Perhubungan di antara gaya kognitif, jantina, kecerdasan, dan pencapaian pelajar tingkatan empat dalam biologi, kimia dan fizik
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Date
2002-03
Authors
Peng Peng, Loo
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Abstract
The falling enrollment and achievement in Biology, Chemistry and Physics
recently presents a challenge to science educators. Solutions are urgently required so
that the goal to build a scientifically and technologically advanced nation is not
jeopardized The relationships between variables such as cognitive style (field
dependency), gender, intelligence and achievements in Biology, Chemistry and Physics
respectively were determined in this study. A sample of 374 science-stream Malay
students (150 boys and 224 girls) from jive schools in the district of Kuala Terengganu
were chosen. The GEFT instrument by Witkin eta!. (1971) modified by USM was used to
measure field dependency. Achievement tests for Biology, Chemistry and Physics were
constructed by the researcher herself Intelligence was gauged using the aggregate of
English Language, Malay Language, Science and Mathematics in PMR. Male students
were more field independent than females. Males achieved higher than females in
Chemistry and Physics but not Biology. Field independent students scored better than
field dependent students in all three subjects. A significant relationship ( a=O. 05)
between cognitive style and intelligence was found Differing achievements in Biology,
Chemistry and Physics were shown at different intelligence levels. The most intelligent
group outperformed the others. Correlation between intelligence and achievement in
Biology, Chemistry and Physics respectively were significant (R=0.61, 0.58, 0.59).
Cognitive style also correlated significantly with each achievement of the three sciences
although on the low side. Two way anova interaction between gender and intelligence
with each of the achievements was significant ( a=O. 05). Intelligence and gender contributed significantly to the variance of Chemistry or Physics achievement but only
intelligence surfaced for Biology achievement (35.6%).
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Keywords
Education , Study and teaching