Factorial Validity of the Aiken-Dreger Mathematics Attitude Scale for Urban School Students

The Computer Game Attitude Scale (CGAS) evaluates student attitudes toward educational computer games. This study provides evidence for the reliability and factorial validity of the scores of the CGAS and its two subscales. Study participants were 186 middle school students from two large school districts in the Pacific Northwest, one urban and one suburban. The CGAS produced scores with a total test alpha coefficient of 88 for the sample. A principal components factor analysis with a two factor solution and a varimax rotation was conducted on the items of the CGAS. Two factors explained 44 percent of the total variance. The pattern of loadings in the principal components factor analysis supports the grouping implied by the two subscales, indicating that the two subscales were sufficiently stable to be used as separate scores. Data indicate that the CGAS produced reliable test scores that may aid researchers, computer game designers, and teachers in the evaluation of educational software games.

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Mathematics Attitude Scale

PsycTESTS Dataset ◽

10.1037/t08091-000 ◽

1979 ◽

Author(s):

Lewis R. Aiken

Keyword(s):

Attitude Scale ◽

Mathematics Attitude

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Zoltán Kodály gives a hand to secondary school students in recorder performance and attitudes toward music in Turkey

International Journal of Music Education ◽

10.1177/02557614211005904 ◽

2021 ◽

pp. 025576142110059

Author(s):

Alican Gülle ◽

Cenk Akay ◽

Nezaket Bilge Uzun

Keyword(s):

Secondary School ◽

Music Education ◽

Secondary School Students ◽

Attitude Scale ◽

Control Group ◽

School Students ◽

Service Training ◽

Quasi Experimental ◽

Attitudes Toward Music ◽

Experimental Group

Kodály-inspired pedagogy enables students to participate effectively in a music course by engaging in active musical interactions with folk songs and melodies. The purpose of this study was to explore the effects of Kodály-inspired pedagogy on recorder performance and attitudes toward music of secondary school students. A quasi-experimental design was used in the study. The experimental group was taught using Kodály-inspired pedagogy and the control group using the general music teaching methods for 9 weeks. A two-way mixed-design analysis of variance (ANOVA) and content analysis were used to analyze the data. A Recorder Performance Grading Key, music course attitude scale, and open-ended questions were used to collect the data. Consequently, the findings indicated that Kodály-inspired pedagogy had a significant effect on the students’ recorder performance but the researchers could not find a significant effect on students’ attitudes toward the music course. Moreover, students in the experimental group reported improvement in their recorder performance and attitudes toward music education. The researchers recommended including information about the implementation of Kodály-inspired pedagogy in music teacher textbooks, providing in-service training for teachers to enable them to use Kodály-inspired pedagogy.

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Gender and Attitudes toward Computers and Calculators: Their Relationship to Math Performance

Journal of Educational Computing Research ◽

10.2190/r1hl-lg9j-1yn5-aq4n ◽

1989 ◽

Vol 5 (2) ◽

pp. 167-177 ◽

Cited By ~ 37

Author(s):

Gail F. Munger ◽

Brenda H. Loyd

Keyword(s):

High School Students ◽

Attitude Scale ◽

Mathematics Performance ◽

Attitudes Toward Computers ◽

School Students ◽

Negative Attitudes ◽

Positive Attitudes ◽

Students Attitudes ◽

Attitudes Toward Calculators ◽

The Relationship

In education, computers and calculators historically have been associated with mathematics and the sciences, and are frequently incorporated into these areas of the curriculum. This may have serious implications for females because of the long history of reported sex differences in achievement and attitudes in mathematics and related disciplines. This study of sixty high school students examines the relationship between mathematics performance and students' attitudes toward technology (computers and calculators), and whether the relationship is similar for males and females. A practice form of the General Educational Development (GED) test was used to measure mathematics performance. Students' attitudes toward computers were assessed by the Computer Attitude Scale, and attitudes toward calculators were assessed by a 4-item measure developed by the authors. In general, students with more positive attitudes toward computers and calculators were found to perform better than students with more negative attitudes.

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ATTITUDE OF SENIOR SECONDARY SCHOOL STUDENTS TOWARDS THE USE OF INTERNET

Scholarly Research Journal for Humanity Science & English Language ◽

10.21922/srjhsel.v9i47.7693 ◽

2021 ◽

Vol 9 (47) ◽

pp. 11535-11542

Author(s):

Dinesh Pratap Tomar

Keyword(s):

Secondary School ◽

Secondary School Students ◽

Sampling Technique ◽

Attitude Scale ◽

School Students ◽

Senior Secondary School ◽

Science And Art ◽

Commerce Students ◽

Use Of Internet ◽

Senior Secondary

The investigator conducted a survey to measure the attitude of senior secondary school students having Science, Art and Commerce subjects towards the use of Internet in relation to their levels of intelligence from the district Sonepat, Haryana. The Stratified Random Sampling Technique was used to draw the sampling and was administered a self-standardized Likert Type Attitude Scale. Group Intelligence Test by Dr. S. Jalota was also used. The findings revealed that Science and Art students were not significantly different at both levels of significance in relation to their levels of intelligence. It was also revealed that Commerce students were significantly different at both levels of significance.

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The relationship between the perceived class climate, motivation for achievement and school success among elementary and high school students

Zbornik Instituta za pedagoska istrazivanja ◽

10.2298/zipi1902426m ◽

2019 ◽

Vol 51 (2) ◽

pp. 426-460

Author(s):

Irina Milosevic ◽

Ruzenka Simonji-Cernak

Keyword(s):

High School ◽

High School Students ◽

School Success ◽

Attitude Scale ◽

Three Dimensions ◽

School Students ◽

Class Climate ◽

Positive Correlations ◽

The Relationship

The aim of this research is to determine the correlation between perceived class climate, motivation for achievement and school success among elementary and high school students. The research was conducted on a sample of 400 subjects. The instrument used for class climate survey is an Attitude scale, created as the combination of two instruments for measuring class climate. The MOP/D scale was used to survey motivation for achievement. The obtained results show that the quality of the overall class climate is not high, while the scores on the three dimensions of the class climate indicate that the students perceive Class Cohesion as the most favourable one, then the Teachers? Support and finally the Order and the Organisation. Significant differences in perceptions of class climate were found concerning age. Significant differences in perceptions of climate (both in the overall and in the Teachers? Support dimension) were also found with respect to the gender of the students. The findings indicate low positive correlations between perceived class climate and the motivation for achievement, and also between school success and the motivation for achievement. No correlation was found between the perceived class climate and school success. More detailed research shows that the climate dimensions Teachers? Support and Order and Organisation are significant predictors of the overall motivation for achievement and the Learning dimension, and that they are positively correlated. Learning and Persistence, the dimensions of the motivation for achievement, were found to be significant predictors of school success. A perceived class climate did not prove to be a significant predictor of school success, except for the Class Cohesion dimension, only on the subsample of high school students.

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