Relationship of Students’ Attitude towards Science with Their Learning Approach: A Gender and Socioeconomic Status (SES)

Abstract

For decades, students’ attitude toward science has been debated within diverse contexts, and the growth of positive attitude toward science has been a key goal of science. Classroom learning approaches for science students are a strong factor that predicts and determines the attitude of science students. Current research focused on the relationship of students’ attitudes towards science with their learning approach, meaningful and rote learning approaches on gender and SES basis by using 1966 science students from selected public secondary schools of Pakistan. The empirical results are estimated by using TOSRA approach by using a reliability value of 0.89 as an attitude scale. To measure the Learning Approach (LAQ), Cavallo (1996) scale was used (eliability value 0.74 for the Learning Approach scale, 0.56 for the Meaningful Learning scale, and r = 0.58 for the rote Learning scale). Alongside descriptive statistics, Pearson r was used in this research. Pearson r results revealed a positive and significant correlation between the variables, and a similar relationship was found for genders with no differences. The findings of this study would open new horizons for future researchers by showing the relation between different variables for wider consideration of the perspective.