Investigating the Relationship Between Secondary School Students' Attitudes Toward Science and Their Classroom Engagement
DOI:
https://doi.org/10.55737/tk/2k25c.43076Keywords:
Attitude toward Science, Classroom Engagement, Correlational Study, Secondary School, Science EducationAbstract
This study investigated the relationship between secondary school students' attitudes toward science and their classroom engagement. Employing a quantitative correlational design, data were collected from 200 randomly selected students enrolled in six secondary schools in Gujranwala, Pakistan. Standardized instruments measured students' attitudes toward science and their levels of classroom engagement. Descriptive statistics, independent samples t-tests, and Pearson's correlation analysis were applied to examine patterns and relationships. Findings revealed a strong positive correlation between attitudes toward science and classroom engagement, indicating that students with more favorable attitudes were more active, emotionally, and cognitively engaged in science learning. Gender-based analysis showed significant differences in favor of female students for both attitudes and engagement. The results highlight the reciprocal nature of attitudes and engagement, with each reinforcing the other. The study concludes that fostering positive attitudes toward science is a key strategy for enhancing engagement and, ultimately, science achievement. It recommends integrating attitude-enhancing interventions, such as inquiry-based activities, real-world applications, and supportive classroom environments, to sustain motivation and participation in science education. These insights can guide educators, curriculum developers, and policymakers in designing targeted strategies to improve science learning outcomes.
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