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Gender Differences in Attitudes to Learning Science in Grade 7
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Metadata
Title
Gender Differences in Attitudes to Learning Science in Grade 7
Abstract
Learners’ attitude to learning science plays a vitally important role with respect to career choices. This study reflects on the nature of the learners’ attitude towards science and the effect of gender. A total of 547 Grade 7 learners from an urban district of Gauteng Province (South Africa) were administered a questionnaire to probe their attitudes and interests in learning science. The questionnaire itself was a modified version of an extant questionnaire, consisting of 15 questions. Learners were requested to indicate their degree of agreement or disagreement to each of the questionnaire item, on a five-point Likert-type scale of evaluation. The results were analysed in terms of the A (affection), B (behaviour) and C (cognition) model of attitudes. The results reflect positivity on many items of the questionnaire in the learning of science for all three components of attitude. On the issue of gender differentials, there appears to be no significant difference in attitude between Grade 7 boys and girls towards learning science from a South African perspective. In terms of subject preference, boys were more inclined to study physics and chemistry, while girls had a higher preference for biology and astronomy. However, the need for a dedicated laboratory to conduct experiments for the purposes of conceptual development was identified as a priority by the learners.
Date
01/01/2017
Citation
Reddy, L. (2017). Gender Differences in Attitudes to Learning Science in Grade 7. African Journal of Research in Mathematics, Science and Technology Education, 21(1), 26–36. https://doi.org/10.1080/18117295.2017.1279450
Type of Publication
Author(s)
Reddy, Leelakrishna
Content
Construct
Methodology
Research Setting
Specific Interest
Target Group
Students > Middle School Students | Students > Secondary School Students
Institution(s)
University of Johannesburg, Department of Applied Physics and Engineering Mathematics
Journal Name
African Journal of Research in Mathematics, Science and Technology Education
Peer-Reviewed Status
Publisher
Taylor & Francis
Volume
21
Issue Number
1
ISSN
1811-7295
Resource Type
Nation(s) of Study
South Africa
Language
English