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RELATIONSHIP BETWEEN ATTITUDE TOWARDS TECHNICAL EDUCATION AND ACADEMIC ACHIEVEMENT IN MATHEMATICS AND SCIENCE OF THE FIRST AND SECOND YEAR HIGH SCHOOL STUDENTS

RELATIONSHIP BETWEEN ATTITUDE TOWARDS TECHNICAL EDUCATION AND ACADEMIC ACHIEVEMENT IN MATHEMATICS AND SCIENCE OF THE FIRST AND SECOND YEAR HIGH SCHOOL STUDENTS

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Published by Carlo Magno
The study investigated the relationship of attitude towards technical education with the achievement in mathematics and science of high school students taking a technical education curriculum. The technical curriculum is intends to prepare the high school students for technical courses in their higher education (college). Attitude towards technical Education was determined with the use of the ATTE inventory as constructed by the researcher (Cronbach’s alpha=.93). The mathematics and science achievement score were determined using the Metropolitan Achievement Test (MAT). There were 191 high school students composed of 126 males and 65 females ages 11 to 14 who took the MAT and the ATTE. Based on the findings of the study, it was concluded that in general, mathematics achievement and science achievement and students attitude towards technical education are independent. Theoretical implications are discussed in the paper.
The study investigated the relationship of attitude towards technical education with the achievement in mathematics and science of high school students taking a technical education curriculum. The technical curriculum is intends to prepare the high school students for technical courses in their higher education (college). Attitude towards technical Education was determined with the use of the ATTE inventory as constructed by the researcher (Cronbach’s alpha=.93). The mathematics and science achievement score were determined using the Metropolitan Achievement Test (MAT). There were 191 high school students composed of 126 males and 65 females ages 11 to 14 who took the MAT and the ATTE. Based on the findings of the study, it was concluded that in general, mathematics achievement and science achievement and students attitude towards technical education are independent. Theoretical implications are discussed in the paper.

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Published by: Carlo Magno on Nov 07, 2008
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 CHAPTER IINTRODUCTIONBackground of the Study
It is most common nowadays for schools to administer achievement tests at theend or middle of the school year to determine what students have learned across thedifferent academic areas. This is especially true in Mathematics and Science.Ordinarily, achievement tests are used as assessment tools. Their results are used toimprove the curriculum. Studies have investigated the different variables that affectand relate to student achievement. According to Enemarck and Wise (1981), Parsons,Adler and Kaczala (1981), and Ma and Kishor (1997) the variable ‘attitude’ is one of the most potent factors that relates to achievement.Despite these studies, the researcher believes that there is still a need to studyfurther factors that relate to achievement. One of these factors is Attitude TowardsTechnical Education. Technical Education contributes to the exploratory function of the secondary curriculum, helps provide for individual differences, and contributes toworthy home membership, leisure-time activities and command of fundamental processes (Bent and Kronenberg 1980). Determining the students’ Attitude Towards
 
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Technical Education enables teachers and curriculum planners to consider andevaluate the Technical Education program and its appropriate structures. Since thevariable ‘Attitude Towards Technical Education’ is quite unique in its structure thereis a need to provide empirical data about it.There is also a need to provide explanation on how Mathematics and ScienceAchievement relate to students’ Attitude Towards Technical Education sinceachievement in Mathematics and Science are cognitive in nature while attitude isaffective. Current literature shows that there is a gap between knowledge in thecognitive domain and knowledge in the affective domain (Maker 1982). This impliesthat the interplay between the cognitive and affective domain has to be further explained. This interplay is deemed important since it is a process that studentsundergo most of the time. As Maker (1982) emphasized, it is impossible to separatethe cognitive from the affective domain in any activity. Moreover, according toMcLeod (1992) attitudes, beliefs, and emotions are the major descriptors of theaffective domain in Mathematics and Science Education, whereas knowledge andthinking are considered descriptors of the content and process of the human mind.According to Steinkamp (1982), Cheung (1988), Ma and Kishor (1997), andMiddleton and Spanias (1999) Science and Mathematics educators have traditionally
 
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accepted the positive relationship between attitude towards Mathematics and Scienceand achievement in Mathematics and Science.The area of Technical Education needs to be explored further in terms of itsrelation to other variables. Technical Education basically needs considerable amountof manual skill which is an attribute of a craftsman (French 1980). A person involvedin Technical Education needs a sound background in Mathematics, Science and in theTechnology of his work (French 1980). Donald (1985) carefully noted thatPractitioners implementing Technology Education for high school should keepseveral guiding principles in mind:
 
Technology education is a vital educational component in a highlytechnological society. Present and future societies will depend upon the wiseuse of technology as an important factor in survival and human progress.Technology education must be packed and delivered in keeping with thecharacteristics and needs of all students in all ability levels. The programshould be experientially based and should utilize the base of research findingson how individuals learn. Instruction should take place in the content of amulti- and cross-disciplinary involvement of the learner. Technology educationmust be extended beyond the craft domination of previous years and most programs, thus making technology education much more broadly conceivedthan technical education as it is usually understood. The process of technologyeducation must be a holistic one that recognizes the fact that nothing can bestudied to any measurable degree within a single discipline. (Donald 1985, 3)This study investigated the relationship between students’ achievement inMathematics and Science and Attitude Towards Technical Education. The areas of 

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