Psychological and social factors related to physical science achievement and attitude of secondary school students

• Main Author: Mashile, Elias Oupa, 1963-
• Other Authors: Mellet, S. M.
• Format: Others
• Language: en
• Published: 2015
• Subjects: Science achievement; Science attitude; Science education; Science literacy; Structural equation modelling; LISREL; Psychological factors; Social factors; Secondary school students; Confirmatory factor analysis; 500.20712; Physical science > Study and teaching (Secondary); Physical science > Social aspects; Physical science > Psycological aspects; High school students > Attitudes; High school students > Social conditions
• Online Access: http://hdl.handle.net/10500/18149

School physical science is a prerequisite for science courses at institutions of higher education. Science graduates are an important link in a nation's scientific and technological development which often shapes a country's economic development. The purpose of this study was to investigate psychological and social factors influencing physical science achievement and attitude of black secondary school students in South Africa. The first part of the literature study which was concerned with physical science education in South Africa revealed that few black students chose to study science after standard seven, that failure rates were high and that science education was generally in a state of crisis. The second part of the literature study identified psychological and social factors related to science achievement and attitude. These were home environment variables, teacher and school related variables, personal variables (self-concept, motivation, gender, ethnicity) and students' abilities. The third part was the construction of a Structural Equation Model (SEM) specifying the relationships among the psychological and social factors and their effects on physical science achievement and attitude. The theoretical SEM fit the data reasonably well. The best fitting model, however, was a revised model in which several paths were constrained. The latter accounted for a substantial variance in attitude towards physical science (70.3%) and a meagre 17.7% in physical science achievement. The variables ability, home environment and self-concept had the greatest total effects on physical science achievement. Self-concept, home environment and motivation made the greatest total contributions to physical science attitude. Teacher characteristics and school environment had non-significant effects on physical science achievement and attitude. Multiple-group structural equation modelling analyses found no significant difference in the structural parameters of boys and girls. Theoretical and educational implications of the findings were discussed and specific recommendations for improving educational practice in general and physical science achievement and attitude in particular, were made. === Psychology of Education === D. Ed. (Psychology of Education)