International Journal on Science and Technology

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Examining the Multiple Dimensions of Secondary School Students’ Attitudes toward Science

Author(s) Mr. Frank Aduo, Mr. Raphael Yao Vorleto, Mr. Rockson Ofori Amanfo, Mr. Michael Tabbey-Appiah, Mr. Charles Mussah
Country Ghana
Abstract Students’ attitudes toward science significantly influence their engagement, achievement, and future participation in STEM fields. This study examines the multiple dimensions of secondary school students’ attitudes toward science, including enjoyment, perceived relevance, anxiety, and self-efficacy. Using a quantitative cross-sectional design, data were collected from 320 second-year senior high school students through a structured questionnaire adapted from Osborne et al. (2003) and Russell & Hollander (2015). Descriptive statistics summarized the levels of each attitude dimension, while exploratory factor analysis validated the instrument’s structure. Findings reveal that students exhibit moderate enjoyment and perceived relevance of science, low self-efficacy in science problem-solving, and moderate science-related anxiety. Factor analysis confirmed four distinct dimensions underlying attitudes toward science. The study underscores the need for targeted instructional strategies and supportive learning environments to enhance positive attitudes and reduce science anxiety. Implications for teachers, curriculum planners, and policymakers are discussed to promote student engagement and STEM participation.
Keywords Science attitudes, secondary education, science engagement, STEM, student motivation
Field Physical Science
Published In Volume 16, Issue 4, October-December 2025
Published On 2025-12-23
DOI https://doi.org/10.71097/IJSAT.v16.i4.9756
Short DOI https://doi.org/hbgzgj
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