ERIC Number: ED254408
Record Type: RIE
Publication Date: 1985
Reference Count: 0
Factors Influencing High School Students' Science Enrollments Patterns: Academic Abilities, Parental Influences, and Attitudes toward Science.
Khoury, Ghada A.; Voss, Burton E.
This study was designed, using a path analytic model, to assess the relative impact of different factors on science concentration decisions made by grade 10 high school students (N=237). Included in the model were selected demographic and socioeconomic factors, academic abilities factors (including logical thinking), indicators of home and school support, attitudes toward science, and students' science enrollment plans. Results indicate that students (especially females and blacks) tended to avoid advanced and quantitative science courses. Student attitudes toward science were low, especially their motivation and self-confidence in learning science. Though they were higher achievers, females expressed less enjoyment in learning science than males. Males, more than females, stereotyped science as a male domain. Attitudes and past performance appeared to influence course plans for both males and females. Among the attitudes, student motivation and usefulness of science were the most important predictors for course plans. These and other results suggest that: (1) improved achievement in junior high school years should be emphasized; (2) teachers and parents should motivate and encourage students to select more science courses; and (3) the unique value and usefulness of each science course should be explained to students as early as possible. (Author/JN)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Identifiers: Science Education Research
Note: Paper presented at the Annual Meeting of the National Association for Research in Science Teaching (58th, French Lick Springs, IN, April 15-18, 1985).