Attitudes Toward Science of Students Enrolled in Introductory Level Science Courses at UW-La Crosse

Abstract

Nearly fifty percent of students may lose interest in science by the third grade, and the number of students preparing for a science-related career is declining. Several factors, including gender, expected achievement and previous science experiences could influence a student’s attitude toward science. This study analyzed the attitudes toward science of students enrolled in entrylevel general education courses at the University of Wisconsin-La Crosse in the areas of personal confidence, usefulness of the subject, perception of the subject as a male domain, and perception of the teacher’s attitude. Males were found to have more confidence than females, and females perceive science as a male domain more than men. Expected achievement and attitude toward science were shown to be strongly related. The number of science and math courses taken in high school has a direct impact on a student’s attitude toward science.