Attitude play a central role in shaping the future of individuals in the field of science. Student’s attitude towards science influences their academic performance in science. Recognizing as well as influencing their attitudes is important in educational research studies. The purpose of the present study was to identify the relationship between students’ attitude towards biology and their academic achievement in biology among 10th grade secondary level students. Sample of the study was consisted of 527 students out of which 238 were male students and 289 were female students. These students were chosen from 8 public and 6 private institutions in Islamabad. Students’ academic achievement was measured through the marks obtained by them in recently held board examination. Students’ attitude towards biology was measured by using a 25-items Likert type scale initially developed and validated by the researcher. The obtained data were analyzed and interpreted using various statistical techniques like mean, standard deviation, Pearson product moment correlation, independent sample t-test, and Analysis of Variance (ANOVA). The findings of the study clearly highlight that female student have more positive attitude towards biology as compare to male students. Similarly, female students have higher achievement scores as compare to male students.
In our day-to-day life, science is embedded intensely and it is growing attention not only from scientific community but also from social scientists that how an ordinary people perceive science 1. A large number of research studies in science education merely devoted to the understanding the ways and means of how we can improve the quantity and quality of science education and improving enrollment rate in different courses and degrees related to science. One of the key factors in science learning is student attitudes and, in fact, a positive attitude toward science can enhance student interest in science and science careers 2.
Attitude plays an important role in the future of science students. Students' attitudes toward science affect their academic achievement in science. The identification and improvement of their attitudes are important in educational research studies 3. In Pakistan's education system, the study of biology is important at primary and elementary level in general and is specific at the secondary and upper secondary levels. Biology as a scientific subject includes the study of all living things and their relationships in the biosphere. Biology focuses primarily on plants and animals, including humans like us.
Attitude is a complex and unique concept, defined as the predisposition to think, spirits or preferences that an individual has about an attitudinal object, based on his or her belief about the object, which can be positive or negative. According to Coll, Dalgety and Salter 4 and Kind, Jones and Barmi 5, the attitude can be considered as consisting of components such as cognitive (information, opinions and thoughts), affective (feeling, liking and disliking) and behavioral (tendency to action). The attitude that one has towards a particular object makes it possible to decide whether the considered object is good or bad, pleasant or unpleasant, advantageous or disadvantageous, important or irrelevant 6, 7, 8, 9.
Attitudes are important factors in confirming student’s performance just like academic achievement. It is great responsibility rest with teachers teaching science that to confirm student’s positive attitude in science related subjects, but studies illustrate that in existing scenarios, students are showing lack of interest in learning science. Student’s achievement in science is greatly influenced by their attitudes. In order to improve their achievement, it is equally important to understand what kind of attitude they have in order to guide them in a particular discipline 3. There is virtually no study showing students' attitudes towards biology in Islamabad, Pakistan. This study will identify how students perceive biology as a science subject at the high school level and help them improve their achievement in biology by improving their interest and attitude in this subject.
1.1. Purpose of the StudyBiology being a life science is a stimulating subject. It demands hard work from the learners to understand linkages between concepts and sub concepts. Here is a question that what are the reasons for gender differences to follow and learn biology courses at the high school level? Are there differences in their attitudes towards biology? This study is conducted to understand and explore this type of distinction.
First, if there is a variation between male and female students towards learning biology, what needs to done by the subject teacher for adjusting this change in attitude, or what can we do as educators to alter this attitude? Are they reluctant to change?
Secondly, if there is variation between students' academic achievement and their attitudes towards biology, we should find this inconsistency and its reasons. It is important that the secondary school teachers should change their attitude toward students to taught biology in better way.
1.2. Objectives of the StudyThe present study involves following research objectives:
i. To find out the significant difference in students’ attitude towards biology in terms of gender/ type of school.
ii. To find out the significant difference in students’ academic achievement in biology in terms of gender/ type of school.
iii. To determine the relationship in students’ attitude towards biology and their academic achievement in biology in terms of gender/ type of school.
iv. To study the interaction effect of gender and type of school on students’ attitude towards biology and academic achievement in biology.
1.3. Research HypothesisThe objectives of the study were further supported by following research hypothesis:
H01: There is no significant difference in students’ attitude towards biology of males and females.
H02: There is no significant difference in students’ attitude towards biology of public and private schools.
H03: There is no significant difference in students’ academic achievement in biology of males and females.
H04: There is no significant difference in students’ academic achievement in biology of public and private schools.
H05: There is no significant relationship between students’ attitude towards biology and their academic achievement in biology of males.
H06: There is no significant relationship between students’ attitude towards biology and their academic achievement in biology of females.
H07: There is no significant relationship between students’ attitude towards biology and their academic achievement in biology of public schools.
H08: There is no significant relationship between students’ attitude towards biology and their academic achievement in biology of private schools.
H09: There is no interaction effect of gender and type of school on students’ attitude towards biology.
H10: There is no interaction effect of gender and type of school on students’ academic achievement in biology.
1.4. Delimitations of the StudyThe present study was delimited to:
• Only for the biology students in 10th grade.
• Public and private schools in the urban area of Islamabad.
Biology as an elective science subject taught at lower and upper secondary level in Pakistan. Biology plays an important role in industrialization and in other sectors of the economy. Biology, because of its practical nature, trains students to learn the different concepts and skills needed to solve the problems of everyday life. The study of biology enables the learner to acquire essential knowledge in order to control the environment beneficial for an individual, family or community.
The term attitudes toward science must be considered to mention to a general, permanent, positive or negative disposition regarding science 10. In general, an attitude composed of three components: affective, cognitive and behavioral 11. An affective component refers to the dispositions of an individual about an attitudinal object. A cognitive component is considered to be the opinions or knowledge of a person about the attitude object and the behavioral component refers to the tendency of an individual to act toward the attitude object in a particular way 12.
There are numerous factors responsible for influencing student’s attitudes and achievement at secondary level. Some of these factors include family background and others relate to individual characteristics such as self-concept, place of control and success. According to Osborne, Simon and Collins 13, different studies include a range of components in their measurements of attitudes toward science, such as the perception of the science teacher; anxiety towards science; the value of science; motivation for science; pleasure of science; the nature of the classroom environment; scientific achievements; and the fear of failure in science-related courses. There is very little support for a strong relationship between students' attitudes towards science and their achievement in science 13, 14. While Schibeci 15 specifies a very positive correlation between students' attitudes towards science and their achievement. Further, instructional analogy specially in practical work responsible for promoting positive attitude towards science 16.
Gardner 14, indicated little support for any relationship between attitude and achievement while Schibeci 15 makes a stronger connection between the two by adding studies that show a correlation of 0.3-0.5. According to Shrigley 17, indicated a moderate correlation between attitude and ability scores. The measures used in the TIMSS study, albeit somewhat unsophisticated, found a consistent relationship between attitude and achievement 18. A meta-analysis of research studies has suggested that there is only a moderate correlation between attitude toward science and achievement in science 19. Oliver and Simpson 20, in their longitudinal study, show a strong relationship between the three affective variables - the attitude towards science, the motivation to achieve and the self-concept of an individual of his own ability - and his achievement in science.
Many research studies have explored the relationship between attitude and achievement in science subjects 21, 22, 23, 24, 25. According to Osborne et al., 13, the attitude towards the field of science education has attracted the attention of researchers in recent decades. They defined as “the feelings, beliefs, and values believed about an object and the impact of science on society” (p. 1053).
A study conducted by Ali and Awan 26, to examine the relationship between students’ attitude towards science and achievement in science on grade 10th students in Pakistan. The results of the study clearly indicated that there is a significantly positive relationship between attitude towards science and scientific achievement. In another study conducted by Wilson 27, a meta-analysis of forty-three studies on the relationship between scientific attitude and scientific achievement, indicated that there was a moderate relationship between student attitudes and scientific achievement in elementary schools.
The study was correlational in nature and descriptive survey research design was used to collect the data. The present study was carried out both in public and private secondary schools in Islamabad, Pakistan.
3.1. Population and SampleThe study population consists of all grade 10 biology students from public and private institutions in six educational areas in the city of Islamabad (Urban-I, Uban-II, Nilore, Humak, Tarnol, and Bahara Kao). However, due to time and convenience constraints, a total of 527 students were selected as a practical sample. The researcher selected a sample of male and female students from fourteen different public and private institutions in the urban area of Islamabad. The detailed sample for present study is as follow (See Table 1).
3.2. Research InstrumentThe present study involves two dependent variables such as "attitude towards biology" and "academic achievement in biology". In the case of a student's academic achievement in biology, the researcher has collected data in the form of marks obtained during a recent examination of the jury. To measure students' attitudes towards biology, a 25-item questionnaire was developed and validated by the author. Initially, the research instrument to measure students' attitudes towards biology consisted of 40 items. For establishing validity of the research instrument, it was independently reviewed by a group of three biology experts at the secondary level. After incorporating valuable expert suggestions, the researcher left with 25 statements. The reliability of the research instrument was established at 0.85, using Cronbach's alpha coefficient. The selected elements were then attached to a 5-point Likert scale: ranging from “Strongly Disagree”, “Disagree”, “Neutral”, “Agree” and “Strongly Agree”.
3.3. Data Collection and AnalysisThe questionnaire was personally distributed by the researcher to the students included in the study sample. Biology Attitude Scale (BAS) was comprised of both positive and negative statements about the attitudinal object. Positive items were scored from 1 to 5 from “Strongly Disagree” to “strongly Agree”, while negative items were scored from 1 to 5 from “Strongly Agree” to “Strongly Disagree”.
Data collected on student responses were organized in MS-Excel and then analyzed by applying descriptive and inferential statistics. Descriptive statistics include mean and standard deviation, and inferential statistics include independent sample t-test, Pearson product-moment correlation, and Analysis of Variance (ANOVA). An independent sample t-test was appropriate because all of the assumptions for this test were met. It is used when there is an independent variable with two factors and a dependent variable. It indicates whether the group means are statistically significant or not. Pearson’s product-moment correlation being parametric statistics is used to determine the relationship between two continuous variables like attitude and academic achievement in this study. Two-Way ANOVA was used to test the interaction effect of both gender and type of school on students’ attitude toward biology and their academic achievement in biology.
H01: No statistically significant variation was found in students’ attitude towards biology of male and female.
Summary of the results in the above Table 2 comprising t (525) = -5.259 and 
= .000 indicates that there exists a statistically significant variation in mean attitude scores of male students (M = 88.39, SD = 13.89) and female students (M = 94.48, SD = 12.63). Hence the null hypothesis, H01, was rejected. It was decided that female students have higher attitude towards biology as compare to the male students.
H02: No statistically significant variation was found in students’ attitude towards biology of public and private schools.
Summary of the results in the above Table 3 comprising t (525) = 7.559 and 
= .000 indicates that there exists a statistically significant variation in mean attitude scores of public schools’ students (M = 95.38, SD = 12.20) and private schools’ students (M = 86.80, SD = 13.74). Hence the null hypothesis, H02, was rejected. It was decided that students in public schools have higher attitude towards biology as compare to the students in private schools.
H03: No statistically significant variation was found in students’ academic achievement in biology of male and female.
Summary of the results in the above Table 4 comprising t (525) = -5.255 and ρ = .000 indicates that there exists a statistically significant variation in mean achievement scores of male students (M = 42.05, SD = 13.41) and female students (M = 47.98, SD = 12.45). Hence the null hypothesis, H03, was rejected. It was decided that female students have higher achievement scores as compare to the male students.
4.4. Null Hypothesis No: 4H04: No statistically significant variation was found in students’ academic achievement in biology of public and private schools.
Summary of the results in the above Table 5 comprising t (525) = -6.899 and ρ = .000 indicates that there exists a statistically significant variation in mean achievement scores of public schools’ students (M = 42.02, SD = 13.60) and private schools’ students (M = 49.73, SD = 11.27). Hence the null hypothesis, H04, was rejected. It was decided that students in private schools have higher achievement scores as compare to students of public schools.
4.5. Null Hypothesis No: 5H05: No statistically significant relation was found between students’ attitude towards biology and their academic achievement in biology of males.
Summary of the results in the Table 6 showing r-calculated (-0.054) is smaller than r-table (0.13) at 0.05 level of significance, indicates that there exists no statistically significant relationship between students’ attitude towards biology and their academic achievement in biology of males. Hence the null hypothesis, H05, was accepted. It was decided that there is no significant relation between students’ attitude towards biology and their academic achievement in biology of males.
4.6. Null Hypothesis No: 6H06: No statistically significant relation was found between students’ attitude towards biology and their academic achievement in biology of females.
Summary of the results in the Table 7 showing r-calculated (0.223) is greater than r-table (0.11) at 0.05 level of significance, indicates that there exists a statistically significant relationship between students’ attitude towards biology and their academic achievement in biology of males. Hence the null hypothesis, H06, was rejected. It was decided that there exists a significant relation between students’ attitude towards biology and their academic achievement in biology of females.
4.7. Null Hypothesis No: 7H07: No statistically significant relation was found between students’ attitude towards biology and their academic achievement in biology of public schools.
Summary of the results in the Table 8 showing r-calculated (0.143) is greater than r-table (0.10) at 0.05 level of significance, indicates that there exists a statistically significant relationship between students’ attitude towards biology and their academic achievement in biology of public schools. Hence the null hypothesis, H07, was rejected. It was decided that there exists a significant relation between students’ attitude towards biology and their academic achievement in biology of public schools.
4.8. Null Hypothesis No: 8H08: No statistically significant relation was found between students’ attitude towards biology and their academic achievement in biology of private schools.
Summary of the results in the Table 9 showing r-calculated (0.415) is greater than r-table (0.12) at 0.05 level of significance, indicates that there exists a statistically significant relationship between students’ attitude towards biology and their academic achievement in biology of private schools. Hence the null hypothesis, H08, was rejected. It was decided that there exists a significant relation between students’ attitude towards biology and their academic achievement in biology of private schools.
4.9. Null Hypothesis No: 9H09: No statistically significant interaction effect of gender and type of school on students’ attitude towards biology.
Summary of descriptive analysis in Table 10 shows that the mean attitude scores of female students in public schools (95.76) was significantly higher than mean gain scores of male students (94.70). Similarly, the mean attitude scores of female students in private schools (91.87) were significantly greater than mean gain scores of male students (83.06). It was concluded that female students of both public and private schools performed better than male students. It was further concluded that both male and female students were not equally affected by type of school (e.g., Figure 1).
Summary of the results in the above Table 11 containing F= 11.63 and 
= .001 indicates that the interaction effect of gender and type of school is statistically significant. Hence the null hypothesis, H09, was rejected. It was decided that there exists a gender and type of school effect on students’ attitude towards biology.
H12: No statistically significant interaction effect of gender and type of school on students’ academic achievement in biology.
Summary of descriptive analysis in Table 12 shows that the mean gain in achievement scores of female students in public schools (46.32) was significantly higher than mean gain scores of male students (34.38). Similarly, the mean gain in achievement scores of female students in private schools (51.36) was significantly greater than mean gain scores of male students (48.52). It was concluded that female students of both public and private schools performed better than male students. It was further concluded that both male and female students were not equally affected by type of school (e.g., Figure 2).
Summary of the results in the above Table 13 containing F= 17.97and 
= .000 indicates that the interaction effect of gender and type of school is statistically significant. Hence the null hypothesis, H10, was rejected. It was decided that there exists a gender and type of school effect on academic achievement in biology.
The present study was conducted to explore the relationship between student attitudes towards biology and their academic performance in biology at the secondary level in Islamabad. This study was conducted with 527 students from 14 different institutions in both the public and private sectors. Students 'attitudes towards biology were measured using a 5-point Likert-type scale and students' academic achievement in biology was determined by their scores in recently conducted board examinations.
The findings of this study revealed that a statistically significant difference was found in students’ attitudes towards biology of males and females. Female students have a more positive attitude towards biology as compare to male students. This corroborated the results of Osborne, Simon, & Collins 13 and Singh 28 who found gender differences towards biology but indicate that boys have higher positive attitudes towards science than girls. Further, this study contradicts the findings of Bhan & Gupta 29; Nasr & Soltani, 30; Hussaini, Foong & Kamar, 31, and Fareo 32 who found no gender difference towards studying biology.
The findings of this work showed that there was a significant difference in students’ attitudes towards the biology of public and private schools. Students in public schools have a more positive attitude towards biology as compared to students in private schools. This corroborated with the findings of Yousuf, & Bhutta, 33 and Hussaini et al.; 31 who established a significant variation in students’ attitude towards biology in terms of the type of school i.e., public and private but found out that private school students have higher positive attitudes towards biology as compare to public school students. Also, this study revealed that there is a statistically significant difference in student’s academic achievement in biology. Female students have higher achievement scores as compared to male students. This finding agrees with Singh 28 who examined academic achievement and study habits of students at the secondary level and found out that females and males differ significantly in their study habits and academic achievement. But this finding is contrary to Fareo 32 who indicated that gender has no significant impact on academic achievement and study habits of students. Similarly, students of private schools have higher achievement scores as compared to students of public schools.
The findings of the present study further highlighted that there exists a statistically significant relationship between students’ attitude towards biology and their academic achievement in biology both in the case of gender and type of schools. These results were supported by Ali and Awan 26 who found that there exists a significantly positive relation between attitude towards science and achievement in science of 10th-grade students.
Based on the results of this study, the findings revealed that female students have a higher attitude towards biology and achievement scores as compare to male students. Similarly, students in public schools have a higher attitude towards biology as compare to the students in private schools but it's reversed in the case of achievement scores i.e., students in private schools have higher achievement scores as compare to students of public schools. Findings also revealed that there is no significant relationship between students’ attitude towards biology and their academic achievement in biology of males but it exists in the case of females. Similarly, there exists a significant relationship between students’ attitudes towards biology and their academic achievement in biology in public schools as well as private schools. Further, it was concluded that there exists gender and type of school affect students’ attitude towards biology and their academic achievement in biology.
Based on the findings of this study:
1. It is recommended that biology teachers should use teaching methodologies that ensured students’ positive attitude towards biology at the secondary level.
2. The nature of the content in biology is such that it contains concepts, sub-concepts, and linkages between concepts. Therefore, it is great responsibility rests with curriculum designers to select and manage different concepts according to the needs and aspirations of an individual.
3. It is encouraged that the study should be replicated in other disciplines like physics, chemistry, mathematics, etc. as well as at the college level.
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Published with license by Science and Education Publishing, Copyright © 2022 Shahzad Ahmad, Naveed Sultana and Sadia Jamil
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| [1] | Bak, H. J. (2001). Education and public attitudes toward science: Implications for the “deficit model” of education and support for science and technology. Social Science Quarterly, 82(4), 779-795. | ||
| In article | View Article | ||
| [2] | George, R. (2006). A cross-domain analysis of change in students’ attitudes toward science and attitudes about the utility of science. International Journal of Science Education, 28(6), 571-589. | ||
| In article | View Article | ||
| [3] | Prokop, P., Tuncer, G., &Chudá, J. (2007). Slovakian students’ attitudes toward biology. Eurasia Journal of Mathematics, Science & Technology Education, 3(4), 287-295. | ||
| In article | View Article | ||
| [4] | Coll, R.K., Dalgety, J., & Salter, D. (2002). The development of the chemistry attitudes and experiences questionnaire (CAEQ). Chemistry Education Research and Practice in Europe, 3(1), 19-32. | ||
| In article | View Article | ||
| [5] | Kind PM, Jones K, Barmi P, (2007). Developing Attitude Towards Science Education. J. Attitude Towards Sci. Educ. 29(7): 871-893. | ||
| In article | View Article | ||
| [6] | Crano WD, Priskin R (2006). Attitudes and Persuasions. Ann.Revis.Psychol. 57:345-374. | ||
| In article | View Article PubMed | ||
| [7] | Oluwatelure, T. A., & Oloruntegbe, K. O. (2010). Effects of parental involvement on students attitude and performance in science. African Journal of Microbiology Research, 4(1), 001-009. | ||
| In article | |||
| [8] | Salta, K., & Tzougraki, C. (2004). Attitudes toward chemistry among 11th grade students in high schools in Greece. Science Education, 88(4), 535-547. | ||
| In article | View Article | ||
| [9] | Sax, G. (1997). Principles of educational and psychological measurement and evaluation. Wadsworth publishing company. | ||
| In article | |||
| [10] | Koballa Jr, T. R., & Crawley, F. E. (1985). The influence of attitude on science teaching and learning. School Science and Mathematics, 85(3), 222-232. | ||
| In article | View Article | ||
| [11] | Arnson, E., Wilson, D., & Akert, M. (1994). Social psychology: The heart and the mind. New York: Harper Collin. | ||
| In article | |||
| [12] | Gall, M., Gall, J., & Borg, W. (2003). Educational research, an introduction (7th ed.). Boston: Allyn & Bacon. | ||
| In article | |||
| [13] | Osborne, J., Simon, S., & Collins, S. (2003). Attitude towards science: a review of the literature and its implications. International Journal of Science Education, 25(9), 1049-1079. | ||
| In article | View Article | ||
| [14] | Gardner, P. (1995). Measuring attitudes to science. Research in Science Education, 25: 283-289. | ||
| In article | View Article | ||
| [15] | Schibeci, R. A. (1984). Attitudes to science: an update. Studies in Science Education, 11: 26-59. | ||
| In article | View Article | ||
| [16] | MdZain, N., Samsudin, M., Rohandi, R. & Jusoh, A. (2010). Improving Students’ Attitudes Toward Science Using Instructional Congruence. Journal of Science and Mathematics, 33(1), 39-64. | ||
| In article | |||
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