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Asia-Pacific Forum on Science Learning and Teaching, Volume 18, Issue 1, Article 4 (Jun., 2017) |
What is the level of science and technology teachers’ attitudes towards educational research?
TASTER was completed by 918 teachers in order to specify science and technology teachers’ attitudes towards educational research and the mean score was found 3.82. Thus, it can be assumed that in general, the science and technology teachers had positive attitudes towards science education research.
Table II. Items in each dimension in TASTER
Items
Mean
SD
1 Educational research provides beneficial information that I can use in class.
4.00
.65
2 Scientific publications regarding education (dissertations, articles, books etc.) contribute to an increase in the quality of education.
4.31
.72
3 I am happy to teach a lesson in the class according to the findings of educational research.
3.81
.77
4 Educational research conducted by academicians is undertaken only to enhance their own careers.
2.78
1.12
5 If I teach lessons according to the data obtained from educational research, the topics cannot be completed.
2.53
1.08
6 Teachers should benefit from the findings of educational research.
4.60
.056
7 I like attending seminars on educational research.
3.67
.91
8 I believe that the scientific publications regarding education (dissertations, articles, books etc.) are superficial.
3.14
1.02
9 Following educational research is part of the process of qualifying as a teacher
4.22
.74
10 Educational research contributes to the development and renewal of curricula.
4.05
.66
11 It is necessary to conduct scientific research regarding education.
4.46
.58
12 It is important to be informed about educational research.
4.61
.57
13 It is a waste of time to teach lessons according to the results of the educational research.
3.70
.94
14 Educational research generates solutions for the problems I encounter in teaching.
3.75
.81
15 I do not think that the educational research is applicable.
3.16
1.02
16 Educational research contributes to the development of the teaching profession.
4.40
.65
17 The findings of educational research that are recounted in seminars are beneficial.
3.91
.94
18 Educational research is not applicable in a school environment.
3.21
1.06
19 Teaching lessons according to the findings of educational research reduces the success of students.
3.82
.87
20 The findings of educational research are important for me in the selection of a teaching model, method and technique according to the topic in the teaching process.
4.09
.71
The mean scores of the items in each dimension in TASTER (Table II), the mean scores of the items with regard to the ‘necessity of educational research’ (M = 3.89, SD = .54) and the mean scores of the items with regard to ‘value of educational research’ (M = 4.43, SD = .47) show that teachers seem to have a positive attitude towards educational research. However, the mean scores of the items with regard to ‘applicability of educational research’ (M = 3.19, SD = .65) demonstrate that teachers have a moderate attitude towards educational research.
Do the attitudes of science and technology teachers towards educational research differ according to their gender?
According to the results obtained through TASTER, the independent sample t-test results that were carried out to compare male and female science and technology teachers’ attitudes towards science education research demonstrated that there was no difference in terms of gender t(916) = .842, p > .05. However, when the subgroups of the scale were examined separately, there appeared to be a positive difference in favour of female teachers in the context of ‘applicability of educational research’ between genders t(916) = 2.438, p = .015, d = .16. This result indicates that female teachers (M = 3.24, SD = .65) have more positive viewpoint than their male colleagues (M = 3.14, SD = .63) in terms of applying the outcomes of educational research into classroom practice.
Table III. TASTER and subscale scores by gender for the independent sample t-test results
* p < .05.
Sub-scales of TASTER
Group
95% CI for Mean Difference
Male
Female
M
SD
n
M
SD
n
t
df
Necessity of educational research
3.89
.55
493
3.90
.52
425
-.058, .081
.313
916
Value of educational research
4.45
.48
488
4.41
.45
419
-.105, .018
-1.386
905
Applicability of educational research
3.14
.63
493
3.24
.65
425
-.0203, .187
2.438*
916
TASTER
3.80
.46
493
3.83
.46
425
-.033, .084
.842
916
Do the attitudes of science and technology teachers towards educational research differ according to the teacher-training programme from which they graduated?
The teachers in this study were classified into three groups according to the teacher training programmes from which they graduated as follows; primary science and technology teacher training (STT), other departments of education faculties (ODF) and other faculties (OF). The mean scores obtained from TASTER in terms of the teacher training programmes indicated that all the teachers from different fields appeared to have a positive attitude. When the mean scores of teachers training program from which they graduated were examined with regard to the sub-groups of TASTER, the mean scores received from the dimension regarding the ‘applicability of educational research’ sub-scale indicated that they had moderate attitudes. A one-way ANOVA analysis was performed to determine whether there was a statistically significant difference between the scores of the teachers’ attitudes towards educational research according to the teacher-training program from which they graduated (Table IV).
Table IV. Science and technology teachers’ attitudes towards educational research based on teacher training program from which they graduated
TASTER dimensions
Groups
n
Mean
SD
Necessity of educational research
STT
713
3.87
.54
ODF
80
3.96
.56
OF
125
4.03
.49
Total
918
3.90
.54
Value of educational research
STT
713
4.43
.47
ODF
80
4.39
.54
OF
125
4.46
.44
Total
918
4.43
.47
Applicability of educational research
STT
713
3.19
.64
ODF
80
3.23
.76
OF
125
3.16
.62
Total
918
3.19
.65
TASTER
STT
713
3.80
.46
ODF
80
3.83
.50
OF
125
3.86
.40
Total
918
3.81
.45
The one-way ANOVA test (Table V) indicated no significant difference among the teachers’ attitudes towards educational research according to the teacher training program they graduated, F(2,915) = .861, p = .423. However, there was a significant difference in the sub-scale of ‘necessity of educational research’ according to the results of the one-way ANOVA test performed for each dimension of TASTER with respect to the teacher training program the teachers had graduated, F(2,915) = 5.616, p = .004, ƞp2 = .012.
Table V. TASTER and subscale scores by the department of graduation in the one-way ANOVA test results
* p < .05.
Source
df
SS
MS
F
p
Difference
Necessity of educational research
Between groups
2
3.218
1.609
5.616
.004*
STT- OF
Within groups
915
262.170
.287
Total
917
265.388
Value of educational research
Between groups
2
.220
.110
.498
.608
-
Within groups
904
199.562
.221
Total
906
199.781
Applicability of educational research
Between groups
2
.218
1.286
.260
.771
-
Within groups
915
382.631
.416
Total
917
382.849
TASTER
Between groups
2
.356
.178
.861
.423
-
Within groups
915
189.156
.207
Total
917
189.512
Post-hoc analyses using the LSD test indicated that the significant difference in the dimension of ‘necessity of educational research’ stemmed from the difference between the graduates of Science Teaching (STT) and those of other faculties (OF). There was a statistically significant difference between the mean scores of the graduates of other faculties and those of Science Teaching, which was in favour of the graduates of other faculties (p = .006).
Do the attitudes of science and technology teachers towards educational research differ according to their years of teaching experience?
One-way ANOVAs analysis was performed to determine whether there was a significant difference among the scores of the teachers’ attitudes towards educational research according to their years of teaching experience (Table VI).
Table VI. Descriptive statistics for TASTER and subscale scores according to the years of teaching experience
TASTER dimensions
Groups
n
Mean
SD
Necessity of educational research
1-5 years
645
3.88
.53
6-10 years
107
3.80
.57
11-15 years
91
4.00
.52
16-20 years
37
4.03
.46
21-25 years
12
4.25
.47
Over 26 years
26
3.93
.50
Total
918
3.90
.54
Value of educational research
1-5 years
641
4.45
.44
6-10 years
106
4.26
.58
11-15 years
90
4.46
.43
16-20 years
36
4.47
.62
21-25 years
10
4.65
.40
Over 26 years
24
4.41
.38
Total
907
4.43
.47
Applicability of educational research
1-5 years
645
3.19
.64
6-10 years
107
3.19
.61
11-15 years
91
3.23
.63
16-20 years
37
3.05
.70
21-25 years
12
3.20
.68
Over 26 years
26
3.11
.78
Total
918
3.19
.64
TASTER
1-5 years
645
3.82
.45
6-10 years
107
3.73
.51
11-15 years
91
3.88
.43
16-20 years
37
3.82
.44
21-25 years
12
3.98
.45
Over 26 years
26
3.79
.42
Total
918
3.82
.45
The one-way ANOVAs (Table VII) showed that there was no significant difference among the teachers’ attitudes towards educational research in terms of different length of teaching experience, F(5, 912) = 1.511, p = .184. There was a significant difference in the dimension of ‘necessity of educational research’ according to the results of the one-way ANOVA undertaken for each dimension of TASTER with respect to teachers’ years of teaching experience, F(5, 912) = 3.032, p = .01, ƞp2 = .016. Furthermore, there was a significant difference in the dimension of ‘value of educational research’ according to the results of the one-way ANOVAs performed for each dimension of TASTER with respect to teachers’ years of teaching experience F(5, 901) = 3.569, p = .003, ƞp2 = .019. Moreover, the difference among the mean scores for each dimension in TASTER was examined with regard to the teachers’ years of teaching experience (Table VI).
Table VII. TASTER and subscale scores according to the years of teaching experience in the results of the one-way ANOVAs
* p < .05.
Source
df
SS
MS
F
p
Difference
Necessity of educational research
Between groups
5
4.340
.868
3.032
.01*
Between 1-5 and 11-15 years
Between 1-5 and 21-25 years
Between 6-10 and 11-15 years
Between 6-10 and 16-20 years
Between 6-10 and 21-25 yearsWithin groups
912
261.048
.286
Total
917
265.388
Value of educational research
Between groups
5
3.880
.776
3.569
.003*
Between 1-5 and 6-10 years
Between 6-10 and 11-15 years
Between 6-10 and 16-20 years
Between 6-10 and 21-25 yearsWithin groups
901
195.901
.217
Total
906
199.781
Applicability of educational research
Between groups
5
1.028
.206
.491
.783
Within groups
912
381.821
.419
Total
917
382.849
TASTER
Between groups
5
1.557
.311
1.511
.184
Within groups
912
187.955
.206
Total
917
189.512
Post-hoc analyses using LSD indicated that the significant difference in the dimension of ‘necessity of educational research’ arose from the difference in teaching experience between 1-5 years with 11-15 years (p = .036), 21-25 years (p = .20), and between 6-10 years with 11-15 years (p = .008), 16-20 years (p = .027), and 21-25 years (p = .007). This finding shows that teachers with a greater number of years of teaching experience consider that educational research is necessary. Moreover, post-hoc analyses using LSD indicated that the significant difference in the dimension of ‘value of educational research’ stemmed from the difference in teaching experience between 1-5 years with 6-10 years (p = .000), and between 6-10 years with 11-15 years (p = .000), 16-20 years (p = .003), and 21-25 years (p = .013). From this finding, it can be assumed that teachers with greater years of teaching experience value educational research more than those with fewer years of experience.
Do the attitudes of science and technology teachers towards educational research differ according to the location of the middle school where they work?
The one-way ANOVA analyses were performed to determine whether there was a significant difference among the scores of the teachers’ attitudes towards educational research according to location of the middle schools they work. Consequently, the one-way ANOVAs (Table IX) show that no significant difference was observed among the scores of the teachers’ attitudes, F(3, 914) = .727, p > .05. However, there was a significant difference in the dimension of ‘necessity of educational research’ according to the results of the one-way ANOVA test undertaken for each dimension of TASTER with respect to different locations of middle schools where the teachers worked, F(3, 914) = 3.464, p = .016, ƞp2 = .011. Furthermore, the difference among the mean scores for each dimension in TASTER was examined with regard to the location of the middle schools where the teachers worked (Table VIII).
Table VIII. Descriptive statistics for TASTER and subscale scores related to location where the teacher worked
TASTER dimensions
Groups
n
Mean
SD
Necessity of educational research
City Centre
260
3.98
.52
District centre
347
3.84
.57
Borough
102
3.89
.46
Village
209
3.88
.52
Total
918
3.89
.53
Value of educational research
City Centre
255
4.43
.46
District centre
342
4.41
.49
Borough
101
4.42
.39
Village
209
4.45
.47
Total
907
4.43
.47
Applicability of educational research
City Centre
260
3.17
.65
District centre
347
3.18
.65
Borough
102
3.22
.63
Village
209
3.20
.64
Total
918
3.18
.64
TASTER
City Centre
260
3.84
.43
District centre
347
3.79
.48
Borough
102
3.82
.40
Village
209
3.82
.46
Total
918
3.81
.45
Table IX. TASTER and subscale scores by location of working from the results of the One-way ANOVAs
* p < .05.
Source
df
SS
MS
F
p
Difference
Necessity of educational research
Between groups
3
2.984
.995
3.464
.016*
City Centre-District Centre
City Centre- VillageWithin groups
914
262.404
.287
Total
917
265.388
Value of educational research
Between groups
3
.163
.054
.246
.864
Within groups
903
199.618
.221
Total
906
199.781
Applicability of educational research
Between groups
3
.221
.074
.176
.913
Within groups
914
382.628
.419
Total
917
382.849
TASTER
Between groups
3
.451
.150
.727
.536
Within groups
914
189.061
.207
Total
917
189.512
Post-Hoc analyses using LSD indicated that the significant difference in the dimension of ‘necessity of educational research’ arose from the difference between the teachers working in a city centre, district centre (p = .001), or a village (p = .047). It can be assumed that teachers working in a city centre consider educational research as more necessary than those working in a district centre or a village.
Do the attitudes of science and technology teachers towards educational research differ according to their educational status?
One-way ANOVAs were performed to determine whether there was a significant difference among the scores of the teachers’ attitudes towards educational research according to their educational status. As a result of the one-way ANOVA (Table XI), no significant difference was observed among the groups F(2, 915)= 1.103, p = .332. There was a significant difference in the dimension of ‘Applicability of educational research’ according to the results of the one-way ANOVA test performed for each dimension of TASTER with respect to the teachers’ educational status, F(2, 915) = 3.095, p = .046, ƞp2 = .006.
Table X. Descriptive statistics for TASTER and subscale scores according to their the teachers educational achievement
TASTER dimensions
Groups
n
Mean
SD
Necessity of educational research
Vocational Degree
24
4.02
.58
Undergraduate Degree
843
3.89
.53
Master’s Degree
51
3.96
.53
Total
918
3.89
.53
Value of educational research
Vocational Degree
23
4.33
.69
Undergraduate Degree
833
4.43
.45
Master’s Degree
51
4.40
.59
Total
907
4.43
.47
Applicability of educational research
Vocational Degree
24
3.18
.86
Undergraduate Degree
843
3.17
.63
Master’s Degree
51
3.40
.69
Total
918
3.18
.64
TASTER
Vocational Degree
24
3.85
.54
Undergraduate Degree
843
3.81
.44
Master’s Degree
51
3.92
.53
Total
918
3.81
.45
In addition, the difference between the mean scores for each dimension in TASTER was examined with regard to the teachers’ educational status (Table X). Post-hoc analyses using LSD indicated that the significant difference in the dimension of ‘Applicability of educational research’ arose from the difference between teachers having a master’s degree and undergraduate degree (p = .013). It can be assumed that teachers with the higher degree consider educational research to be more applicable more than teachers with only an undergraduate degree.
Table XI. One-way ANOVAs results according to educational achievement.
* p < .05.
Source
df
SS
MS
F
p
Difference
Necessity of educational research
Between groups
2
.638
.319
1.103
.332
Within groups
915
264.750
.289
Total
917
265.388
Value of educational research
Between groups
2
.282
.141
.639
.528
Within groups
904
199.499
.221
Total
906
199.781
Applicability of educational research
Between groups
2
2.573
1.286
3.095
.046*
Between MSc and Undergraduate degree
Within groups
915
380.276
.419
Total
917
382.849
TASTER
Between groups
2
.643
.321
1.556
.211
Within groups
915
188.870
.206
Total
917
189.512
Copyright (C) 2017 EdUHK APFSLT. Volume 18, Issue 1, Article 4 (Jun., 2017). All Rights Reserved.
