Assessing the Science Interest, Attitude, and Self-Efficacy of Qatari Students at the Preparatory, Secondary, and University Levels

Ziad Said; Ahmed A. Al-Emadi; Heather L. Friesen; Elina Adam

doi:10.29333/ejmste/94733

Full Text (PDF)

Ziad Said ¹ ^* , Ahmed A. Al-Emadi ², Heather L. Friesen ³, Elina Adam ¹

More Detail

¹ College of the North Atlantic–Qatar, QATAR² Qatar University, QATAR³ Abu Dhabi University, UNITED ARAB EMIRATES^* Corresponding Author

Abstract

A large sample (n = 1,799) of Qatari female and male students at the preparatory, secondary, and university levels responded to Likert items about their interest, attitude, and self-efficacy regarding science. The items were similar to those of TIMSS and PISA, but improved upon them in several ways. The findings suggest that Qatari students are positive in their interest, attitude, and self-efficacy, but not as positive as TIMSS and PISA report. The findings raise an important question: If the students’ interest, attitude, and self-efficacy are positive, then why do the students have relatively low achievement scores on TIMSS and PISA? The answer may be the instructional methods and conditions of a developing educational system. The present findings have implications for all countries that use TIMSS and PISA, particularly those countries with developing educational systems, rapidly expanding economies, and an increasing need for students in science careers.

Keywords

scientific literacy
assessment
interest
attitude
self-efficacy

License

This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

EURASIA J Math Sci Tech Ed, 2018, Volume 14, Issue 12, Article No: em1618

https://doi.org/10.29333/ejmste/94733

Publication date: 01 Sep 2018

Article Views: 2910

Article Downloads: 2017

Open Access References How to cite this article

References

Abd-El-Khalick, F., Summers, R., Said, Z., Wang, S., & Culbertson, M. (2015) Development and large-scale validation of an instrument to assess Arabic-speaking students’ attitudes toward Science. International Journal of Science Education, 37(16), 2637-2663. https://doi.org/10.1080/09500693.2015.1098789.
Allen, E., & Seaman, C. (2007). Likert scales and data analyses. Quality Progress, 64–65. Retrieved from http://asq.org/quality-progress/2007/07/statistics/likert-scales-and-data-analyses.html.
Comrey, A., & Lee, H. (1992). A first course in factor analysis. Hillsdale, NJ: Erlbaum.
DeVellis, R. F. (2012). Scale development: Theory and applications (3rd ed.). Los Angeles: Sage.
Feinstein, N. (2011). Salvaging science literacy. Science Education, 95, 168–185. https://doi.org/10.1002/sce.20414.
Fortus, D. (2014). Editorial: attending to affect. Journal of Research in Science Teaching, 51, 821-835. https://doi.org/10.1002/tea.21155.
Kelly, G. J. (2011). Scientific literacy, discourse, and epistemic practices. In C. Linder, L. Martin, M. O., Mullis, I. V. S., Foy, P., & Hooper, M. (2016). TIMSS 2015 International results in science. Retrieved from Boston College, TIMSS & PIRLS International Study Center website: http://timssandpirls.bc.edu/timss2015/international-results/.
Miller, M. D., Linn, R. L., & Gronlund, N. E. (2013). Measurement and assessment in teaching (11th ed.). Boston: Pearson.
Mullis, I. V. S., Martin, M. O., & Loveless, T. (2016). 20 Years of TIMSS: International Trends in Mathematics and Science Achievement, Curriculum, and Instruction. Chestnut Hill, MA: TIMSS & PIRLS International Study Center, Boston College. Retrieved from http://timss2015.org/timss2015/wp-content/uploads/2016/T15-20-years-of-TIMSS.pdf.
Nowlis, S. M., Kahn, B. E., & Dhar, R. (2002). Coping with ambivalence: The effect of removing a neutral option on consumer attitude and preference judgments. Journal of Consumer Research, 29, 319-334. https://doi.org/10.1086/344431.
OECD. (2015). Helping immigrant students to succeed at school—and beyond. Retrieved from https://www.oecd.org/education/Helping-immigrant-students-to-succeed-at-school-and-beyond.pdf.
OECD. (2016a). PISA 2015 Assessment and analytical framework: Science, reading, mathematic and financial Literacy, PISA, Paris: OECD Publishing. Retrieved from https://www.mecd.gob.es/dctm/inee/internacional/pisa-2015-frameworks.pdf?documentId=0901e72b820fee48.
OECD. (2016b). PISA 2015 Results in focus. Retrieved from https://www.oecd.org/pisa/pisa-2015-results-in-focus.pdf.
OECD. (2018a) Education GPS. Retrieved from http://gpseducation.oecd.org.
OECD. (2018b). Country profile, Qatar. Retrieved from http://gpseducation.oecd.org/CountryProfile?primaryCountry=QAT&treshold=10&topic=PI.
Osborne, J. F., Simon, S., & Collins, S. (2003). Attitudes towards science: A review of the literature and its implications. International Journal of Science Education, 25, 1049-1079. https://doi.org/10.1080/0950069032000032199.
Ostman, D. A. Roberts, P. Wickman, G. Erikson, & A. McKinnon (Eds.). (2010). Exploring the landscape of scientific literacy (pp. 61–73). New York: Routledge.
Pett, M. A., Lackey, N. R., & Sullivan, J. J. (2003). Making sense of factor analysis: The use of factor analysis for instrument development in health care research. London: Sage Publications. https://doi.org/10.4135/9781412984898.
Popham, W. J. (2014). Classroom assessment (7th ed.). Boston: Pearson.
Qatar Ministry of Development Planning and Statistics (2018). Retrieved from https://www.mdps.gov.qa/en/aboutus1/Pages/default.aspx.
Qatar Ministry of Development Planning and Statistics. (2017). Education in Qatar statistical profile 2016. Retrieved from https://www.mdps.gov.qa/en/statistics/Statistical%20Releases/Social/Education/2016/Education_Statistical_Pro%EF%AC%81le_2016_En.pdf.
Said, Z. (2016). Science education reform in Qatar: Progress and challenges. Eurasia Journal of Mathematics, Science & Technology Education, 12(8), 2253-2265. https://doi.org/10.12973/eurasia.2016.1301a.
Said, Z., Summers, R., Abd-El-Khalick, F., & Wang. S. (2016) Attitudes toward science among grades 3 through 12 Arab students in Qatar: Findings from a cross-sectional national study. International Journal of Science Education, 38(4), 621-643. https://doi.org/10.1080/09500693.2016.1156184.
Sellami, A., Kimmel, L., Wittrock, J., Hunscher, B., Cotter, A., Al-Emadi, A. & Al-Emadi, D. (2017). Factors shaping Qatari students’ career expectations in STEM, business or public sector fields. Eurasia Journal of Mathematics, Science, and Technology Education, 13, 6491-6505. https://doi.org/10.12973/ejmste/77043.
Sheldrake, R., Mujtaba, T., & Reiss, M. J. (2017). Science teaching and students’ attitudes and aspirations: The importance of conveying the applications and relevance of science. International Journal of Science Education, 85, 167-183. https://doi.org/10.1016/j.ijer.2017.08.002.
Tabachnick, B. G., & Fidell, L. (2000). Using multivariate statistics (4th ed.). Boston: Allyn & Bacon.
Wiebe, E., Unfried, A., & Faber, M. (2018). The relationship of STEM attitudes and career interest. Eurasia Journal of Mathematics, Science & Technology Education, 14(10), 2-17. https://doi.org/10.29333/ejmste/92286.
Zahidi, S. (2018). Fifty million rising: The new generation of working women transforming the Muslim world. New York: Nation Books.

How to cite this article

APA

Said, Z., Al-Emadi, A. A., Friesen, H. L., & Adam, E. (2018). Assessing the Science Interest, Attitude, and Self-Efficacy of Qatari Students at the Preparatory, Secondary, and University Levels. Eurasia Journal of Mathematics, Science and Technology Education, 14(12), em1618. https://doi.org/10.29333/ejmste/94733

Vancouver

Said Z, Al-Emadi AA, Friesen HL, Adam E. Assessing the Science Interest, Attitude, and Self-Efficacy of Qatari Students at the Preparatory, Secondary, and University Levels. EURASIA J Math Sci Tech Ed. 2018;14(12):em1618. https://doi.org/10.29333/ejmste/94733

AMA

Said Z, Al-Emadi AA, Friesen HL, Adam E. Assessing the Science Interest, Attitude, and Self-Efficacy of Qatari Students at the Preparatory, Secondary, and University Levels. EURASIA J Math Sci Tech Ed. 2018;14(12), em1618. https://doi.org/10.29333/ejmste/94733

Chicago

Said, Ziad, Ahmed A. Al-Emadi, Heather L. Friesen, and Elina Adam. "Assessing the Science Interest, Attitude, and Self-Efficacy of Qatari Students at the Preparatory, Secondary, and University Levels". Eurasia Journal of Mathematics, Science and Technology Education 2018 14 no. 12 (2018): em1618. https://doi.org/10.29333/ejmste/94733

Harvard

Said, Z., Al-Emadi, A. A., Friesen, H. L., and Adam, E. (2018). Assessing the Science Interest, Attitude, and Self-Efficacy of Qatari Students at the Preparatory, Secondary, and University Levels. Eurasia Journal of Mathematics, Science and Technology Education, 14(12), em1618. https://doi.org/10.29333/ejmste/94733

MLA

Said, Ziad et al. "Assessing the Science Interest, Attitude, and Self-Efficacy of Qatari Students at the Preparatory, Secondary, and University Levels". Eurasia Journal of Mathematics, Science and Technology Education, vol. 14, no. 12, 2018, em1618. https://doi.org/10.29333/ejmste/94733