PROBLEM SOLVING ABILITY AND SCIENTIFIC ATTITUDE AS DETERMINANT OF ACADEMIC ACHIEVEMENT OF HIGHER SECONDARY STUDENTS

 

Indira Sharma

INTRODUCTION

Teaching of science at school stage  helps in development of scientic literacy. It also helps  in  the formation of scientific attitude. which is essential to  dispel  social evils and  helps in development of open mindedness, decision taking ability. Training in scientific method thus  improves the quality of thinking.

 

OBJECTIVES OF THE STUDY

*To study the scientific attitude of higher secondary students in relation to sex and three levels of achievements.

* To study the relationship among academic achievement scientific attitude and problem solving ability of higher secondary students.

 

HYPOTHESES

*There is no difference in scientific attitude of higher secondary students, sex and achievement wise.

* There is no statistical difference in problem solving ability of higher secondary students, sex and achievement wise.

 * There is norelationship among academic achievement, problem solving ability and scientific attitude of higher secondary students.

 

METHOD OF THE STUDY

Descriptive survey method was followed and Null Hypothesis was framed. The sample consisted of 240 students of XI class of  Government aided Hindi medium school

 

governed by U.P. Board, Allahabad, selected by multistage random sampling. The  tools used were: 1) Scientific Attitude Scale by P.A. Grewal; 2) Problem Solving Abil1ity test by L.N. Dubey. The marks of X Class Board Examination  were treated as academic achievement score of students.

 

ANALYSIS   &   INTERPRETATION

The scores of problem solving ability and scientific attitude were analysed with reference to sex (Male & Female) and three level of achievement (HA, AA, LA). The Higher Secondary students were divided into three categories of achievement on the basis of Ql and Q3. To analyse the data Mean, SD & ‘t’ test and product moment and multiple correlation were used.

 

Study of Problem Solving Ability Score

Higher secondary students have shown average problem solving ability as indicated by Mean and insignificant ‘t’ value indicated no difference in problem solving ability of boys and girls. Thus null hypothesis is accepted. It can be said either science curriculum or the way of imparting that subject and may be both are not up to the mark and needs revaluation. To know the effect of achievement on problem solving ability of students the PSAT Score were treated at three level of achievement and Mean, SD and ‘t’ value was calculated. The calculated ‘t’ value of male and female students of the three groups on the basis of achievement is found significant at .01 level except average and low achievement in male group thus confirming the significant difference in problem solving ability among three level of achievement and here also null hypothesis is accepted. It was  revealed that high achievers had high PSA in comparison to average and low achievers.  Hence, it can be said ‘that the present curriculum, for high school is developing some attribute of systematic learning, thinking and reasoning which are helpful in developing the problem solving ability to some extent but not upto the mark as high achievers did possess high value of problem solving ability, but were of average level, so it might be possible that students cram the subject matter and achieve high in examination.

 

Study of Scientific Attitude of Higher Secondary Students

Scientific attitude of Higher secondary students was studied sex wise and achievement wise (three level H.A.L.) and  the Mean, SD and ‘t’ values were calculated.  It was found  that the group had  average scientific attitude  and  mean and insignificant ‘t’ values confirmed  statistically no difference in the scientific attitude of boys and girls and thus null hypothesis was rejected. The calculated ‘t’ values of male and female students on the basis of three groups of achievement inferred the difference among HA and LA only. HA and AA  did not  differ in their scientific attitude as confirmed by insignificant ‘t’ values. Hence,  it can be said that high achievers have high scientific attitude in comparison of low achievers;  but in reality that is of only average level, which is due to unscientific way of teaching this subject. On the basis of value of  coefficient of correlation, it can be inferred that all the three variable achievement and  problem solving ability, achievement and  scientific attitude, scientific attitude and problem solving ability all are significantly correlated as all the values are significant at .01 level,  but relationship is low in boys  and not in girls.

 

CONCLUSION

The present school science curriculum is able to develop only average level of scientific attitude and problem solving ability among higher secondary students and a positive relationship exists among  among Achievement, problem solving ability and scientific attitude. Hence, the improvement in academic achievement and for the eradication of superstition, high level of scientific attitude and problem solving ability has to be developed among students and for that science education must be improved.