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IAA Journal of Education 10(2):13-26, 2024. www.iaajournals.org
©IAAJOURNALS ISSN: 2636-7270
https://doi.org/10.59298/IAAJE/2024/102.1326.11 IAAJB:102.1326.11

Factors influencing students’ attitude towards science subjects in

Secondary Schools: A case study of Secondary Schools in Kisseka Sub
County, Masaka District.
Namayanja Madina
Institute of Open and Distance Learning College of Education Kampala International University, Uganda.

ABSTRACT
As a result of its earliest history, science has faced a minimal level of interest in secondary schools by students and few teachers qualified
for teaching. The study, therefore, was about factors influencing students’ attitudes towards science subjects in secondary schools. The
study was carried out in Kisseka Sub County, Masaka District. The study was aimed at analyzing factors that influence students'
attitudes towards the sciences, analyzing current teaching and learning practices in science and mathematics, and establishing strategies
that have been adopted to improve students’ attitudes towards the science subjects. Various data collection methods were used to elicit
information from the respondents. These included a self-administered questionnaire, key informant interviews, and a documentary
review. The data was analyzed both qualitatively and quantitatively using a computer package known as Microsoft Excel. Excel was
used to generate tables, charts, and graphs. From the findings, it was found that students’ attitudes towards science subjects were
generally negative. The negative students’ attitudes toward science subjects were attributed to a lack of necessary laboratory equipment,
a lack of confidence and trust that the students may have towards the teachers handling the subject, low commitment by teachers, old
students influence, and poor teaching methods. The teaching methods used by science teachers were said to include the use of notes and
explanations, the use of practicals in the laboratory, setting constant tests for the science students, and the use of discussions. These
teaching methods varied according to different secondary schools and according to their different capacities. With the above
background, there is a need to encourage science and mathematics teachers to improve their classroom practices and create a conducive
learning environment for students to motivate them to offer science subjects. Also, the school head teachers, in conjunction with the
district education department, should recruit more trained and qualified science teachers to effectively handle science students’ needs.
Keywords: Students, Science teachers, Secondary schools, Teaching methods

INTRODUCTION
In the landscape of secondary education, the cultivation of of the national development goals in the context of
positive attitudes towards science subjects is of paramount industrialization, self-reliance, and globalization requires
importance. The attitudes students harbor towards these quality science, mathematics, and technological education [3-
subjects significantly impact their engagement, academic 6]. Despite the above, the classroom practices of science and
achievement, and career aspirations [1]. Understanding the mathematics teachers and students are still far from national
multifaceted factors that influence these attitudes is crucial for expectations, which has always made performance in science
educators, policymakers, and researchers striving to enhance and mathematics for a long time too poor. Ministry of
science education. After independence, the main guidelines for Education and Sports 2006, in view of the central role of science
education development were provided by the Castle education with regard to national development, the
Commission (1963), which laid emphasis on the quality of Government of Uganda, through the Ministry of Education
opportunity in education for all people and the raising of and Sports, has made science subjects in all secondary schools
standards in science, agriculture, and technical education [2]. at O' level (U.C.E.) compulsory for all students [7]. And has
The government agrees that the majority of the existing even gone ahead to emphasize their study at the A' level
secondary schools already offer what can be defined as a (U.A.C.E.) by encouraging or allocating government
secondary school curriculum with varieties in its subject sponsorship to tertiary institutions and public universities,
combinations and, more especially, the vocational content in it. especially science courses (aneactodotal evidence). However, it
The curriculum includes subjects from the areas of physical and is not known, despite such an emphasis, why students' attitudes
natural sciences, the arts, science practical subjects, and culture. towards such subjects have been affected either positively or
It is also recognized that there is a need to reinforce negatively, which will be the main intent of this field study.
intermediate technology, particularly for rural transformation, Also, the government, in view of its central role, the Ministry
and to provide students with basic technical know-how, both of of Education and Sports, has drafted teaching guidelines for
which necessitate in-depth science and vocational education. science and mathematics teachers in secondary schools.
The ultimate aim of the comprehensive secondary school Teachers’ induction workshops have been held in different
curriculum is therefore to meet some of the nation's manpower districts in the country, which included the SESEMAT project
needs by providing students with skills for productive (Secondary Science and Mathematics Teachers’ Project), which
employment after high school. Such a curriculum is also hoped holds science at both the district and national level.
to lay the foundation for advanced science training. Attainment

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Statement of the problem

There is an urgent need to enhance the competitiveness of subjects have not sprouted. This has created an agent need for
Ugandans in the ever-changing global economy and social study to determine the influencing aspects towards the subjects
structure affecting their living conditions. The scientific and that have rendered their performance always poor. That was
technological era is closing, making it necessary for a few the major intent of this study. The broad aim of the study was
cultures to be developed and prompted through science, ICT, to establish an understanding of the key issues that influence
and education to meet the challenges. However, despite the students' attitudes towards the study of science subjects in
many efforts by the government to offer an articulated mixture secondary school in Kisseka sub-county Masaka district.
of academic subjects and courses, student reactions to science
Specific objectives of the study
 To analyze factors that influence students' attitudes  To establish strategies that have been adopted to
towards. improve students' attitudes towards science.
 To analyze current teaching and learning practices in
science.
Research questions
1. What are the factors that determine students' attitudes 3. What strategies have been adopted to help improve
towards the sciences? students' attitudes?
2. What are the current practices in the teaching of
sciences that affect attitude formation?
The significance of the study
1. The study serves as a basis for reforming and 4. The study findings would also unveil the underlying
redesigning programs to improve students' causes of such attitudes and design appropriate strategies
attitudes towards science subjects. that could be adopted to improve students’ attitudes,
2. The data generated provides insight on the which will lead to better performance in science subjects.
various ways in which students and teachers' 5. The findings from the study would add to the existing
attitudes affect performance in science body of knowledge as far as factors affecting science
subjects. attitudes among secondary school pupils are concerned. It
3. The study findings serve to raise public would be able to approve or disapprove of some of the
consciousness and attract greater already available literature about factors affecting
commitment from the government, teachers, attitudes towards science subjects among pupils in
and other stakeholders to the formation of secondary school. The findings might be useful to other
attitudes towards science subjects. researchers who are interested in the topic or related
topics by borrowing related literature.
LITERATURE REVIEW
Factors that influence students’ attitudes towards the sciences
In their argument, dominant scientists have noted that the mathematical inquiry, necessitating a scientist to be good at
scientific attitude of the mind involves a rejection of all other logic and reason and his mind to be directed to facts and
desires in the intent of the desire to know [8]. It involves the obstruct theories. This requires that a person adopt intuition,
suppression of hopes and fears, loves and hate, and the not direction, and obstructs thinking, a capacity that may be
subjective emotional life, never the less analysis of reality, missing in some personalities. This therefore brings someone
among others, all of which are considered masculine qualities to the extent of thinking, which could be a factor that may
possessed by boys and men socially. Due to such an assumption, influence attitude formation for some subjects, bringing us to
knowledge creation and development in the students who are the need to carry out a study that will help reveal the
considered to be objective, risk-taking, deficient in purely misunderstanding of the major intent of such a society. Science
emotional elements, and their minds diverted to facts and is closely tied to war making. Margaret Jacobs [10] brings
obstruct theories not to the person’s or human interest does these connections into play by revealing that western science,
sympathy and thus portrayal ads as masculine. Such a belief is at its foundations, as promoted by its brilliant as well as its
hoped to influence the students' attitudes toward different ordinary exponents, never questioned the usefulness of
subjects in the arts and sciences, including biology, chemistry, scientific knowledge for war making. As studies of U.S. science
and physics. Though these subjects are not specifically policy since World War II show, owing to such an argument in
recognized, there is a need for a study to highlight society's a patriarchal society in which science originates and the belief
influence on the students’ attitude to succeed, which is the that war making and state control are only meant for men,
major aim of this field study. McGrayne [9] emphasizes that Knowledge creation and development in science and
knowledge creation and development in science and technology technology have been dominated by men, hence influencing the
require a thorough activity of continuous research to reach the attitude of female children towards their studies. However,
scientific arena. However, it is also realized that such an activity despite such a portrayal, it is not known what influences the
requires much time and dedication, which may not be readily attitude of male students towards the same. Thus, a study into
available to people handling science subjects. It is imperative, such influence aspects is required, which is the main intent of
therefore, that the study be undertaken to establish whether this study. According to Macmob and Commune [11], lack of
this can also influence students' attitudes toward a given proper teachers’ qualifications is a major cause of the inadequate
subject in the science arena, which becomes the major aim of presentation of mathematics content before the learners. They
this study. He further notes that, for science to succeed, one further say that” teachers tend to overlook gaps in the pupil’s
must be ready to subject himself to rigorous experimental and

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knowledge and that such an approach is based on unwanted
assumptions covering pupils’ ability and progress”.
Current teaching and learning practices used in science subjects
Brosseau [12] identified the following teaching procedures as mathematics can occur in children whose general ability is not
guidelines for evaluation of effective teacher performance: low and that factors such as inappropriate teaching, lack of
planning, instructional presentation, motivation, questioning confidence, lack of continuity, and poor reading skills can be
techniques, administration of assignments, and provision for contributory”. Farrant [16] also contends that “motivation is a
individual differences. force that determines how much effort an individual puts into
Bukenya [13] said, “The continued poor performance in UCE his learning." In Uganda, little attention is being paid to
examinations is due to teachers’ inability to involve students in teachers’ performance evaluations. This is evident due to the
the learning process.” However, it is not yet clear in Uganda fact that the Ministry of Education and Sports has continued to
whether graduate teachers administer assignments with employ both graduate and grade V teachers in secondary
corrective feedback since they are claimed to be effective [14]. schools.
Cockcroft [15] contends further that “low attainment in
Strategies to improve the students’ attitudes towards science subjects
Some scholars seem to suggest that graduate teachers can teach because of their wide subject matter coverage. The explanation
better than Grade V teachers because the former have wider behind all this, therefore, may be that the primary factor related
subject matter coverage. This can be evidenced from Simmons to teachers’ effectiveness in the classroom is their subject
[17]; he said, “In order to teach well, the teacher needs to know content knowledge. Smith [19], while commenting on how
about the subject matter in both width and depth. In support of best science and mathematics should be taught, observed that
the same view, Cockcroft [15] said that 70% of mathematics “the fundamental goals of school sciences and mathematics are
teaching in 240 sixth-form colleges and grammar schools was to teach students to understand and reason with mathematical
done by teachers with suitable qualifications and added that concepts, solve problems arising from new and diverse
these schools found themselves with a high proportion of contexts, and develop a sense of their own mathematics power".
graduate teachers. According to the Opolot-Okurut [18] He further noted that students should not be seen as recipients
report, he attributed students’ underperformance to teachers’ of knowledge transmitted directly from the teacher. Smith's
preparation programs. As a result, he suggested remedies, [19] view agrees with that of Bukenya [13], which acts as
which included increasing the subject content of pre-service evidence to show that students achieve better when teachers
teachers and reducing instructional courses. More to that, involve them in the learning process.
UNCST [14] considered graduate teachers as better teachers
METHODOLOGY
The research design
The field study was in the form of a cross-sectional study descriptive and analytical case studies and general findings
intended to achieve a basic understanding of the factors that mainly from questionnaires, key informants, and relevant
influence the students' attitudes towards science subjects in documents. Thus, an inductive, highly qualitative approach was
secondary schools in Kisseka sub-county Masaka district. The used to obtain people's experiences of the subject.
study largely used participatory research methods, generating
Study population and sample selection
The study population was comprised of students, science area. All five secondary schools were selected from the
teachers, school administrators, and parents. The school subcounty for the study. The selection of the samples followed
administrators and science teachers were selected purposefully, a cluster- and milt-stage procedure involving the selection of
while parents and students were selected randomly. Using both constitutes (schools) in the first stage, followed by students,
sampling techniques, 30 students, 20 science teachers, 10 school teachers, and parents in the second stage. A total of 5 schools
administrators, and 30 parents were selected from the study were selected from Kisseka sub-county in Masaka district.
Scope of the study
The study was limited to Kisseka sub-county as a geographical mathematics because, in relation to any other subject in the
area because it is one of the regions where students' comprehensive secondary school curriculum, they are poorly
performance in science subjects is not impressive. It will also performed, and hence students have always had negative
focus on subjects like biology, chemistry, physics, and attitudes towards their studies.
The research process and tools
The study adopted both quantitative and qualitative researcher introduced the research agenda and also gained
methodologies. The specific study tools that were used included insight into the issues that affect the students' attitudes toward
a semi-structured questionnaire, a key informant interview science subjects through the guidance of the teachers and
guide, and documentary studies. The study was conducted students in order to facilitate the interviews. This helped
between August and September 2008. At entry into the identify the students and teachers in all schools where science
communities' science schools, teachers and school authorities subjects are taught. This later helped in the identification of
were contacted for their support and interest in making the students with negative and positive attitudes, which enabled
exercise successful without criticism. During such contacts, the the researcher to compile some case studies.
Methods of data collection
Data was collected using a combination of interviews, a important for the study since the respondents were selected
questionnaire, and a documentary review. Response schedule from the target groups whose opinions and ideas were of special
types of questions were the major method of collecting interest to the study. During the interviews, the researcher
information for the field study. These involved the respondent visited the respondents in their respective homes, where she
and the researcher talking spontaneously about their first created rapport and then asked questions. In the process of
experiences and attitudes toward science subjects. This was probing, the researcher recorded the responses simultaneously
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as they were given out. The document that was reviewed help standardize and understand concepts and methods.
includes the government white paper on the education policy Triangulation of methods of data collection was used as part of
review commission report as well as other information related the validation process for information collected from different
to the field study. Quality control was maintained by the sampled areas.
researcher first getting guidance about research procedures to
Data processing and analysis
The analysis was largely done manually. This involved sorting analyzed to derive an emerging pattern. Themes and categories
data and editing it during fieldwork to check for errors and were then developed from the study objects and the collected
omissions. Respondents' comments and salient non-verbal data. All data analysis was participatory since it began during
expressions as recorded by the researcher were compiled the fieldwork activities and involved study participants
together. Data analysis started with the definition of interpreting events and issues that influence attitude formation.
operational terms based on thematic areas of study. A An assessment was done for the thematic areas of the study, and
descriptive analysis of the emerging situation was adapted. recommendations were made for future studies.
With the guidance of operational terms, the data was critically
Ethical considerations
As the researcher got in touch with the respondents, she They were assured of anonymity and confidential treatment of
identified herself with them, the purpose of the study, and how their responses through the use of symbols for their identity.
they were selected from the entire universe. This helped the This helped to make the respondents confident in giving their
researcher create a rapport with them, which facilitated the attitudes to issues related to science subjects, for they were well
acquisition of the necessary data from them without hesitation. aware that nothing wrong was to befall them.
DATA PRESENTATION AND DISCUSSION
Respondents’ biographic data
Respondents’ biographic data comprised of sex, age, level of were presented and analysed in relation to perceptions about
education and relatedly class of respondents (students). These students’ attitudes towards science subjects.
Sex distribution

Figure 1: Showing sex distribution

Source: Field notes, 2008
The sex distribution of respondents’ comprised of more males witnessed among the science teachers and administrators. This
than females. According to the findings a big number of again pointed to the fact that more male students go for science
respondents constituting 62 (68.9%) were males while the other related subjects compared to female students. This in away was
28 (31.1%) respondents were females. This implied that males one of the factors that influence attitudes and later performance
are more involved in education sector than females. This was of students in science subjects.
Age distribution of respondents
The age distribution of respondents (School administrators and above as indicated in the table.
teachers) was in such a way that most of them were aged 30 and
Table 1: Showing age of respondents
Age Frequency Percentage
21-30 2 6.7
31-40 5 16.7
41-50 15 50
15 & above 8 26.7
Total 30 100
Source: Field notes, 2008
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As presented in table 1; number of respondents 15 (50%) were management and teaching of students respectively. Hence this
aged 41-50 years while the other 8 (26.7%) respondents were experience had enabled them to critically analyse factors behind
aged 51 years and above. Few of them 5 (16.7%) were aged 31- students’ negative attitudes towards science subjects. Hence
40 while the least 2 (6.7%) were aged between 21-30 years. The from them relevant data about factors affecting students’
implication of the above findings was that most school attitudes towards science subjects was generated.
administrators and teachers had had enough experience in
Education level of respondents
The education level of respondents was also presented. It was showed high education levels that under normal circumstances
established that 16 (53.3%) respondents were educated to would propel students to offer and perform well in science
university level. More 11 respondents had attained tertiary subjects. Hence the study was in position to assess how high
level of education. The least 3 (10%) had gone beyond a degree education level of science teachers affect students’ attitudes
and were postgraduates. The given education level of towards science subjects.
respondents (School Administrators and science students)

12
10

Tertiary University Postgraduate

Education level

Figure: 2
Source: Field data, 2008
Class distribution of respondents
The class distribution was captured for respondents who level had had more experience with learning science subjects
included students both in O and A’ level. The results showed compared to those in O’ level. However, each of the categories
that most of the respondents totaling to 19 (63.3%) were in was able to share some of the factors influencing their ability to
classes between senior one and four. The remaining 11 (36.7%) effectively learn science subjects.
respondents were in senior five and six. Those who were in ‘A’
Adequacy of science teachers in secondary schools
On whether there are adequate teachers of science subject learning of science subjects by students. Even those with
respondents had mixed reactions. From the findings, 13 (43.3%) adequate science teachers yet performing poorly were likely to
respondents revealed having adequate number of science have other factors influencing their learning of science subjects.
teachers only the remaining 17(56.7%) respondents revealed All in all, it was established that schools with adequate number
that they had inadequate number of science teachers. This of science teachers had better performance than those with far
showed that most secondary schools in the area have science teachers though other factors were to blame.
inadequate number science teachers, a factor that hindered

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Figure 3: Showing presence of adequate science teachers

Students with science subjects in their combination
Respondents were further asked to show whether they had interest in the subjects and in lower classes all students had
science subjects in their combination. It was learnt that the sciences compulsory. Those with science subjects were able to
majority constituting 19(63.30Zo) revealed having no science explain the challenges they were facing in their quest to
subjects in their combinations only 11 (36.7%) respondents perform better in science subjects. Yet in lower classes because
claimed to have science subjects in their combinations. Those of science subjects being compulsory majority of them had
who did not have science subjects in their combination lacked negative attitude towards them.
Nature of employment
The nature of employment for science teachers and school they went away. Only 13 (43.3%) respondents revealed that
administrators was in form of those staying permanently at they were permanently staying at the school. The above
school and those part timing. From the study findings it was showed that students in most secondary schools had no
established from 17 (56.7%) respondents that teachers were not opportunity to consult science teachers in their free time since
permanently staying at the selected secondary schools. In other they were not available. This in away left them with problems
words, they were only available for their lessons after which in the science subjects.
Time spent in the teaching profession
Further analysis was about the period spent by teachers and that affect students’ interests in offering science subjects. They
school administrators in their respective secondary schools. 1 were thus able to give detailed views compared to those who
(53.3%) respondents had spent between 11- 15 years in the had spent 1 — 5 years. This factor notwithstanding, different
teaching profession. Other 8(26.7%) respondents had spent 16 information was given based on level of exposure by teachers
years and above while 4 (13.3%) of the respondents had spent 6 to students’ problems in science subjects. This was on the basis
— 10 years. The least 2 (6.7%) respondents had spent 1 — 5 that different secondary schools had different problems
years in teaching profession. The findings above meant that affecting teaching and learning of science subjects.
those who had spent more years had witnessed various factors

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18
16
14

Figure 4: Showing period spent in the teaching profession

Source: Field data, 2008
Students’ level of interest in science subjects
This was approached in form of students who liked science to the science subjects.
subjects and those who did not. On this issue respondents The differing views from the findings implied that there
totaling to 17 (56.7%) revealed that they did not like science obviously different factors that could be influencing students’
subject. The other 13 (43.3%) respondents showed preference attitudes towards science subjects.
Students’ attitudes towards science subjects
The students’ attitudes were also assessed and presented. issues had slowly impacted on students moral to offer science
Differing views were registered from the respondents. From subjects and changed their attitudes in comparison to
the study findings, it was learnt that 35 (58.3%) respondents negatively ones. On the other hand, those with positive
had negative attitude towards science subjects. The remaining attitudes towards science subjects had conducive factors that
25 (41.7%) of the respondents cited positive attitude by motivated them to continuously offer and like science subjects
students. The negative attitude was due to different such as adequate text books, experienced science teachers,
contributory factors some of which were related to school constant discussions among others.
environment, home background and other factors. Hence such

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41.7%

Figure 5: Showing students’ attitudes towards science subjects

Source: Field data, 2008
Factors influencing attitudes towards science subjects
In relation to the student’s attitudes towards science subjects, influencing attitudes towards science subjects. Respondents
respondents were further asked to explain factors that could be came up with different views as shown in the table below.
Table 2: Showing factors influencing attitudes towards science subjects
Factors Frequency Percentage
Laboratory equipment 28 31.1
Teachers’ commitment 19 21.1
Old students’ influence 16 17.8
Teaching methods 7 7.8
Availability of science teachers 14 15.6
Home back ground 6 6.7
Total 90 100
Source: Field data, 2008
As shown in the table above, 28 (31.1%) respondents cited in turn. The other factor was mentioned by 19 (12.1%) of the
laboratory equipment as one of the factors influencing attitudes respondents as teachers’ commitment. It was revealed that once
towards science subjects. It was learnt that inadequate science teachers are committed to their work, then student can
laboratory equipment and science textbooks denies students to get necessary assistance in the science subject and be
do science practical, which are part and parcel of science encouraged to offer the science subjects to higher levels. On the
learning. This in turn affects their performance at UNEB level other hand, no schools, where teachers lack commitment,
and discourages. Study findings revealed that, facilitation of students were likely to be discourages from offering science
secondary school science has been emphasized by the subjects. Yet science subjects need a lot of commitment from
government under the Ministry of Education and Sports given both teachers and science students. The study further reveals
the fact that science subjects are now considered compulsory to that, learners' achievement is enhanced by academic
all '0' level students. However, despite the emphasis and environment of encouragement provided by all the
continued effort, it is like such an effort is becoming a paper stakeholders. Encouraging the learner in all aspects motivates
tiger. This is said to have a negative implication to the attitude, them to "learn how to learn". This calls for science and
which students develop towards the subject since they expect mathematics to provide cognitive, affective, psychomotor,
only failures due to the inadequate availability of the teachers psychological, emotional and social support to the learners at
and equipment. Therefore, many students who opt for sciences all times. Old students influence was other factor cited by 16
have always fallen victims of failure, which in the end (17.8%) respondents it was revealed that in some cases old
determines future attitude formation towards the subjects by students do influence students in lower classes from offering
other students in lower levels. Students of lower classes are science subjects. This can happen in case old students’ trend of
discouraged from offering science subjects. On the other hand, performance has been declining or through such students
when these resources are available, then science students and discourage lower classes’ students that science subjects are
teachers are encouraged to offer the subject and perform better hard. This in turn reduces their morale to science subjects. In
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addition to teachers’ commitment, 14 (15.6%) of the subjects. A student said, he completed senior five without doing
respondents pointed out availability of science teachers as any practical lesson in chemistry because most of the time the
another factor. Where science teachers are made adequate, teacher only gave notes. Another problem is that, “Our teachers
students are likely to get fewer lessons and fail to cover the teach in more than one School, this limits their concentration”
syllabus. On the other hand, adequate science teachers imply said a student.
more lessons and high chance of learning a lot as per syllabus. The study reveals further that, such has been a result of the fact
The teaching method was further cited by 7 (7.8%) respondents that most schools lack apparatus and that those, which have,
as another factor affecting attitude towards science subjects. It have damaged equipment that can give incorrect results, one
was learnt that when teaching methods are good, then students student said. It was observed during the discussions and
learn better and like the science subjects hence increasing their interviews that, to some extent attitude creation to the science
concentration to perform better. However, if the teaching subject are influenced by many outstanding issues ranging from
methods are not conducive to the students, then there is a intrinsic to extrinsic variables. It was observed that the nature
likelihood of not liking the science subjects. The least 6 (6.7%) of reward whether intrinsic makes a difference in the attitude
of the respondents revealed home background as another factor formed for sciences between girls and boys and also between
affecting attitudes towards science subjects. Sometimes the Rural students and Urban students. It is obvious that, teachers
parents themselves can discourage students from offering believe that sciences as subjects are for boys and thus pay
science subjects while in other instance brothers and sisters if attention to the boys. Relatedly, the performance of science
such students take their advice and end up dropping the science subjects compared to other subjects was also assessed. It was
subjects or reducing their interests in the same subjects. found out from 13 (43.3%) respondents that performance of
Relatedly, one of the students noted that because teachers lack science was fair compared to other subjects. Other 9 (30%)
confidence, most of them fear to carry out practical lessons their respondents claimed that performance of science was poor. The
own. The normal procedure / practice is that a teacher guides remaining 8 (26.7%) respondents revealed that science subjects
students during the practical lesson. Such activities have been were generally well performed.
found out to influence students' attitudes towards the science
Table 3: Showing UCE Performance Statistics 2000-2004
Year 2000 1—2 3—6 7—8 9 No.
Sitting
Subject name Code No. % No. % No. % No. %

Mathematics 456 3050 2.1 33830 22.9 52989 36.0 57575 39.0 147444
Physics 535 3056 5.1 24400 41.0 16930 28.4 15167 25.5 59553
Chemistry 545 1094 1.8 14321 23.7 18144 30.1 26778 44.4 60337
Biology 553 1461 1.0 33663 23.5 43457 30.4 64610 45.1 143191

Year 2001 1— 2 3— 6 7— 8 9 No.

Sitting
Subject name Code No. % No. % No. % No. %
Mathematics 456 1982 1.5 24359 17.9 48137 35.5 61262 45.1 135740
Physics 535 1219 2.3 16607 31.4 14191 26.9 20816 39.4 52833
Chemistry 545 1324 2.5 13661 25.3 16104 29.9 22835 42.3 53924
Biology 553 861 0.7 27362 20.8 37305 28.5 65494 50.0 131022

Year 2002 1— 2 3— 6 7— 8 9 No.

Sitting
Subject Code No. % No. % No. % No. %
Mathematics 456 1013 0.9 21056 17.7 36872 31.0 59935 50.4 118876
Physics 535 632 1.4 13915 31.6 12211 27.8 17238 39.2 43996
Chemistry 545 870 1.9 10001 22.1 10865 24.0 23510 52.0 45246
Biology 553 822 0.7 22217 19.4 32810 28.7 58678 51.2 114527

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Year 2003 1—2 3—6 7—8 9 No.
Sitting
Subject Code No. % No. % No. % N%
o
.
Mathematics 456 c2 i g 2.2 20966 20.5 26884 26.3 551.0 102278
2
2
1
0
Physics 535 1997 5.3 14859 39.7 9071 24.2 130.7 37430
1
5
0
3
Chemistry 545 1593 4.1 141 66 36.4 10875 28.0 131.5 38869
2
2
3
5
Biology 553 539 0.6 21366 21.8 25673 26.2 551.4 97991
0
4
1
3

Year 2004 1— 2 3— 6 7— 8 9 No.

Sitting
Subject Code No. % No. % No. % N%
o
.
Mathematics 456 1409 1.6 15745 18.5 24373 27.9 452.5 87509
5
8
9
0
Physics 535 791 2.8 11194 39.3 8201 28.9 829.1 28487
3
0
1
Chemistry 545 653 2.2 778 26.1 7586 25.4 126.3 29873
3
8
4
6
Biology 553 1093 1.3 24931 30.0 27463 33.1 235.6 83090
9
6
0
3

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The above implied that in most secondary schools, the students to offer science subjects. Moreover, other
performance of science subjects was fair compared to other respondents testified that performance of science subjects
subjects. This fairness however meant that the was still poor compared to other subjects. The generally
performance was not yet up to standard level. In other poor performance of science subjects indicates that most
wards a lot of improvement was still needed to improve students still have negative attitude towards learning
the performance of science subjects and encourage science subjects.
Teaching methods used in science subjects
Various teaching methods were being used in the teaching
selected secondary schools to improve science
Table 4: Showing teaching methods used in science subjects
Teaching methods Frequency Percentage

Notes explanation 14 23.3

Used of practical 14 23.3

Constant tests 11 18.3

Discussions 21 35

Total 60 100

Source: field notes, 2008

One of the methods was revealed by 21 (35%) of them vividly confirm what they learn in theory, this
respondents as involving students in discussion. This also enables them to remain focused on what they
is whereby teachers encourage students to bring out learnt. Respondents totaling to 11 (18.3%) cited
area of concern in form of questions and encourage setting up constant tests to science students. This was
students to share their view/answers to such especially done for candidate classes to enable them
questions. From these discussions, science students strengthen their knowledge base in the science
were able to increase the information retention. More subjects. It was observed during the discussions that,
14 (23.3%) of the respondents cited another teaching an effective way of learning science and mathematics
methods as giving notes with explanation. This was is by inquiry, investigation, problem solving,
also intended to enable students memorize and experimentation and interaction. These methods do
revitalize their knowledge acquired in science not only introduce learners to nature of original
subjects through consultation of notes. Respondents research, but also promote learners' understanding of
totaling to 14 (23.3) revealed another teaching scientific, mathematical and technological concepts
method as use of practical in laboratory. This and skills as was noted by the Ministry of Education
involved students being involved in practical by and Sports (2006).
experimenting different chemicals so as to enable
Other learning practices in science subjects
The learning practices included lessons learnt per which tests are given to students. It was learnt from
day, rate at which tests are given and the state of 17 (56%) of the respondents that tests are given once
laboratory facilities. As far as the lessons learnt per a month. Other 7 (23.3%) of the respondents revealed
day, it was revealed from 45 (75%) respondents that that tests are given to science students once week.
students have 1 to 2 lessons a week on average. Only The least 6 (20%) respondents claimed that tests are
15 (25%) respondents revealed that science students given to students twice a term. All in all, it was learnt
have between 3 and 4 lessons per week. Hence those that those students who were getting tests regularly
with 3 to 4 lessons per week were more likely to learn had more knowledge and exposure about science
more things and complete, syllabus in time compared subjects compared to those who were tested four
to those with 1 to 2 lessons per week. Furthermore, times a term. Hence more tests given to students
respondents had differing views about the rate at enlighten their knowledge in the science subjects.

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20%

a Once a week
56.7%

Figure 6: Showing rate at which tests are given

Source: Field notes, 2008
The state of laboratory facilities and science inadequate. Only the remaining 5(8.3%) respondents
textbooks was also revealed. On this issue, most revealed that laboratory facilities and science
respondents constituting 55 (91.7%) revealed that textbooks are adequate.
laboratory facilities and science textbooks are
Rate at which students interact with teachers
The analysis further sought to establish the level of science students can immediately consult teachers
interaction between students and science teachers. after some lessons especially on the areas, which they
From the study findings it was revealed by 14 (30%) have not understood well. The least 3 (10%)
respondents that students interact with teachers any respondents revealed that students interact in
time there is a problem. This could imply that enabling students to get consultation whenever they
teachers were always at school to enable students needed it. Those who were not always available at
easily access them for their academic needs. More 13 school after lessons deprived students a chance to
(43.3%) respondents pointed out that interaction with consult. However, this also depended on how teachers
teachers was done on a daily basis. This is where create a free interactive environment for students.
Strategies used to change student’s attitudes towards science subjects
The review of the syllabus was among the strategies schools to interact with students every term. To other
used to change students’ attitudes towards science 7 (23.3%) respondents, visiting was done when need
subjects. Respondents totaling to 41 (68.3%) showed arose while the least 5 (16.7%) respondents revealed
that the syllabus is reviewed when need arises. Other that they visit the school every month. The parents
16 (26.7%) respondents were of the view that the who visit the schools regularly were able to assess the
syllabus is reviewed once in a year while the least 3 learning environment at school from the teachers and
(5%) respondents revealed once in four years. Those head teachers which sometimes impact on students’
schools, which reviewed the syllabus regularly, were attitudes towards science subjects. Through their
able to identify challenges and be able to deal with visits, the parents are also able to identify the
them for the good of students. Parents’ visit at school discipline of their children and talk to them in person
was among the strategies used to change students’ to encourage them to read hard and like science
attitudes towards science subjects. It was learnt that subjects. On the other hand few visits by parents leave
parents do visit the school twice a term as revealed by the students with their negative thinking, which
10 (33.3%) respondents. More 8 (26.7%) respondents causes indiscipline and low level of interest in science
revealed that there isn’t any parent visiting the subjects.

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Other strategies being used to change students’ attitudes towards

Other strategies were being used to change students’ are able to learn what they had not grasped clearly
attitudes towards science subjects. Among these during lessons. Respondents totaling to 17 (18.9%)
strategies used were seminars for science students as pointed out giving more tests and on a regular basis
revealed by 35 (38.9%) respondents? Through these as one of other strategies used to improve
seminars, students are able to exchange their performance in science subjects. This in turn is
knowledge in the subjects hence being able to learn intended to change students’ attitudes towards
more from their fellow students with guidance of science subjects. The least 7 (7.8%) of the respondents
science teachers. This encourages them to learn cited procurement of more laboratory equipment and
science subjects. More 29 (32.2%) of the respondents science textbooks increase students’ access to
were of the view that they have more discussions in practical lessons and relevant science textbooks. This
class to enable them understand more. This has been intended to motivate students to offer
discussion is either among students themselves or science subjects and perform better in the long run.
between students and teachers. As a result, students
CONCLUSION
One of the conclusions is that most of the science attitudes towards science subjects. It was also learned
teachers are highly educated, and a large number of that science teachers endeavor to use various teaching
them are university graduates, a factor that has the methods when teaching students. The common
potential to improve performance in science and teaching methods include the use of notes and
mathematics while keeping other factors constant. explanations and trying hard to take students
The challenge is that most of these secondary schools through practical for those with laboratory facilities.
have inadequate science teachers. It has also been Other teachers use methods like giving constant tests
evident that the teaching methods used are not and having discussions amongst students and with
generally appropriate, although not poor. It is these teachers. These are intended to motivate students to
factors and others that determine the attitudes of increase their interest in science subjects. The lessons
students towards learning science subjects. Most of given to students on a daily basis for most secondary
the students’ attitudes towards science subjects are schools are one to two on average, while the rate at
negative. This is attributed to various factors, which which tests are given is once a month for most
include inadequate laboratory equipment, the level of schools. However, the problem still remains in the
teachers’ commitment towards teaching students, the adequacy of laboratory facilities and science
influence of old students, and inappropriate teaching textbooks. There are some strategies currently
methods. It has also been learned that teachers designed to improve students’ attitudes towards
experience in terms of time spent in the profession science subjects. These have ranged from giving more
does not necessarily lead to changed students’ tests to more discussions among students, seminars
attitudes towards science subjects. This is based on for science students with students from other
the fact that most of the science teachers had spent secondary schools, and procuring more laboratory
many years in the teaching profession, yet the equipment and textbooks.
students they were teaching generally had negative
RECOMMENDATIONS
There is a need for head teachers to liaise with district numbers. This can enable the science teachers to
education officers and lobby for more teaching easily identify and deal with students’ individual
resources from the government. They should also be problems. There is a need for regular career guidance
supplied to students whenever they are available and for science students before and during their secondary
needed during lessons. This can help reduce the education period. This can help make students
student textbook ratio and improve students’ appreciate the relevance of science and mathematics
performance in science subjects over time. More to their development. This can also encourage some
efforts should be made by the government to increase students to double their efforts in studying the science
teachers’ remuneration so as to motivate them to subjects, which is an indicator of better performance
work hard to produce better results in mathematics and a changed attitude towards the subjects. The
and other science subjects. They should also give parents also need to come up and actively get
allowances and rewards to those science teachers involved in educating and sensitizing the students
whose performance leads to better results. This can about the relevance of science subjects. Their efforts
encourage teachers to aim for better students’ grades, can achieve a lot in changing or shaping students’
as they will feel more committed to teaching. The attitudes towards learning sciences in secondary
school administration, in conjunction with other schools. The school administration, in conjunction
school bodies, should construct more classroom with science teachers, should compare regular tests to
blocks to divide classes into streams so that the those of students, especially those in upper O’ level
teacher-student ratio can be reduced to manageable classes. These tests should be based on past papers

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from other schools to give students exposure to performance in science, thus, in a way, helping to
questions in the past papers. There is also a need to change students’ attitudes towards science subjects.
use well-qualified science teachers who can use There is also a need to use group discussions among
appropriate teaching methods and give relevant students to enable them to effectively memorize the
knowledge to students. This can create confidence in learned topics. These groups should be formed and
the teacher by students; hence, they work according monitored by science teachers to increase their
to his or her teaching methods to improve effectiveness and interest in the subjects.
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CITE AS: Namayanja Madina (2024). Factors influencing students’ attitude towards science subjects in Secondary
Schools: A case study of Secondary Schools in Kisseka Sub County, Masaka District. IAA Journal of Education 10(2):13-
26. https://doi.org/10.59298/IAAJE/2024/102.1326.11

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