necessitates a paradigm shift in our educational systems. Indeed, a sustainable way of life is impossible to achieve without a proper education system that teaches our youth how to integrate sustainability principles into their daily lives and work. Significant progress has been made in integrating environmental values into current curricula, developing new approaches and producing educational content for effective EE implementation in both programmes, since it was a government initiative to integrate environmental concepts into established curricula, devise different approaches and prepare training materials for ef Teacher teaching is therefore important in both Pakistani education systems to improve vital thinking skills and to react positively to the world about potential Pakistanis.
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Cimen, Osman, Mehmet Yılmaz, and Merve Çolak. "Investigating High School Students’ Attitudes Towards, Beliefs about and Behaviors Associated with Water and Energy Saving." International Journal of Education 8, no. 2 (June 23, 2016): 122. http://dx.doi.org/10.5296/ije.v8i2.9375.
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<p>Schools play a critical role in raising awareness in students of the importance of water conservation and environmental protection. Based on this premise, the current study aims to investigate high school students’ attitudes towards, beliefs about and behaviors associated with water and energy saving. The research was designed as survey model and involved a study group consisting of 102 high school students who attended schools in Ankara, Turkey during the 2014 Spring Semester. The <em>Water and Energy Saving Attitude, Belief, and Behavior Scale</em>, which was developed by this study’s researchers, was used as the data collection tool. The data obtained were analyzed with t-test, ANOVA and Pearson correlation, using the SPSS 20 software package. Results from the research showed that high school students’ beliefs about water and energy saving significantly differed according to gender, grade level, the presence of an environmentally aware family member and concern levels toward the environment, and that the students’ attitudes significantly differed in terms of the presence of an environmentally aware family member and concern level towards the environment. No significant relationship was found, however, between the high school students’ behaviors and attitudes towards water and energy saving and between their behaviors and beliefs, while a mid-level significant relationship was determined between high school students’ beliefs and attitudes.</p>
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Mather, Darin. "Gender Attitudes in Religious Schools: A Comparative Study of Religious and Secular Private Schools in Guatemala." Religions 9, no. 7 (July 20, 2018): 219. http://dx.doi.org/10.3390/rel9070219.
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This study assesses the effect that private religious schools have on gender attitudes in students. Using data collected from twenty-one private schools in Guatemala, gender attitudes are assessed using latent class analysis. The results indicate that students’ gender attitudes can be categorized into three distinct profiles. These are non-egalitarian, publicly egalitarian, and generally egalitarian. Subsequent analysis reveals that religious schools and specific religious beliefs are correlated with different gender attitude profiles. For instance, Catholic school students are more likely to be generally egalitarian than students in evangelical or secular schools, and biblical literalists are most likely to be publicly egalitarian. Overall, this research highlights the need to develop new conceptual models to provide more accurate and nuanced descriptions of gender attitudes. It also provides new insight into correlations between religious schools and religious beliefs and gender attitudes formation.
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Hudgens Henderson, Mary. "Prescriptive language attitudes in a dual language elementary school." Proceedings of the Linguistic Society of America 1 (June 12, 2016): 1. http://dx.doi.org/10.3765/plsa.v1i0.3699.
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Language misconceptions are still very prevalent among the public, partially due to lack of linguistic education in schools. Language misconceptions can influence language attitudes, including the language attitudes of language-minority children towards their native language. In this study, 5th graders enrolled in a dual language program participated in an 18-lesson language awareness curriculum and completed Likert-type pre/posttest surveys and pretest/posttest interviews. Students’ prescriptive language attitude results are compared to those of an English-instruction control group that did not receive language awareness lessons. Both bilingual and monolingual students believed formal, school-based language to be superior to informal language. Despite having received language awareness instruction, students in the treatment group continued to hold prescriptivist language attitudes. Implications for future language awareness curricula are discussed.
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Zahara, Yulfi, and Gumgum Gumelar. "PERBEDAAN JENIS IKLAN SEKOLAH TERHADAP SIKAP KONSUMEN DALAM MEMILIH SEKOLAH." JPPP - Jurnal Penelitian dan Pengukuran Psikologi 3, no. 1 (April 30, 2014): 24. http://dx.doi.org/10.21009/jppp.031.05.
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ABSTRACT
The aim of this study is to determine comparison school ads toward consumer attitudes in choosing the school. The research was conducted in Bekasi and Halimun during November-December 2013. This study used comparative method. Incidental sampling was used as sampling technique. A total of 180 respondens participated in this study. Attitudes toward school ads instruments by Lisa Lamhapsari’s research is used to this research. Statistical descriptive that used in this study were performed with SPSS 17.0 for windows. The result of this study showed that there are differences consumer attitudes toward school ads based on source messages . School ads with celebrity fact is the most positive consumer attitudes. School ads with opinion by ordinary people is the negative in consumer attitude. Conclusion of this research that the most effective school ads for consumer is the fact testimonial ads by celebrity.
Keyword: Consumer Attitudes, School Ads
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Tezer, Murat, Celalettin Özden, and Mucahit Elci. "Examining the relationship between academic achievement and attitudes of the middle school students." Cypriot Journal of Educational Sciences 11, no. 4 (December 29, 2016): 203–12. http://dx.doi.org/10.18844/cjes.v11i4.1171.
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In this study, the relationship between academic achievement and attitudes towards “technology and design lesson” of the middle school, eighth grade students’ gender, family income level, parent education level attitudes towards technology and design lesson have been investigated, and examined the relationship between attitudes and academic achievement. Eighth-grade total of 98 students selected from 3 middle schools by simple random sampling method has been identified at research in North Cyprus. The data collection tool used in this study was the ‘technology and design course attitude scale’. Descriptive survey model was used in the research. The data were analyzed using independent sample t-test, Anova, correlation, frequency and percentage calculations. At the end of the research; no significant difference found between attitudes towards technology and design lesson according to students’ gender, family income, parent education levels. Also no significant relationship found between students’ academic achievements in “technology and design course” and “attitudes toward the technology and design course”.
Keywords: Technology and design, academic achievement, attitude towards lesson, students
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Bear, George G., Herbert C. Richards, and Paul Lancaster. "Attitudes toward Computers: Validation of a Computer Attitudes Scale." Journal of Educational Computing Research 3, no. 2 (May 1987): 207–18. http://dx.doi.org/10.2190/1dyt-1jej-t8j5-1yc7.
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A preliminary version of a scale to measure attitudes toward computers, the Bath County Computer Attitudes Scale (BCCAS), was developed and piloted on 398 students in grades 4 through 12 who were attending three rural schools in western Virginia. This instrument consisted of thirty-eight Likert items. The scale was judged to be unidimensional and internally consistent. With the aid of an item analysis, the number of items was reduced to twenty-six. The revised BCCAS was administered to 551 students whose demographic make-up was similar to those who participated in the pilot study. The BCCAS scores were found to be predictably related to computer experience and usage, educational and career plans, choice of favorite school subject, and attitudes toward school subjects. In general, the data supported the validity of the BCCAS as a measure of computer attitudes.
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Ilgaz, Selcuk. "An Examination of Fifth Grade Students’ Attitudes Towards Social Studies Course in Terms of Severable Variables." Journal of Education and Learning 7, no. 4 (May 15, 2018): 154. http://dx.doi.org/10.5539/jel.v7n4p154.
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The aim of this research is to investigate the 5th grade students’ attitude towards social studies course regarding several variables. The population of the study consisted of 4435 fifth grade students studying in public schools in Malatya, Yesilyurt. The sample group consisted of 362 students from 10 schools in the same district. The data used in this study were obtained from the social studies attitude scale and was analyzed with SPSS program. As a result of this research, 5th grade students have a positive attitudes towards social studies lesson and this attitudes are different according to 5th students’ teachers’ gender, type of school, fall semester points, but this attitudes is the same considering 5th grade students’ gender, parents’ level of education and taking social studies course.
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Asomah, Richard Kyere, Hager Dennis, Mohammed Nurudeen Alhassan, and Joseph Kofi Aseidu. "Ghanaian public and private junior high school mathematics classroom learning environment: A look at students’ attitudes." African Journal of Educational Studies in Mathematics and Sciences 15, no. 1 (June 16, 2019): 89–99. http://dx.doi.org/10.4314/ajesms.v15i1.8.
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The public outcry about students’ poor performance in mathematics can be said to have gained currency in recent times, in the dailies in Ghana. The outcry has been fueled by the fact that Ghanaian eight graders have always been among the least performing in international assessments such as TIMSS. Since available literature is replete with the fact that students’ attitudes of their mathematics classroom environment influence their attitudes to their classroom activities and hence their mathematics achievement, this study was designed to determine the attitudes of junior high school pupils towards their mathematics classroom learning environment. A total of 350 eighth and ninth graders (i.e., forms two and three junior high school students) from four public and two private randomly selected schools in a metropolitan community in southern Ghana participated in the study. The study adapted the mathematics attitude questionnaire (MAQ) instruments, a questionnaire designed to measure students’ attitudes of their classroom environment on four different subscales. The results revealed that, though in general, the attitudes of students were positive, that of the private school students were relatively more positive than their public-school counterparts in each of the subscales. Implications of this are discussed and recommendations for classroom teachers and future research are also presented.
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Kıvrak, Ali Osman, and Mehmet Altın. "Nutrition Knowledge and Attitude Change of Students Studying in State and Private Secondary Schools." Journal of Education and Training Studies 6, no. 6 (April 23, 2018): 63. http://dx.doi.org/10.11114/jets.v6i6.3069.
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The aim of this study is to analyse the changes in nutrition knowledge and attitudes of secondary school students depending on certain socio-demographic factors. The universe of the study is composed of 521 students, including 142 female and 379 male students studying in the secondary school and the sampling group in Konya province private and state central secondary education schools. The "Nutrition Knowledge and Attitude Scale", developed by Ertürk (2010), was used for nutrition attitude and knowledge and personal information form to acquire socio-demographic information. Descriptive statistics of the data were made, variance and homogeneity were tested, independent sample t test was used for binary comparisons, One Way Anowa was utilized for multiple comparisons, and Tukey test was benefitted to determine difference sources. Nutrition knowledge of students in state schools was found to be lower than that of students in private schools and this gap was identified to be statistically significant (P <0.05). Nutritional knowledge and attitudes of female students were determined to be higher than males’ and this difference was found to be statistically significant (P <0.05). Nutritional knowledge and attitudes of students who received elective nutrition classes were found to be higher than those who did not have nutrition classes and this change was again found to be statistically significant (P <0.05). The number of siblings and education status of parents were found to be statistically significant variants (P <0.05). As a result, the high level of nutrition knowledge and attitudes of female students compared to male students, the status and role of cultural transfer and social structure featured on male and female can be seen as the reason for that matter. It can be said that taking a nutrition class has a positive influence on nutrition knowledge and attitude, and that private school students have more nutrition knowledge yet similar nutrition attitudes with those in state schools.
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SOLYALI, Sibel, and Suleyman CELENK. "The Impact of Family on School Achievement." Revista de Cercetare si Interventie Sociala 71 (December 1, 2020): 325–42. http://dx.doi.org/10.33788/rcis.71.20.
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Parents have a significant role in children education. Children maintain their knowledge and habits in school life and in the family environment throughout their lives. These behaviors and attitudes acquired in the family environment directly affect students' school success. In this study, the tradition of parents reading, democratic attitude, training, support, comparison, incompatibility, parent- school relationship, educational status, income levels, and the number of children have been compared. Survey method among quantitative research methods and demographic information scale developed by the researcher were used in the study. The third grade comprised a sample of 307 students from 9 schools determined by random sampling from primary schools in Northern Cyprus. It concluded that parents 'level of education, income level, divorce and having three children directly affected children's school success accaording to reading tradition, democratic attitude, educational support, comparison, lack of livelihood and the state of the parents' relationship with the school variables.
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Chehimi, Ghada M. "Lebanese Students’ Attitudes toward English: An Exploratory Study." English Linguistics Research 10, no. 2 (May 19, 2021): 20. http://dx.doi.org/10.5430/elr.v10n2p20.
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This is a study of high school students’ attitudes toward the English language in Lebanon. The purpose of this research is to assess the extent of use of English inside and outside the schools taking into consideration the attitude towards the language. Two schools were selected, one upper middle class and one lower middle class. This selection of different social classes aims at finding whether a student’s socio- economical background affects his/ her attitude toward the English language. The sample of respondents returned 52 questionnaires from the two schools. Although this sample was a modest one, it highlighted the differences in attitudes towards the English language, but these attitudes did not relate much to the socioeconomic class as much as personal preferences. However, what was salient in this research is how students from the lower middle class were more inclined to use English to raise their social status and both groups agreed that English is essential to their progress in life.
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Al-Motlaq, Mohammad A., and Kenneth Sellick. "I Don't Mind: Children's Attitude towards their Peers with Asthma in Primary Schools." Children Australia 39, no. 2 (May 21, 2014): 125–30. http://dx.doi.org/10.1017/cha.2014.10.
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Peer attitudes towards children with asthma can significantly impact on their self-confidence and, hence, their social acceptance. It can be difficult for children with asthma to spend their time in class with peers who do not understand their situation and physical limitations. This paper investigated the attitudes of peers towards children with asthma, and explored factors affecting their attitude scores. A literature search failed to locate any instrument that measured the attitudes of school-aged children towards peers with asthma. Therefore, a new scale was developed by generating a list of items based on existing attitude measures; confirming the content validity by an expert panel; and pre-testing the scale with three primary school children. The main study invited children to complete an asthma knowledge test and the attitudes scale as a class activity. A convenience sample of 545 children without asthma from 16 primary schools participated in the study, of which 507 children completed the attitude towards children with asthma scale. Responses were coded and entered into SPSS 17.0 software for analyses. Approximately 80 per cent of children scored 8/10 or more on the test, suggesting a highly positive attitude expressed by children towards their peers with asthma. Two factors affected the attitude scores – being a female, and having higher asthma knowledge score. The study provided information about the proportion of children who have positive attitudes towards peers with asthma and the factors that affected their scores. The investigation led to the development of the Peer Attitudes toward Children with Asthma (PACA) scale.
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Tavşancil, Ezel, and Seher Yalçin. "Attitudes of primary school prospective teachers towards art education." New Trends and Issues Proceedings on Humanities and Social Sciences 2, no. 1 (February 19, 2016): 667–74. http://dx.doi.org/10.18844/gjhss.v2i1.1009.
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