2. International Journal of Management (IJM), ISSN 0976 – 6502(Print), ISSN 0976 –
6510(Online), Volume 4, Issue 2, March- April (2013)
Keywords: Women and Science, attitude towards study science, gender and HR
INTRODUCTION
Interest or feeling towards studying science is the students’ disposition towards ‘like’ or
‘dislike’ science while attitude in science means scientific approach assumed by an individual for
solving problems, assessing ideas and making decisions. Review of relevant literature depicts
varying opinions and findings on the students’ attitude towards science and their performances.
According to Keeves (1992) and Postlethwaite and Wiley(1991), attitudes towards science are, in
general, highly favored, indicating strong support for science and the learning of science. Alao
(1988) examined six attitudinal dimensions and their effects on students’ achievement. These
were social implications of science, attitude towards scientific inquiry, normality of scientists,
enjoyment of science and science lessons, leisure interest in science, and career interest in
science. Some studies have indicated that the nature of schooling from the earliest years on, could
shape the capacities and strengths of the growing female (Maccia et al 1975). This implies that if
we have to look at the study of females at higher education e.g. at University level, we have also
to look into the schooling before entering university, by considering at these schools as even
small societies, the values they represent, the form and content of learning offered and the type of
educational environment which existed. To develop more interest at school level in the subject it
showed that the enrolment in the subject at higher level could be increased if more students were
motivated to study the subject at lower levels. Study findings also demonstrated that students’
attitudes and confidence are being affected at all levels, from elementary to college, and that
praise or blame for student attitudes and confidence level cannot be placed at the doorstep of any
one level of education. It is quite clear that an individual teacher has also the opportunity to
change student perceptions about and confidence in learning science. It is also clear that students
can carry attitudes over time and, in the case of negative attitudes, can make learning choices
based solely on avoidance of a particular subject unless that attitude or confidence level is
counteracted by a successful experience. It is the responsibility of educators at all levels to assess
their practice in order to provide an environment that challenges and nurtures the learner,
particularly as it relates to the study of science.
Self confidence towards science, influence of role models and knowledge about the
usefulness of science. Recently, educational researchers have investigated what factors, affect the
success. For this reason, students’ attitudes toward Science have been examined (Oppenheim,
1992). Furthermore, it is very useful to obtain the opinion on students’ tendency to react toward
science, which define their beliefs, preference, decision and sensitive thoughts (Hendley,et
al.,1995). Studies have also indicated that there is no average difference between male and
female intelligence (Saker& Sadker,1994;Birke,1992;Hyne,1996).The only differences that have
been found are in mathematical ability and spatial perception (Hyne,1996). Although, the
difference observed is significant, this reason alone is insufficient to explain the under degree of
under-representation of women in engineering career. Hence it is dangerous to assume that
biological differences are wholly to blame to the lack of female engineering as it is an
unchangeable position. The other predominating pre-tertiary explanation for the lack of females
in science are a lack of preparation from the school level, and female attitudes and early
experiences with science.
This study is being carried out to investigate whether the girls’ interest level and attitude
in different science subjects have changed as they continued their studies beyond secondary
school level.
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3. International Journal of Management (IJM), ISSN 0976 – 6502(Print), ISSN 0976 –
6510(Online), Volume 4, Issue 2, March- April (2013)
METHODOLOGY
A survey model has been used for the study of developmental attitudes of female
students towards science subjects. Data for the study were collected between February 22 and
29, 2012. The questionnaires were distributed to the students during regular class sessions.
Participating students were instructed to read each item carefully, and then to answer the
most desired option from multiple choice questions. All the participants in each class
completed the survey. The study consists of approximately 250 female students of Secondary
school level and pre degree level of academic year 2011-2012. These female students were
from Mody School, MIER, and FET-MITS Lakshmangarh, Rajasthan.
RESEARCH QUESTION
Is there a significant developmental difference in attitudes toward science courses
between Secondary and college level female students?
DATA ANALYSIS
1. There is some significant increment in enjoyment level in all areas of science but it is
more pronounced in Chemistry.
2. Difficulty level has also reduced to significant level and it also more pronounced in
chemistry.
3. Even after learning four years science from their time to opt it as a future course of study
the girls are more interested in Mathematics in comparison to Physics and Chemistry of
science discipline.
4. Girls attitude shows that they always remain less interested in performing experiments.
Some extra efforts have to be done at school level itself to tell them the importance of
hands on experience they will gain after performing experiments. In this way it will
enhance their confidence level. They should not have an attitude just to clear the exam.
Moreover after opting science students are more concentrate on preparation of
competitive exam at school level which is quite theoretical and so parents, society and
teachers as whole give more stress on theory rather than exp.. Therefore, students have
very different attitude regarding experimental courses and importance of experiment in
life.
5. Lack of role model is also one of the reasons to have less motivation in science field.
6. Science lessons have to be made more interesting.
7. There is significant decrement towards laboratory experiments especially in Physics
therefore efforts has to be made to make the laboratory experiments more interesting.
8. There is no significant change in attitude towards derivation but 10-15% more students
feel that derivation are not boring.
9. Our study shows that students are less interested to solve the problem of science in
comparison to mathematics.
10. Study also shows that students are not opting science because her friend.
11. A level of difficulty in handling apparatus is mainly due to difficulty in understanding
the concept in Physics as reflected in point 28 as well.
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4. International Journal of Management (IJM), ISSN 0976 – 6502(Print), ISSN 0976 –
6510(Online), Volume 4, Issue 2, March- April (2013)
12. There is a significant increase in difficulty to handle the experimental apparatus in
Physics. This shows that at school level they are not being allowed to work on apparatus
because in Physics especially in optics setting the apparatus required more practice and
even precautions has to take while observing them.
13. In Physics and Mathematics the trend is just revert from school to UG level.
14. Study shows that less interested Physics text books are being offered to them therefore
this makes the subject overall difficult.
15. There is a significant change in attitude towards science that it helps them to be able to
reason well.
16. The overall interest is decreasing towards science.
17. Overall understanding level in all branches of science has increased at higher level but at
higher level girls student are more interested to help others in Chemistry rather than
Physics and Mathematics. This shows that Chemistry becomes more interesting and
easier for Girls at higher level.
18. Even the Physics is more difficult for the students but there is significant rise in thinking
about the topics and ideas which students learn in Physics.
19. There is a significant amount of sweep in their interest among different subjects of
science at lower and higher level. This study also confirm in the enhancement of
enjoyment level.
20. According to item no. 1 level of enjoyment has increased during their successive studies
at higher level because understanding has increased a lot but in comparison to other
subjects science is less preferred.
21. This study also confirm the result of item 9 which shows that most of the students are
less interested in solving new science problems and that is why they do not like science
assignments.
22. Science students think that Mathematics is more important from their job point of view.
23. Even they want to acquire the jobs which involve mathematics.
24. There is a drastic change in understanding of different subjects at lower and higher level.
Physics is less complicated at lower level and Chemistry at higher level.
25. There is a slight difference in opinion regarding gender attitude towards different science
subject but this outcome not has sufficient basis because the data collected and compiled
from the same gender. Therefore this is just their opinion only.
26. With successive studies the difficulty level in understanding scientific terminology is
slightly becoming more simpler in most of the subjects but still it is needed that more
efforts has to be made in explaining scientific terminology at early stage.
27. There is a significant fluctuation at lower and higher level when students were asked to
use what they have learned to solve new problems in different science subjects.
28. Same as concluded in point 11.
29. There is a need to make the objective more clearly to the students before going to solve
the problem. Object oriented problem solving will make them sure what they are doing
and why they are doing.
30. There is a significant enhancement to do more writing work in science. To develop the
interest we should make the subjects more experimental oriented.
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5. International Journal of Management (IJM), ISSN 0976 – 6502(Print), ISSN 0976 –
6510(Online), Volume 4, Issue 2, March- April (2013)
2. Level of difficulty
1. I enjoy studying
60
40
%Girls
% X Girls 35
50 30 % FET Girls
% FET Girls
40 25
20
30
15
20 10
10 5
0
0
e
y
ics
try
s
on
og
ic
ne
y
ry
ics
cs
at
is
og
ys
ol
N
ist
No
i
m
m
at
ys
ol
Ph
Bi
em
m
he
he
Ph
Bi
he
Ch
C
at
at
M
M
3. I would like to do more---------- in future 4. It is waste of time performing experiments in
60 45
%Girls 40 %Girls
50 35 % FET Girls
% FET Girls
40 30
25
30 20
20 15
10
10 5
0 0
y
e
ics
try
s
e
y
ics
try
s
og
on
ic
on
og
ic
is
at
ys
is
at
ys
ol
N
N
ol
m
m
m
m
Ph
Bi
Ph
Bi
he
he
he
he
C
at
C
at
M
M
5. I admire people who have good knowledge of 6. I do not always like to be in class during
50 ________lessons
45 %Girls 35
40 %Girls
% FET Girls 30
35 25 % FET Girls
30
25 20
20 15
15 10
10 5
5 0
0
e
y
ics
ry
s
on
og
ic
t
e
y
ics
try
s
at
is
ys
on
og
ol
N
ic
m
m
is
at
Ph
ys
Bi
N
ol
he
he
m
m
Ph
Bi
he
C
he
at
M
C
at
M
7. ________laboratory practical are very boring 8. Do you feel derivations are boring?
70
%Girls 60
60 %Girls
% FET Girls
50 50 % FET Girls
40
40
30
20 30
10 20
0
10
e
y
ics
ry
s
on
og
ic
t
is
at
ys
0
ol
N
m
m
Ph
Bi
he
he
YES No UNCERTAIN
C
at
M
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6. International Journal of Management (IJM), ISSN 0976 – 6502(Print), ISSN 0976 –
6510(Online), Volume 4, Issue 2, March- April (2013)
9 I like solving ---------- problems 10. I offer _________ because my friends offer it
80 %Girls %Girls
70 80 % FET Girls
% FET Girls
60 70
50
60
40
30 50
20 40
10 30
0
20
y
e
ics
try
s
10
og
on
ic
at
is
ys
ol
N
m
m
Ph
Bi
0
he
he
C
at
Mathematics Biology both None
M
11. ______ is difficult, when it involves 12. There are too many facts to learn in ____
handling apparatus 60
80 %Girls
%Girls 50 % FET Girls
60 %… 40
40 30
20 20
10
0
0
ne
y
i cs
ry
ics
og
No
is t
ys
at
ol
em
m
Bi
Ph
he
Ch
at
M
13. I study _________mainly to pass
14.___textbooks are too difficult to understand
examination
60
45 %Girls
40 %Girls
50 % FET Girls
35 % FET Girls
30 40
25 30
20
15 20
10
5 10
0 0
ne
y
i cs
ics
ry
og
ne
y
ics
try
s
is t
No
og
ic
at
ys
ol
No
is
ys
at
em
m
ol
Ph
Bi
em
m
Ph
Bi
he
Ch
he
Ch
at
at
M
M
15._____ helps me to be able to reason well 16.____ is not as interesting as
50 %Girls other science subjects
45 45
40 % FET Girls %Girls
40
35 % FET Girls
30 35
25 30
20 25
15 20
10 15
5 10
0 5
0
ne
y
ics
i cs
ry
og
s
try
cs
e
gy
is t
No
ic
at
ys
on
ol
si
is
at
lo
em
m
Ph
Bi
hy
N
m
io
m
he
he
Ch
B
he
P
at
C
at
M
M
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7. International Journal of Management (IJM), ISSN 0976 – 6502(Print), ISSN 0976 –
6510(Online), Volume 4, Issue 2, March- April (2013)
17 I like to help other students with 18. I offer _______because I have no choice
_______problems 60
60 %Girls %Girls
50 % FET Girls 50 % FET Girls
40
40
30
20 30
10
0 20
10
e
y
ics
try
s
og
on
ic
is
at
ys
ol
N
m
m
Ph
Bi 0
he
he
C
at
Mathematics Biology Both None
M
19. I very often think about the topics and ideas 20. Studying _________is waste of time
which I learn in 35 %Girls
60 %Girls 30
% FET Girls
50 % FET Girls 25
40 20
30 15
20 10
10 5
0 0
y
e
ics
try
s
s
ry
e
ics
y
og
on
ic
ic
og
on
at
is
ist
ys
at
ol
ys
N
m
m
N
ol
m
Ph
Bi
m
Ph
he
he
Bi
he
he
C
at
C
at
M
M
21. I always sleep during ________lessons 22. I don’t like doing ______ assignments
40 40 %Girls
%Girls
35 35
% FET Girls % FET Girls
30 30
25 25
20 20
15 15
10 10
5 5
0 0
e
y
ics
try
s
y
e
ics
try
s
og
on
ic
og
on
ic
at
is
ys
at
is
ys
ol
N
ol
N
m
m
m
m
Ph
Bi
Ph
Bi
he
he
he
he
C
at
C
at
M
M
23. --------- will help me to get a better job when I 24. I would like a career which involves
leave school
80 60
%Girls %Girls
70
60 % FET Girls 50
% FET Girls
50 40
40 30
30
20 20
10 10
0
0
s
ry
ics
e
gy
ic
on
s
try
e
y
s
t
ic
lo
is
og
at
ic
on
ys
is
N
at
ys
m
io
m
ol
N
Ph
m
m
B
he
Ph
he
Bi
he
he
C
at
C
at
M
M
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8. International Journal of Management (IJM), ISSN 0976 – 6502(Print), ISSN 0976 –
6510(Online), Volume 4, Issue 2, March- April (2013)
25.____ is too complicated for most students to 26. ___ is more important for boys than for girls
understand
60 60
%Girls
50 % FET Girls
50 %Girls
40 % FET Girls
40
30
30
20
20
10
10
0
0
ne
y
i cs
ics
ry
s
ry
e
ics
y
og
ic
og
on
No
is t
ist
ys
at
at
ys
ol
N
ol
m
em
m
em
Ph
Bi
Ph
Bi
he
he
Ch
h
C
at
at
M
M
27. I have difficulty understanding the words 28. I find it difficult when I am asked to use what
and expressions used in I have learned to solve new problems in
40 %Girls 50
35 %Girls
30 % FET Girls 40 % FET Girls
25 30
20
15 20
10 10
5
0 0
s
e
y
ics
ry
ics
e
try
s
y
og
on
ic
ic
og
on
ist
at
is
at
ys
ys
ol
N
N
ol
m
m
m
m
Ph
Bi
Ph
Bi
he
he
he
he
C
at
C
at
M
M
29. I am not sure what I am doing half the time 30 We have to do too much writing in science
45 %Girls 60
40 %Girls
35 % FET Girls 50 % FET Girls
30 40
25
20 30
15 20
10
5 10
0 0
s
ics
ry
e
y
e
ics
gy
try
s
ic
og
on
on
ic
ist
o
at
ys
is
at
ys
ol
N
N
ol
m
m
m
m
Ph
Ph
Bi
Bi
he
he
he
he
C
at
C
at
M
M
CONCLUSION
As the sample data used for this study took account of only 265 girls from two
institutions and from the data analysis we found that the two groups of the girls had different
mean and standard deviation scores with regard to their attitudes towards Physics, Chemistry,
Mathematics and Biology, there was a need to verify whether these results represented a real
difference between two groups or it was a mere chance difference in our collected samples. In
order to confirm this the statistical t-test was performed using t-statistics to determine a
probability value that indicated how likely we had gotten these results by chance. The t-test
results are presented in the table given below:
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9. International Journal of Management (IJM), ISSN 0976 – 6502(Print), ISSN 0976 –
6510(Online), Volume 4, Issue 2, March- April (2013)
As the development of attitudes toward science is a complex function of cultural, biological,
psychological, educational and social factors, it is imperative that an integrated approach
should be adopted for investigating girls’ developmental differences in attitudes toward
science. It is also advocated that a broader sample should be used for future research to give a
more realistic picture of girls’ developmental attitudes toward science. Besides, teacher
should develop positive relationship with students and more classroom activities, which could
involve active teaching- learning process and students’ participation in the class. Secondary
schools and other stakeholders in the education should organize periodic seminars and
workshops for students, parents, teachers and school administrators designed to promote
positive attitudes towards the study of science at school level as well as at higher level.
ACKNOWLEDGEMENT
We gratefully acknowledge the Director, Col. P C Sharma and Mr. Deepak Kumar
Bugalia of Nimawat Secondary school, Fatehpur, and Ms. Renu Seghal, Principal Mody
School for their support and input at early stages of this exercise. We would also like to thank
the Dean, Faculty of Engineering and Technology, MITS for the use of facilities to complete
this work.
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