Development of Positive Attitudes of Class V towards Learning Science
Dorji Tenzin *
Beteni Primary School, Tsirang, Bhutan and Tshangkha Middle Secondary School, Dagana, Bhutan.
Lham Tshering
Tshangkha Middle Secondary School, Dagana, Bhutan.
Sangay Wangdi
Beteni Primary School, Tsirang, Bhutan.
Jamyang Choden
Beteni Primary School, Tsirang, Bhutan.
*Author to whom correspondence should be addressed.
Abstract
Attitude of children towards science gained attractiveness among the researchers, mainly to influence students’ science learning, their achievements and participation in science class. Therefore, this study using mixed method examined the effects of parents or guardians involvement on attitude of students towards science, gender, teaching strategies, past achievement and student-teacher relationship and little on classroom environment and school location. A total of 18 students completed a questionnaire developed to examine the factors involving on attitudes of students to science. To further increase the authenticity of the quantitative findings, 11 students through judgmental selection took part in interview. The teaching strategies executed, past achievements, career choices and student-teacher relationship were positively correlated with attitude of students towards science. The study suggests that students attitude towards science can be improved by focusing on aforementioned reasons. Moreover, attitudes towards science higher classes can be improved by offering science only to interested, depending on the performance in previous grades.
Keywords: Attitude towards science, teaching strategies, career choices, parental involvement, student-teacher relationship.