Guardado en:
| Autor principal: | |
|---|---|
| Formato: | Recurso digital |
| Lenguaje: | |
| Publicado: |
Zenodo
2025
|
| Acceso en línea: | https://doi.org/10.5281/zenodo.17731692 |
| Etiquetas: |
Agregar Etiqueta
Sin Etiquetas, Sea el primero en etiquetar este registro!
|
Tabla de Contenidos:
- <p>This mixed-method study examined the scientific attitudes of Grade 7 learners enrolled in the Special Science Class (SSC) and Special Performing Arts (SPA) programs at Loo National High School, with the aim of identifying their most common scientific attitudes, determining their overall level, and describing how learners believe these attitudes may be improved. A total of 98 learners participated in the study. Quantitative data were gathered using a researcher-developed Likert-scale questionnaire measuring ten scientific attitudes, while qualitative data were collected through an open-ended question. Descriptive statistics, including mean, ranking, and categorical interpretation, were used to analyze the quantitative results, and thematic coding was employed for the qualitative responses. Findings revealed that persistence was the most common scientific attitude among SSC students and female learners, whereas creativity emerged as the most prominent attitude among SPA students and male learners. Overall, both groups demonstrated a moderate level of scientific attitudes, indicating that while students possess foundational scientific dispositions, these attitudes require further strengthening. Qualitative findings showed that learners believed they could improve their scientific attitudes through collaborating with peers, exerting sustained effort in school tasks, and demonstrating good manners such as respect, honesty, and openness to others’ ideas. The integration of quantitative and qualitative findings suggests that supportive classroom environments, intentional teaching strategies, and opportunities for active engagement are essential in enhancing students’ scientific attitudes and promoting meaningful scientific learning.</p>