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HOME » RESEARCH » ABSTRACT » ESCALONA

ATTITUDE TOWARDS CHEMISTRY AND CHEMISTRY PERFORMANCE:
A CORRELATIONAL STUDY


Liza P. Escalona


      Academic skills are, and should be, the primary focus of instruction in schools. However, recent research suggests that student achievement also depends on academic enablers such as attitudes and behaviors that allow a student to participate in and ultimately benefit from academic instruction in the classroom (Elliot, DiPerna & Malecki; 2002).

      Fostering positive science attitudes in students living in a technological society means that science educators and classroom teachers must be able to measure students' attitudes (Showers & Shrigley,1995). As a result of quantitatively and qualitatively assessing the opinions and attitudes of students toward the learning activities in which they are participating in, it may be possible to improve the quality of instructional procedures which could lead to better learning (AECT, 2001).

      As teachers, we need to assess the attitude towards chemistry developed by the students during the course to be able to know how they feel toward our teaching strategies, classroom activities and the subject matter. This will provide a good basis for teachers in developing useful educational interventions to facilitate chemistry learning.

      The present study aimed to determine the correlation between attitude towards chemistry and chemistry performance among second year regular BSMarE students at John B. Lacson Colleges Foundation in Bacolod .

      This study attempted to determine the correlation between attitude towards chemistry and chemistry performance of second year regular BSMarE students who were enrolled in chemistry at John B. Lacson Colleges Foundation in Bacolod during the second semester of school year 2003-2004.

      The descriptive correlational method of research was employed in this investigation. According to Gay (1992), descriptive-correlational research combines both descriptive and correlational designs. Descriptive research involves collecting data in order to test hypotheses or answer questions concerning the current work status of the participants in the study. A descriptive research determines and reports the way things are.

      Correlational research, on the other hand, attempts to determine whether and to what degree, a relationship exists between two or more quantitative variables. The purpose of correlational research is to establish relationship (or lack of it) or to use relationships in making prediction. Relationships investigations typically study a number of variables believed to be related to a major and complex variables (Gay, 1992).

      The attitude of students towards chemistry was determined by adapting a validated instrument that has been developed by Neset Demirci (2003). This instrument consisted of 18 items, 8 of which were negatively stated and 10 were positive statements. There are 10 options to choose from to describe a feeling towards chemistry. The internal reliability of the survey questionnaire was calculated by using Cronbach's Alpha formula and gave a result of 0.95, which means that it is highly reliable.

      The data for the chemistry performance of the students were obtained by computing their lecture grades in chemistry at the end of the second semester of school year 2003-2004.

      The data gathered were encoded and processed using the Statistical Package for Social Sciences program (SPSS 10.0) to answer the questions raised by the researcher. The attitude towards chemistry of second year regular BSMarE students at JBLCF-Bacolod was positive. The level of chemistry performance of second year regular BSMarE students at JBLCF-Bacolod was average. There was a positive and significant relationship between the students' attitude towards chemistry and chemistry performance.

      Attitude towards chemistry among the students seems to greatly influence their performance in chemistry. The students' positive attitude towards chemistry may have nourished their capabilities in performing different chemistry activities. Probably, the students will perform better in chemistry if their positive attitude is coupled with necessary technical skills and determination.
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