The GAG effect: Modelling high school students’ attitudes towards chemistry

Abstract

In this study, Turkish high school students’ attitudes towards chemistry were examined in terms of Gender-Achievement-Grade level (GAG). The study was conducted with 495 high school students attending the 9th, 10th, 11th, and 12th grades of five different schools in the city of Balıkesir. The ―Attitude Scale Towards Chemistry‖ was used as the data collection tool, and non-parametric statistical analysis methods were employed. As a result, the analyses showed the majority of the students in the sample had positive attitudes towards chemistry, and a statistically significant and positive relationship was found between chemistry achievement and attitudes towards chemistry. Furthermore, statistically significant differences in attitude were detected in terms of gender and grade variables. These results were modeled as GAG effect. Discussion was based on the updated Turkish high school curriculum and international literature. Additionally, recommendations for researchers, teachers, and curriculum designers were presented.