ATTITUDES OF ELECTRICAL ENGINEERING STUDENTS' TOWARDS ELECTRONIC SUBJECT AND ITS RELATION TO ACADEMIC ACHIEVEMENT

Abstract

INTRODUCTION:Students are an important part of the basic foundation upon which society is built and developed, so they need be paid attention and their energies invested in all areas of life rather than being wasted in various ways which are not helping the society. The attitudes are complex psychological trait that involves elements of knowledge and emotion, Opinions, preference, acceptance, rejection, etc., this broadness in the content of the trend has made it include most of the psychological implications of the direction of subjects studied by students (AlHamdani, 2005). Muller defined Attitudes as: a set of thoughts, feelings, perceptions and beliefs about subject that direct an individual's behavior and determines his position (Muller, 1982).The development of scientific attitudes is one of the goals that scientific education seeks to achieve among students, because of their role in building the behavior of the individual and constructing their personality in accordance with the requirements of the modern life, Baumel and Berger considered scientific trends the most important results that come from the result of teaching of science (Baumel & Berger, 1967), so the educators emphasize that the pattern of trends in the students is considered to be one of the main drivers of behavior in the field of education and modern psychology (Michael, 1997: 92). A major goal in the educational process is motivating students and it should be achieved (Mari and Ahmad, 2002: 49). Alderman define Achievement as: Demonstrates the ability to achieve the learning experiences that have been developed for him (Alderman, 2007:).Barakat emphasizes that learning that leads to positive attitudes towards the student is more beneficial than that leads to the mere extension of scientific knowledge. Science and knowledge are constantly subject to forgetfulness factors, while attitudes continue to be permanent and continuous. Moreover, attitudes help students to apply what they learned in the practical life after graduation, which requires attention to their attitudes, tendencies, motivations and desires towards the subjects and their relationship to the level of their academic achievement (Barakat, 1975: 175).Some studies indicated positive attitude toward the study subjects (Hussein and Ibrahim, 2008) and other studies indicated negative trend such as the study (Nasser, 2012). Some studies showed that there are differences in attributed to the impact of gender, (Al-Bayati, 2010, Murad and Jumaa, 2006) indicates positive correlation between achievement and attitudes.Nasser Study (2012) in study aimed to identify the attitudes of students and teachers in Iraq/ found that there was negative trend among the sample (male more than female) towards the subject and positive correlative relationship between the students' attitudes towards the subject and their educational achievement. There were also statistically significant differences in both the attitudes towards the subject and the educational achievement attributed to the effects of gender with the benefit of females.In another study Al-Bayati Study (2010) aimed to identify the relationship between the attitudes of the students of the sciences department in their academic achievement. The results revealed positive correlation between scientific trends and student achievement. Study of Hussein and Ibrahim (2008) showed positive trends towards the animal tissue subject, there were also statistically significant differences in the attitudes of students towards the subject and the educational achievement attributed to the impact of gender and for the benefit of female students.David study (2008) in study aimed to find out the relationship between the curriculum (course) and specialization and the achievement of scientific in chemistry concluded that there is significant positive correlation between the cumulative rate and the trend towards science in relation to the specialization of science, and the absence of significant statistical correlation between the achievement in chemistry, the cumulative average and the end of the test. …