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Asia-Pacific Forum on Science Learning and Teaching, Volume 19, Issue 2, Article 7 (Dec., 2018) |
The study found that the mean SPS and CA scores of undergraduate chemistry students were considered low and moderate respectively. In this survey, we reported a statistically significant difference between the mean SPS and CA scores based on gender in favor of female students. It means that lecturers must arrange laboratory activities on the basis of gender differences so that each student had the opportunity to develop SPS and a positive attitudes towards chemistry. Interestingly, the stereotype “males are stronger than females” was not found in this study. Furthermore, there were significant differences between SPS and CA scores based on grade levels in favor of second-year students. It means that students’ laboratory work experience in higher levels influence their practice skills and attitudes. Based on correlation and regression analysis also showed a high positive and significant correlation between SPS and CA. It can be concluded that students who have a high SPS score tend to have a positive attitudes towards chemistry.
The implication is that before starting the laboratory course, lecturers need to diagnose students’ initial science process skills and chemistry attitudes. Afterwards, lecturers plan learning in such a way that they can help improve students’ skills and develop attitudes. One effort is to design chemistry laboratory work or methods to the desired level that they consider satisfying. Given the importance of these two domains, we suggest that lectures facilitate students to carry out various hands-on activities and solve problems related to the real world. More importantly, the educational practices need to be transformed toward how to design effective teaching methods, create a conducive learning environment, and stimulate interesting lecture activities to promote students’ SPS and CA.
The limitation of this study is that the respondents involved are limited. As a reference for future research, the researchers are encouraged to expand this survey by involving more samples to make stronger claims. In addition, this study is a cross-sectional conducted at two chemistry laboratory courses at a university. Different findings can be obtained in a longitudinal study involving a wider sample, including branches, grades, and other lectures in the science fields. As a follow up, it is necessary to investigate how to develop SPS and CA among university students using inquiry-based laboratory instruction. Current research contributes to bridging the importance of further research on how to improve learning outcomes in chemistry laboratory courses that are rarely investigated.
The authors would like to thank the Head of the Department of Chemistry Education, Yogyakarta State University, Indonesia, for giving the research permission and for allowing all the undergraduate students to participate in this study.
