Relationship Of Learners’ Attitude Towards Science and Distance Learning to Academic Performance in Science

Abstract

The main objective of the study was to determine the relationship between learners’ attitudes toward science and distance learning to academic performance in    Science.    The study was conducted using the descriptive-correlational research design. The respondents were Grade 4 pupils of 16 elementary schools in Malita, Davao Occidental. Data were tabulated using percentages, mean, T-test, ANOVA, and Spearman’s Rank-Order Correlational Analysis. Adapted research questionnaires were utilized to gather learners’ attitudes toward science and learners' attitudes toward distance learning. Results revealed that most of the respondents were male. Most of the learners were in the age range of 9-10 years old and did not belong to any ethnic groups. The learners had a very good attitude towards science, with a total mean of 3.97, and their attitude towards distance learning was most of the time observed with a 3.84 total mean, which indicates a positive attitude towards distance learning modality. A significant difference was found in the learners’ attitudes toward science when grouped according to age, gender, and ethnicity. There was a significant relationship between learners’ attitude towards science and their academic performance in science, and it was also found that there was a slight positive correlation between the attitude of the learners in distance learning and academic performance.