Evaluation of Beliefs and Attitudes of High School Students towards Science and Mathematics Courses

Abstract

This study explored secondary school students‘ attitudes, beliefs and emotions towardsmathematics and science in six high schools in Ankara, Turkey, in order to develop a framework for studying students‘ affective domain. Data were collected via a survey, which included both a 6-point Likert-type scale and open-ended questions. Data analysis aimed to uncover the relationships between gender, grade level and the affective domain. Results indicated that students had generally positive attitudes towards mathematics and science courses. Mathematics was the most favoured subject. Female students favoured biology courses more than male students; whereas male students stated that they liked physics courses more than female students. The main reasons for developing positive and negative attitudes, beliefs and emotions were being able to understand the subject and the teacher.