Factors Affecting the Attitude of Prospective Teachers towards Science

Abstract

Science is known as the mother of all fields. It is the most reliable way to study the natural phenomena objectively. The current study seeks to examine the factors that influence the attitude of prospective teachers toward studying science. The study employed the quantitative (descriptive) approach to obtain the answers to research questions. A sample of 125 prospective teachers was randomly selected from the Department of Education at the University of Malakand. A self-made questionnaire was used to collect data from the sampled prospective teachers (PT). Frequencies, percentage, mean, standard deviation, independent samples t-test, One-way ANOVA, and Pearson’s coefficient of correlation were used to analyze the collected data. The study results revealed that there was no significant effect of the father’s occupation, father’s qualification, and mother’s occupation, mother’s qualification, gender of prospective teachers, and semester in which prospective teachers were studying on the attitude of prospective teachers toward science. The results also revealed that a positive significant relationship was found between the Cumulative Grade Point Average (CGPA) and the attitude of prospective teachers toward science. The prospective teachers having a positive attitude towards science achieved a greater CGPA. It is recommended that a positive and congenial environment be provided at both school and home to develop a positive attitude of prospective teachers toward science. The science curriculum must be enriched with practical activities to attract prospective teachers toward science. Activities like practical work, group work, pair sharing, and presentations may be worthwhile strategies to foster a positive attitude among prospective teachers toward science.