ASSESSING ATTITUDE OF STUDENTS TOWARDS

BS ENGLISH PROGRAM

By

Salman Hameed

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CONTENTS Page
1.0 INTRODUCTION…………………………………………………………...4

1.1 Definition of the Study………………………………………………………..4

1.1.1 Structure of Attitude…………………………………………………………4

1.2 Research Objectives……………………………………………………………5

1.3 Research Questions…………………………………………………………….5

1.4 Significance…………………………………………………………………….5

1.5 METHODOLOGY……………………………………………………………..6

1.5.1 Population and Sampling Technique…………………………………………6

1.5.2 Study Design and Research Instruments……………………………………..6

1.5.3 Data Analysis…………………………………………………………………6

1.6 Time Framework…………..……………………………………………………6

1.7 References…………………………………………………………………….…7

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INTRODUCTION

1.1 Definition of Attitude

An attitude is "a relatively enduring organization of beliefs, feelings, and behavioral

tendencies towards socially significant objects, groups, events or symbols" (Hogg, &
Vaughan 2005, p. 150)

A psychological tendency that is expressed by evaluating a particular entity with some

degree of favor or disfavor" (Eagly, & Chaiken, 1993, p. 1)

1.1.1 Structure of Attitude

Attitudes structure can be described in terms of three components.

o Affective Component: This involves a person’s feelings / emotions about the

attitude object. For example: “I am scared of spiders”.
o Behavioral (or cognitive) component: The way the attitude we have
influences how we act or behave. For example: “I will avoid spiders and
scream if I see one”.
o Cognitive component: This involves a person’s belief / knowledge about an
attitude object. For example: “I believe spiders are dangerous”.

This model is known as the ABC model of attitude.

One of the fundamental assumptions concerning the relationship between attitudes

and behavior is that of consistency. This means that we often or usually expect the
behavior of a person to be consistent with the attitudes that they hold. This is called
the principle of consistency.

The principle of consistency reflects the idea that people are rational and attempt to
behave rationally at all times and that a person’s behavior should be consistent with
their attitude(s). Whilst this principle may be a sound one, it is clear that people do not
always follow it, sometimes behaving in seemingly quite illogical ways; for example,
smoking cigarettes and knowing that smoking causes lung cancer and heart disease.

There is evidence that the cognitive and affective components of behavior do not
always match with behavior. This is shown in a study by LaPiere (1934).

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Attitudes do not always predict behavior. Cognitive and affective components of
attitudes are not necessarily expressed in behavior.

The LaPiere's study shows that the cognitive and affective components of attitudes
(e.g. disliking Chinese people) do not necessarily coincide with behavior (e.g. serving
them).

1.2 RSEARCH QUESTIONS

1- Do students have positive attitudes towards BS English Program?

2- Do the students’ attitudes, positive or negative, have any impact on students’

academic achievement?

3- What is the attitude of BS English students towards their subjects i.e.

Language, Linguistics, Literature?

1.3 RESEARCH OBJECTIVES

1- To assess the attitude of BS English students studying in KUST.

2- To evaluate the students’ attitude towards BS English and its effect on
students’ learning.
3- To pinpoint attitude of BS English students towards their subjects i.e.
Language, Linguistics, Literature.

1.4 SIGNIFICANCE OF THE STUDY

1- Since BS Program has recently been introduced as compared to the annual system,
therefore, the study was conducted to see whether students like BS Program or not
and accordingly if some areas are not liked by the students, they will be pointed out
and suggestions for improvement will be given.

2- In addition, English language teachers by knowing and recognizing their learners’

feelings, needs, behaviors, will be able to devise appropriate activities in accordance
with their needs and would encourage them for having positive attitudes towards
English learning.

3- Furthermore, curriculum makers would review the content and the design of the
curriculum to meet the needs and the interest of the students.

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1.5 METHODOLGY

1.5.1 POPULATION AND SAMPLING TECHNIQUE

The population of this study will comprise all the students of English studying at
BS level in KUST, department of English. In sample 40 students studying at BS
English level in the above said institution will be taken. For the selection of
sample, simple random sampling technique will be employed.

1.5.2 STUDY DESIGN AND RESEARCH TOOL

The present study will be descriptive in nature. In order to assess attitude of students
of English studying in KUST, a questionnaire consisting of 20 items on five point
Likert scale will be constructed. This instrument appears to be more suitable on the
grounds that it will be easily responded and thoroughly analyzed by using appropriate
procedure. The items will be given by rating the responses on five point rating scale
(i.e., Likert scale, strongly agree, agree, not sure, disagree, strongly disagree).

1.5.3 DATA ANALYSIS

After data collection it will be entered with the help of data entry operator in
computer for the purpose of data analysis. For the purpose of data analysis, software
Statistical Package for Social Sciences (SPSS) will be used. This software will
calculate percentage, frequency.

1.6 TIME FRAMEWORK

S. No. Research Component Time Required

1 Literature review Two months

2 Data collection Fifteen days

3 Analysis and Interpretation One month

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Thesis writing Two months

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1.7 REFERENCES

Eagly, A. H., & Chaiken, S. (1993). The psychology of attitudes. Harcourt

Brace Jovanovich College Publishers.
Hogg, M., & Vaughan, G. (2005). Social Psychology (4th edition).
London: Prentice-Hall.
Katz, D. (1960). Public opinion quarterly, 24, 163 - 204.
LaPiere, R. T. (1934). Attitudes vs. Actions. Social Forces, 13, 230-237.