Determining students’ ıntention: The role of students’ attitude and science curriculum

Alwahaıbı Samata Mohammed Humaid; Lasharı Sana Anwar; Saoula Oussama; Lasharı Tahira Anwar; Benlahcene Abderrahim; Lubana Anita

doi:10.36681/

Authors

Alwahaıbı Samata Mohammed Humaid School of Education and Modern Languages, Universiti Utara Malaysia
Lasharı Sana Anwar School of Education and Modern Languages, Universiti Utara Malaysia (UUM)
Saoula Oussama School of Business Management, College of Business, Universiti Utara Malaysia, Kedah, Malaysia
Lasharı Tahira Anwar School of Electrical Engineering and Computer Science, National University of Sciences & Technology (NUST), Pakistan
Benlahcene Abderrahim School of Education and Modern Languages, Universiti Utara Malaysia (UUM)
Lubana Anita Department of Botany, Government Girls College, Ajmer, Rajasthan, India

DOI:

https://doi.org/10.36681/

Keywords:

Intention, attitude, science curriculum, Oman, post-basic school

Abstract

The objectives of the present study are to determine the role of students’ attitude and how science curriculum influences their intention to learn science subjects. A quantitative correlational research design was used. Data were collected through the survey method by using a questionnaire distributed randomly to 341 secondary school students of seven post-basic schools from Al-Sharkiyaha North governorate in Oman. The data were analysed using SPSS version 23.0. Pearson correlation findings revealed that students’ attitude and science curriculum had a significant positive relationship in enhancing students’ intention to learn science in post-basic education. This study offers insights for policymakers, school administrators and teachers on understanding the role of students' attitude towards learning science subjects, and the nature and design of the science curriculum on students’ intention to continue learning science subjects in post-secondary education. The findings indicated that by employing effective instructional strategies and engaging curriculum, school teachers could facilitate students to develop positive intentions to continue learning science subjects in post-secondary education.

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