Gender Differences In Attitude Towards Science Teaching .
International Journal of Science and Research (IJSR)ISSN (Online): 2319-7064Impact Factor (2012): 3.358Gender Differences in Attitude towards ScienceTeaching and Learning Styles among AdolescentsSouda Nalina Kumari1, Dr. (Mrs.) K. Saraladevi21Ph.D Scholar, Bharathiyar University, Coimbatore. India2Associate Professor in Physical Science Education, Meston College of Education (Autonomous), Chennai-14, IndiaAbstract: The present study is based on finding out the impact of gender on different learning style and attitude towards Science ofstudents from the sample. Totally 300 students were taken for the study from three different schools. To verify the hypotheses, learningstyle inventory by Barbara A. Solomon, Richard M. Felde Scale and Modified Fennema-Sherman’s Questionnaire for Attitude towardsScience were used. Critical Ratio and correlation coefficient have been used to analyze the data and it has been concluded that genderhas a significant impact on different learning styles and attitude towards science teaching.Keywords: Learning style, Attitude towards Science, Critical Ratio.1. IntroductionMan has been learning from nature, by watching the worldoutside and inside him, from what others say and do. It isessentially about what we human beings are, why we behavethe way we do, and the complexity of thought.We learn, acquire knowledge and act from it. We also learnthrough doing. This is also accumulated as knowledge. Everysubject has internal discipline. So learning of each subjectdemands application and order. Learning is also about orderin life, order in school life that is learning why one should bepunctual to classes, meals, the proper time for rest, why oneshould follow certain rules in school, and how they smoothentheir learning.In today’s society, our younger generation has more accessto a wide variety of information through various media. Thissituation is further augmented due to the advancement ofinformation and communication technologies, in particularsmart phones, laptops, and the Internet. While the mediaprovides timely information and entertainment to us, itspotential detriments cannot be underestimated. The termdigital divide has been used to describe the phenomenon inwhich the poorer, less educated, and those from rural areascannot participate equally in this information era (4). Yet agender digital divide has been permeating in our society thatdeserves our attention. Low participation of Girls incomputer science field has been a long standing problem.According to a study by (11), Girls are under-represented inall fields of computer science in academia and industry.Maths and Science are two subject areas that are proven tobe imperative for our society in terms of progress andsuccess. These two subjects are important in order tocontinue to be a leader in this continually changingtechnological world. It is important for students to have adeep understanding of the concepts of both of these subjectsfrom the beginning of their education. As society continuesto become more reliant on technology, jobs are going torequire a higher level of understanding of these concepts. ItPaper ID: OCT1451is important that everyone receives an equal educationalexperience in these subjects because of all of these realities.Gender remains a dividing status between members ofsociety today. In institutions such as education, this isespecially evident. The research supports that there aregender differences in attitudes to and performances in mathand science. This paper will investigate how these genderdifferences contribute to attitude towards science teachingand learning styles of students. From the moment a child isborn, they are given a name that carries with it a gender rolewhich the child is expected to fulfill. The child’s nursery,clothes, book, toys, television shows, etc. all transmit ideasabout what role the child must fill. Schools as a whole alsocontribute to gender role socialization and discrimination.Textbooks and children’s literature are places that exhibitgender roles that students pick up on. In the 1991 studydiscussed by [20], women and girls were underrepresented inbasal readers that were in widespread use in the 1970’s[20].They also found that the books contained sexstereotypes as well as derogatory comments about Girls,[20]. Researchers state that it is proven that teachers interactwith Boys students much more frequently. In scienceclassrooms, this interaction level is even higher. It has alsobeen proven that praise from a teacher is crucial to astudents’ success in school. So, if teachers are favoring boys,it is obvious that they have a much better opportunity toperform above others. Girls are expected to be more docile inthe classroom, almost to the point they are invisible. “Theyreceive fewer academic contacts, less praise, fewer complexand abstract questions, and less instruction on how to dothings for themselves”. One way to improve studentmotivation and performance is to adapt teaching approachesto meet the different learning style preferences of ourstudents [5]. Although it is known that students have avariety of learning style preferences [5], it is unknown ifgender differences in learning style preferences exists amongundergraduate physiology students. Knowing the students'learning style preferences will aide in the development of themost effective teaching approaches [6]. There are manymethods available for assessing learning styles, with eachmethod offering a distinctly different view of learning styleVolume 3 Issue 10, October 2014www.ijsr.netLicensed Under Creative Commons Attribution CC BY50
International Journal of Science and Research (IJSR)ISSN (Online): 2319-7064Impact Factor (2012): 3.358preferences. The method used in this study defines thepreference in learning style based on the sensory modality inwhich a student prefers to take in new information. The threemajor sensory modalities are defined by the neural systemthat is preferred when receiving information: visual (V),aural (A), and kinesthetic (K), collectively known as VAK.In other words, VAK categorizes student learning based onthe sensory preference of the individual. This classificationsystem was recently expanded by [10] to VARK to includeanother category: read-write (R, a mixed sensory modalitythat is not assessed under VAK). Students with a Vpreference learn best by seeing or observing (drawings,pictures, diagrams, demonstrations, etc). Learner’spreferences are best suited to learn by listening to orrecording lectures, discussing material, and talking throughmaterial with themselves or others. R-type learners learnthrough interactions with textual materials. K-style learnersperform best by using physical experiences: touching,performing an activity, moving, lessons that emphasizedoing, and manipulation of objects. Student learners arecapable of using all of these sensory modes of learning;however, each individual has a unique preference, or set ofpreferences, in which one mode is often dominant learnerswith a single learning style preference are referred to as unimodal, whereas others preferring a variety of styles areknown as multimodal. Of the multimodal learners, there aresub classifications for bi-, tri-, and quad-modal learners, whoprefer to use two, three, or four styles, respectively.2. Definitions of Learning Styles and AttitudeTowards Science TeachingThe Attitude towards science teaching is a very significantoutcome of the process of science education. Attitudetowards science teaching of mind is essential to enable themto adjust themselves and live as efficient citizen in ascientific society. , the learners should be in the “process ofdeveloping a personal philosophy based on truth,understanding and logic rather than one based on superstitioninstitution or wishful thinking”. [37] have incorporated arange of components in their measures of attitudes to scienceincluding: the perception of the science teacher; anxietytoward science; the value of science; self-esteem at science;motivation towards science; enjoyment of science; attitudesof peers and friends towards science; attitudes of parentstowards science; the nature of the classroom environment;achievement in science; and fear of failure on course.Attitudes toward science are shaped by different factors suchas ability, motivation, quality of instruction, the content ofcourses, teachers’ personalities, home and schoolenvironments, the place students live, race and gender.Gender seems to be one of the important predictors ofstudents’ achievement in science learning and attitudetoward science [28], [36]. Gender-related research indicatesthat boys favor science courses as well as science relatedjobs such as engineering more than girls [1], [8]. Aninternational study conducted by the InternationalAssessment of Educational Progress including 20 countriesand students from nine to thirteen-year old students foundthat there was a considerable gap between Boys and Girlsstudents for their attitudes toward science and scienceteaching in the participating countries except for Taiwan andPaper ID: OCT1451Jordan. In those countries, boys preferred mostlymathematics and physics courses while girls tended to takebiology courses [29]. The same findings have also been inother studies where Boys had more positive attitudes towardscience than girls. According to the report of [35] and [31],boys had significantly more positive attitudes than girlsamong 4000 students studying at grade 6 through 10.Besides, [14] presented similar results, to indicate that 6thgrade Girls students felt science courses were more difficultto understand than Boys students did. This tendency affectedchoosing future careers by students which had resulted in15% of the work force in science related areas being women[2].Active and Reflective Learners Active learners tend to retain and understandinformation best by doing something active with it-discussing or applying it or explaining it to others.Reflective learners prefer to think about it quietlyfirst." "Let's try it out and see how it works' is an activelearner's phrase; 'Let's think it through first' is thereflective learner's response." "Active learners tend to like group work more thanreflective learners, who prefer working alone." "Sitting through lectures without getting to doanything physical but take notes is hard for bothlearning types, but particularly hard for activelearners." Active learners tend to retain and understandinformation best by doing something active with it-discussing or applying it or explaining it to others.Reflective learners prefer to think about it quietlyfirst." Active learners tend to like group work more thanreflective learners, who prefer working alone. "Sitting through lectures without getting to doanything physical but take notes is hard for bothlearning types, but particularly hard for activelearners."Sensing Learners and Intuitive Learners Sensing learners tend to like learning facts; intuitivelearners often prefer discovering possibilities andrelationships." "Sensors often like solving problems by wellestablished methods and dislike complications andsurprises; intuitions like innovation and dislikerepetition. Sensors are more likely than intuitors toresent being tested on material that has not beenexplicitly covered in class." "Sensors tend to be patient with details and good atmemorizing facts and doing hands-on (laboratory)work; intuitors may be better at grasping new conceptsand are often more comfortable than sensors withabstractions and mathematical formulations." "Sensors tend to be more practical and careful thanintuitors; intuitors tend to work faster and to be moreinnovative than sensors."Volume 3 Issue 10, October 2014www.ijsr.netLicensed Under Creative Commons Attribution CC BY51
International Journal of Science and Research (IJSR)ISSN (Online): 2319-7064Impact Factor (2012): 3.358 "Sensors don't like courses that have no apparentconnection to the real world; intuitors don't like 'plugand-chug' courses that involve a lot of memorizationand routine calculations."Visual Learners and Verbal Learners:Visual learners remember best what they see--pictures,diagrams, flow charts, time lines, films, anddemonstrations. Verbal learners get more out of words-written and spoken explanations." "Everyone learns more when information is presentedboth visually and verbally." Sequential learners andGlobal learners Sequential learners tend to gainunderstanding in linear steps, with each step followinglogically from the previous one. Global learners tend tolearn in large jumps, absorbing material almostrandomly without seeing connections, and thensuddenly 'getting it.'" "Sequential learners tend to follow logical stepwisepaths in finding solutions; global learners may be ableto solve complex problems quickly or put thingstogether in novel ways once they have grasped the bigpicture, but they may have difficulty explaining howthey did it."SampleTotal 300 students were taken for the study of which 100from Government Schools, 100 students from GovernmentAided Schools and 100 students from Private schools. Ineach category it contains 50 boys and 50 girls. All thestudents were studying in XII standard. Schools were chosenfrom Thiruvallur District. All the students were selectedrandomly from the Thiruvallur District3. Objectives of the StudyTo find out the impact of gender on different learning styleand attitude towards Science of students of the rning5. Design of the StudyTo verify the hypotheses, suitable tools have been selectedfor the present study. Survey method was used for the study.A brief resume has been given below. Learning style inventory by Barbara A. Solomon,Richard M. Felde Scale.Modified Fennema-Sherman’s Questionnaire forAttitude towards ScienceEstablishing Reliability and va lidity of Questio nnairesused in the StudyIn order to establish the reliability for the questionnaire ofattitude towards science was used. The reliability of thisquestionnaire was found out by test-retest method and wasequal to 0.8956. Hence this questionnaire has been taken ashighly reliable.Table 1: To differentiate Attitude towards science teachingof Boys and Girls from the total sampleVariables School Type Gender No.Boys 50GovernmentAttitudeGirls 50towards Government Boys 50scienceAidedGirls 50teachingBoys 50PrivateMean S.D. C.R.195 14.73.5185 13.3202 16.4 6.15181 17.7204 18.505.23L.S.0.010.01 Girls 50 184 19.74. Hypotheses1. Gender plays a very important role on the Attitudetowards Science of students2. There were no significant difference in Active learningstyle between Boys and Girls of the total sample3. There were no significant difference in reflective learningstyle between Boys and Girls of the total samplePaper ID: OCT14514. There were no significant difference in sensingstyle between Boys and Girls of the total sample5. There were no significant difference in intuitivestyle between Boys and Girls of the total sample6. There were no significant difference in visualstyle between Boys and Girls of the total sample7. There were no significant difference in verbalstyle between Boys and Girls of the total sample8. There were no significant difference sequentialstyle between Boys and Girls of the total sample9. There were no significant difference in globalstyle between Boys and Girls of the total sample0.01From the table 1, and also from Figure –A, it is clear thecalculated ‘C.R’ values are more than that of table‘. Rvalues. Hence the Hypothesis has been accepted and provedthat the gender played a very important role on the attitudetowards science of students of Government, Governmentaided and unaided schools of the total sampleVolume 3 Issue 10, October 2014www.ijsr.netLicensed Under Creative Commons Attribution CC BY52
International Journal of Science and Research (IJSR)ISSN (Online): 2319-7064Impact Factor (2012): 3.358To differentiate Attitude of Boys and Girls of the sample (Figure - ysGovernmentGirlsTable 2: To Differentiate between Active learning style ofBoys and Girls studentsVariables School Type GenderBoysGovernment GirlsActive Government BoysLearning 35.68.077.57.0850BoysGovt. AidedS.D.0.810.80.40.470.45C.R. L.S.4.34 0.016.50.016.09 0.01GirlsPrivateFrom Table 2 also from Figure - B, it is clear that thecalculated 'C.R' values of Government, Government Aidedand Private School are more than that of the table ' C.R 'values. Hence, the hypothesis was rejected and proved thatthere were significant difference in active learning stylebetween Boys and Girls of Government, Government Aidedand Private School.6.5 0.45Active Learning of the sample (Figure - entBoysGirlsTable 3: To Differentiate between Reflective learning styleof Boys and Girls studentsVariables School Type Gender No.Government Boys 50Girls50Reflective Government Boys 50learning AidedGirls50PrivateBoys 50GirlsPaper ID: OCT1451BoysGovt. AidedMean S.D. C.R. L.S.6.58 1.286.23 1.87 3.8 0.016.92 1.356.373 1.95 6.11 0.016.82 1.5250 6.37 1.86 5.01 0.01GirlsPrivateFrom Table 3 and also from Figure- C, it is clear that thecalculated 'C.R' values of Government, Government Aidedand Private School is more than that of the table 'C.R' values.Hence, the hypothesis was rejected and proved that therewere significant difference in reflective learning stylebetween Boys and Girls of Government, Government Aidedand Private School.Volume 3 Issue 10, October 2014www.ijsr.netLicensed Under Creative Commons Attribution CC BY53
International Journal of Science and Research (IJSR)ISSN (Online): 2319-7064Impact Factor (2012): 3.358Table 4: To Differentiate between Sensing learning style ofBoys and Girls studentsVariables School Type Gender No. Mean S.D. C.R. L.S.Boys 50 7.51Government Girls 50 7.6Government Boys 50 8.44SensingAidedGirls 50 7.46learningBoys 50 9.91stylePrivateGirls 50 7.070.980.56 5.6 0.010.780.54 7.006 0.010.520.6 25.29 0.01From Table 4 and also from Figure - D, the above table it isclear that the calculated 'C.R' values of Government,Government Aided and Private School is more than that ofthe table ' C.R ' values. Hence, the hypothesis was rejectedand proved that there were significant difference in sensinglearning style between Boys and Girls of Government,Government Aided and Private School.Sensing Learning of Boys and Girls of the sample (Figure - rnmentTable 5: To Differentiate between Intuitive learning style ofBoys and Girls r No.TypeGovernment Boys 50Girls 50Government Boys 50AidedGirls 50PrivateBoys 50Paper ID: OCT1451Mean S.D.C.R.L.S.3.90.013.60.01Girls 50 4.96 0.30 3.060.016.566.035.485.195.17GirlsBoysGovt. Aided0.390.360.220.410.38GirlsPrivateFrom table 5 and also from Figure-E, it is clear that thecalculated 'C.R' values of Government, Government Aidedand Private School is more than that of the table ' C.R 'values. Hence, the hypothesis was rejected and proved thatthere were significant difference in intuitive learning stylebetween Boys and Girls of Government, Government Aidedand Private School.Volume 3 Issue 10, October 2014www.ijsr.netLicensed Under Creative Commons Attribution CC BY54
International Journal of Science and Research (IJSR)ISSN (Online): 2319-7064Impact Factor (2012): 3.358Intuitive learning of Boys and Girls of the sample (Figure - rnmentTable 6: To Differentiate between Visual learning style ofBoys and Girls studentsVariables School Type GenderBoysGovernment GirlsVisualGovernment BoysLearning 7.86.577.646.767.446.46GirlsBoysGovt. AidedS.D.0.370.670.530.730.670.96C.R. L.S.11.36 0.016.89 0.015.67 0.01GirlsPrivateFrom table 6 and also from Figure - F, it is clear that thecalculated 'C.R' values of Government, Government Aidedand Private School is more than that of the table ' C.R 'values. Hence, the hypothesis was rejected and proved thatthere were significant difference in visual learning stylebetween Boys and Girls of Government, Government Aidedand Private School.Visual Learning of Boys and Girls of the sample (Figure - ernmentTable 7: To Differentiate between Verbal learning style ofBoys and Girls studentsVariables School Type Gender No. Mean S.D. C.R.L.S.Government BoysVerbalGirlsLearning Government BoysStyleAidedGirlsPrivateBoysGirlsPaper ID: sGovt. Aided0.4 1.990.6750.35 2.0930.260.06 2.240.50.050.050.05GirlsPrivateFrom table 7 and also from Figure - G, it is clear that thecalculated 'C.R' values of Government, Government Aidedand Private School is more than that of the table 'C.R' values.Hence, the hypothesis was rejected and proved that therewere significant difference in verbal learning style betweenBoys and Girls of Government, Government Aided andPrivate School.Volume 3 Issue 10, October 2014www.ijsr.netLicensed Under Creative Commons Attribution CC BY55
International Journal of Science and Research (IJSR)ISSN (Online): 2319-7064Impact Factor (2012): 3.358Verbal learning of Boys and Girls of the sample (Figure - rnmentGirlsGovt. AidedTable 8: There is a significant difference between SequentialLearning style of Boys and Girls studentsVariables School Type GenderBoysGovernment GirlsSequential Government BoysLearning 86.166.266.17S.D. C.R. L.S.0.430.56 36.5 0.010.480.7 5.0 0.010.64Girls 50 6.37 0.63 10.1 0.01BoysGirlsPrivateFrom table 8 and also from Figure - H, it is clear that thecalculated 'C.R' values of Government, Government Aidedand Private School is more than that of the table 'C.R' values.Hence, the hypothesis was rejected and proved that therewere significant difference in sequential learning stylebetween Boys and Girls of Government, Government Aidedand Private School.Sequential Learning of Boys and Girls of the sample (Figure - ernmentTable 9: To Differentiate between Global learning style ofBoys and Girls studentsVariables School Type Gender No. Mean S.D. C.R. L.S.GovernmentGlobalLearning 0505050504.543.854.84.735.21GirlsBoysGovt. Aided0.4 38.33 0.010.060.52 3.5 0.010.50.53 14.4 0.01GirlsPrivateFrom table 9 and also from Figure - I, it is clear that thecalculated 'C.R' values of Government, Government Aidedand Private School is more than that of the table ' C.R 'values. Hence, the hypothesis was rejected and proved thatthere were significant difference in global learning stylebetween Boys and Girls of Government, Government Aidedand Private School.Girls 50 4.71 0.5Paper ID: OCT1451Volume 3 Issue 10, October 2014www.ijsr.netLicensed Under Creative Commons Attribution CC BY56
International Journal of Science and Research (IJSR)ISSN (Online): 2319-7064Impact Factor (2012): 3.358Global learning of Boys and Girls of the sample (Figure - tBoysGirlsThis study contributes to the field of research because itgives a fresh look at the thoughts of students. It shows thatmaybe us as a society is making some advances in this areaof gender equality in schools. However, it also shows thatthere are many gender stereotypes that still must be brokendown. Teachers and parents must be the ones to do thisthrough modeling appropriate behavior and communication,talking openly about gender issues, and most of all, beingacutely aware how their actions might affect the self-esteemof a child, and in turn, that child’s future.6. ResultsResults indicated that pedagogical implications of genderdifferences in learning styles are significant. As science isstill a young and emerging discipline, it is anticipated thatworkforce in the field is always in high demand. Lowparticipation of Girls and high attrition of students arecurrently serious threats to the development of relatedindustries. As [4] contended, “Everyday, we risk losing thetalents of women as contributors to science, technology, andthe arts because the advantages that given technology arebeing conveyed disproportionately to men in modernsociety” This research advances our understanding of theissue and suggests some partial remedies to alleviate theproblem. Although further studies are required to validateour proposal, it serves as a research manifesto for scienceeducators who are seriously thinking of implementinginnovative pedagogical practices to narrow the gender gap.Through various remedial interventions, we anticipate moreGirls participation in science field and hence the gender issueis addressed. However, the students who said that the classwas hard may not be getting the support from the teacher thatthey need to succeed. This could be due to the fact that it iscommon in our society to think that girls do not have theability to understand science’s complexities. It is vital thatstudents are treated equally in the classroom. They should beequally called on, praised, supported, motivated, andpunished. These are important so that every student mayhave a deeper understanding of all disciplines, especiallyPaper ID: OCT1451BoysGovt. AidedGirlsPrivatemath and science. In our changing world, an understandingof technology has become crucial to remain competitive, andalong with that comes an advanced knowledge of math andscience. It is somewhat surprising that so little work has beendone in the context of science classrooms to identify whatare the nature and style of teaching and activities that engagestudents. , attitudes are enduring while knowledge often hasan ephemeral quality. The price of ignoring this simple factand its implications is the potential alienation of our youthand/or a flight from science – a phenomenon that manycountries are now experiencing. There can, therefore, hardlybe a more urgent agenda for research.References[1] Cavas, B., Cakiroglu, J., Cavas, P. & Ertepinar, H.(2011). Turkish students’ career choices in International, 22(4), 274-281. (2011).[2] Chapman, A. A great balancing act: equitable educationfor girls and boys. National Association of IndependentSchools; Washington,DC.(1997)[3] Coffield F, Moseley D, Hall E, Ecclestone K. Learningstyles and pedagogy in post-16 learning: a systematicand critical review. Learn Skills Res Centre: 1–205,2004.[4] Cooper, J. (2006). The digital divide: The special case ofgender. Journal of Computer Assisted Gender issues.SIGCSE Bulletin, 38(2), 81-85, 2006.[5] Deci, E. L., & Ryan, R. M. A motivational approach toself: Integration in personality.In R. Dienstbier (Ed.),Nebraska symposium on motivation: Vol. 38.Perspectives on motivation (pp. 237-288). Lincoln, NE:University of Nebraska Press.(1990)[6] Deci, E. L., & Ryan, R. M. A motivational approach toself: Integration in personality.In R. Dienstbier (Ed.),Nebraska symposium on motivation: Vol. 38,Perspectives on motivation (pp. 237-288). Lincoln, NE:University of Nebraska Press.(1991)Volume 3 Issue 10, October 2014www.ijsr.netLicensed Under Creative Commons Attribution CC BY57
International Journal of Science and Research (IJSR)ISSN (Online): 2319-7064Impact Factor (2012): 3.358[7] Deci, E. L., & Ryan, R. M. Human autonomy -- Thebasis for true self-esteem. In M.H. Kernis (Ed.),Efficacy, agency, and self-esteem (pp. 31-49). NewYork: PlenumPress (1995)[8] Faye, N.M. Elementary and Secondary Students’Perceptions toward Science and the correlation withgender, ethnicity, ability,grade and science achievement.Electronic Journal of Science ducation, 2(1).(1997)[9] Fleming ND. VARK, a Guide to Learning ge.asp?p questionnaire , 2007[10] Fleming, N.D. I'm different; not dumb. Modes ofpresentation (VARK) in the tertiary classroom. In:Research and Development in Higher Education, editedby Zelmer A. Proceedings of the Annual Conference ofthe Higher Education and Research DevelopmentSociety of Australasia, 18, 308–313, 1995.[11] Ilias, A. & Kordaki, M. Undergraduate studies incomputer science and engineering, 2006.[12] James W, Gardner D. Learning styles: implications fordistance learning. New Dir Adult Contin Educ 67: 19–32, 1995.[13] James W, Gardner D. Learning styles: implications fordistance learning. New Dir AduContin Educ 67: 19–32,1995.[14] Jones, M.G., Howe, A, & Rua, M. J. Gender differencesin students’ experiences, interests, attitudes towardscience and scientists. Science Education, 84(2), 180192 (2000)[15] Laight DW. Attitudes to concept maps as ateaching/learning activity in undergraduate healthprofessional education: influence of preferred learningstyle. Med Teach 26, 229–233, 2004.[16] Laight DW. Attitudes to concept maps as ateaching/learning activity in undergraduate healthprofessional education: influence of preferred learningstyle. Med Teach 26: 229–233, 2004.[17] Lang H, Stinson M, Kavanagh F, Liu Y, Basile M.Learning styles of deaf college students and instructors'teaching emphases. J Deaf Stud Deaf Educ 4: 16–27,1999.[18] Lang H, Stinson M, Kavanagh F, Liu Y, Basile M.Learning styles of deaf college students and instructors’teaches emphases. J Deaf Stud Deaf Educ 4: 16–27,Learning, 22(5), 320-334.(1999)[19] Lie LY, Angelique L, Cheong E. How do male andfemale students approach learning at NUS? CDTL Brief7: 1–3, 2004.[20] Lie LY, Angelique L, Cheong E. How do male andfemale students approach learning at NUS? CDTL Brief7: 1–3, 2004.[21] Lujan HL, DiCarlo SE. First-year medical studentsprefer multiple learning styles. Adv Physiol Educ 30:13–16, 2006.[22] Lujan HL, DiCarlo SE. First-year medical studentsprefer mu
Towards Science Teaching The Attitude towards science teaching is a very significant outcome of the process of science education. Attitude towards science teaching of mind is essential to enable them to adjust themselves and live as efficient citizen in a scientific society. , the learners should be in the "process of developing a personal .
Accounting Differences There are no differences. System Management Differences There are no differences. Execution/Call Processing Differences There are no differences. Client Application Differences There are no differences. Deployment/Operational Differences There are no differences. System Engineering Differences There are no differences.
Cognitive attitude also exerts a positive impact on affective attitude. The empirical test of Hee-Dong et al. (2004)’s found support for a positive influence of cognitive attitude on affective attitude. Hence: H 9: Cognitive attitude positively influences affective attitude. Attitude may
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accessible and diverse gender information. It is one of a family of knowledge services based at IDS . Other recent publications in the Cutting Edge Pack series: Gender and Care, 2009 Gender and Indicators, 2007 Gender and Sexuality, 2007 Gender and Trade, 2006 Gender and Migration, 2005 Gender and ICTs, 2004 . 6.3.1 Gender mainstreaming .
χ2 shows there is highly significant association between knowledge and attitude of student towards tobacco use. Regarding attitude towards tobacco use the 77% had healthy positive attitude and only 16.5% had negative attitude towards it. The χ2 test showed that there was statistically significant relationship (p .001) between knowledge and .
ledge, attitude and associated factors towards TB among the general population of Lesotho. Lack of knowledge of the people and a negative attitude towards TB is one of the major problems in preventing, controlling and end-ing TB. Thus, we assessed the knowledge, attitude and associated factors towards tuberculosis among the gen-
process will also affect attitude of the students. If teachers show positive attitude towards ICT then they can easily provide useful insights about acceptance and usage of ICT in teaching for students. Teo (2006) stated that success of student learning in using ICT depends largely on teachers' attitude towards ICT.
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