TWO FIELDS, ONE SCIENCE: TEST OF SCIENTIFIC RELATED

ATTITUDE AND SCIENTIFIC LITERACY-EFFICACY AMONG

BIOLOGY AND ENVIRONMENTAL SCIENCE STUDENTS

Gellirose Bantayan, Ellyn Tamayo, Rian Mae Sase

Introduction

BAC KG RO UN D O F T HE ST UDY

* Universities were created to generate a great impact in a student’s different

perspective.
* It was observed that some students particularly children were not yet sure
of their level of interest, attitude, and self-efficacy which may mislead their
learning (Said, Al-emadi, friesen and Adam, 2018).
* Students with good scientific attitude often deals with problems in both
practical and theoretical way, where this scientific attitude that an individual
possessed directly leads in gaining scientific knowledge (Regan & DeWitt,
2015)
* Attitude plays a more important role in science classes as they involve the
teaching of deep and complex concepts (Akıllı, 2008).
* Understanding students’ aspirations to study and work within science
continues to be a central concern for science educators in England and other
countries (EACEA, 2011,NSTC, 2013, ROYAL SOCIETY, 2014).
* The Philippines established the National Science Development Board, in
1958 and Philippine Science High Schools or schools with science and tech-
oriented classes were established because there is no streaming, or grouping
of students according to their intellectual capacity at the higher levels of
secondary school.
* Particularly, in Davao Oriental, there has been no study conducted in
relation to assessing scientific related attitude, scientific literacy-self efficacy
and the lived experiences of science students.
* Therefore, the anchor of this study is to assess the Scientific related
attitude and scientific literacy-efficacy among Biology and Environmental
Science students.
 S TAT E M E N T O F T H E P R O B L E M / O B J E C T I V E S /
RESEARCH QUESTIONS

This mixed method study shall answer the following questions:

1.What is the scientific-related attitude of the Biology and Environmental Science

students?
2.What is the scientific literacy self-efficacy of the Biology and Environmental science
students?
3.What is the relationship between the scientific-related attitude and the scientific literacy
self-efficacy of Biology and Environmental Science students?
4.What are the lived experiences of Biology and Environmental Science students with
regard to their scientific related attitude and scientific literacy self-efficacy to science
learning?
5.How do quantitative results corroborate with the qualitative results?
 R E V I E W O F R E L AT E D L I T E R AT U R E

*Simpson and Oliver (1990) found high relationships between student self, school,
family, and attitude.
*Attitudes toward science represent “a person’s positive or negative response to the
enterprise of science. Put another way, they refer specifically to whether a person likes or
dislikes science” (Simpson et al., 1994, p. 213).
*In a study by (Gardner, 1975; Joyce & Farenga, 2000; Osborne, Simon, & Collins,
2003; Schibeci & Riley, 1986), Scientific attitudes have consistently been identified as an
important component of science education, influencing not only students' participation
and interest (Greenfield, 1996; Koballa, Crawley, & Shrigley, 1990; Simpson & Oliver,
1990; Weinburgh, 1995), but also their performance in science.
*According to Wakoli (2019) Lecturers should foster scientific attitudes in the classroom,
because students are expected to be better prepared to take subsequent courses. Science
students, in general, must internalize a variety of scientific attitudes. The following habits
of thought are part of a scientific attitude. Achievement can be reached through learning.
• *According to Roberts (2007), the two words, scientific literacy, are probably the most
commonly used terms in science education today. The focus on scientific literacy, at
least in part, to the increased demand for scientifically literate people in the workplace,
estimating that more than 80 percent of all jobs require proficiency in science (Sprung,
1996).
• *Educators recognize that scientific literacy involves more than student knowledge
about science; it is also affected by a student’s attitude and self-efficacy. Both self-
efficacy and attitude contribute to how well a student performs in a science class
(Dalgety, Coll & Jones, 2003; George, 2000) while other research has noted the role of
prior learning and its impact on achievement as well as attitude (Wandersee, Mintzes,
& Novak, 1994).
• * Educators recognize that scientific literacy encompasses more than a student's
knowledge of science; it is also influenced by a student's attitude and sense of self-
efficacy (Dalgety, Coll & Jones, 2003; George, 2000)
 THEORETICAL LENS

* The essential nature of scientific literacy is that which influences students’

decisions about personal and societal problems.
* Examining the philosophy, history, and sociology of science itself has the
potential to engender perceptions of science.
* The goal of science education remains scientific literacy, which ultimately
impacts an individual’s worldview.
* These epistemological constructs color the lenses through which individuals’
view science, its implications and their lives in the context of science knowledge
and practice.
* The study also aimed to elaborate the contextual factors that influence teachers’
operationalization of scientific literacy in practice.
 CO N C EP T U A L F RA ME W O RK

SCIENTIFIC
ATTITUDE AND
SCIENTIFIC
LITERACY-SELF SCIENCE
EFFICACY LEARNING

* This framework provides the essential support for the study components, that includes the
dependent and independent variable of the study. Research statistics depends on both dependent and
independent variable of the study. This framework also clarifies the context of the study for the reader,
much like a house blueprint.
 ME TH O D S

RESEARCH DESIGN
*Convergent Parallel Mixed Method Design
PARTICIPANTS AND PLACE OF STUDY
*Participants of this study will include students under the BS Biology and Environmental Science program of Davao
Oriental State University (DOrSU) in the City of Mati.
Quantitative phase- 100 students (quota sampling)
Qualitative phase- 6 students (purposive sampling)
INSTRUMENTS
Quantitative Phase- survey questinnaires adapted from the study of Dr. Andrea Nana Ofori-Boadu on the Assessment of
Scientific Literacy Skills and Attitudes of Undergraduate Construction Management Students and the study of Ziad Said,
et al on the Assessing the Science Interest, Attitude, and Self-Efficacy of Qatari Students at the Preparatory, Secondary,
and University Levels.
Qualitative Phase- semi-structured interview questions.
DATA COLLECTION
1.Seek consent from the university president.
2.Coordinate with the Institute Deans and Program Heads.
3.Seek consent from the participant through accomplishment of consent forms.
DATA ANALYSIS:
Quantitative Data Qualitative Data

Survey Questionnaire IDI

Descriptive
Thematic analysis
Correlation

Analysis

Results examine on
scientific related
attitude and
scientific literacy
self-efficacy of
students
Results examine on
the lived experiences
on students with
regard to the effect
of scientific related
attitude and scientific
literacy-efficacy to
science learning

Synthesis:

Findings from different data sources

are compared and contrasted in order
to examine complementary and
conflicting results
 BUDEGTARY REQUIREMENTS

Expenses Quantity Cost Total

Transportation Fair 450 450

Internet 899 899

Connection/ Load
Print 450 450

Book Bind 1 400 400

Total 2,199
THANK YOU!