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Exploring the Determinants of Primary School Students' Attitudes toward Science: Insights from Students, Teachers and Head Teachers in the Left Bank 2B District of Liberia

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Title: Exploring the Determinants of Primary School Students' Attitudes toward Science: Insights from Students, Teachers and Head Teachers in the Left Bank 2B District of Liberia
Language: English
Authors: Burnis Kabay Williams, Isaac Buabeng, Bridget Amo-Darko
Source: Discover Education. 2025 4.
Availability: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Peer Reviewed: Y
Page Count: 35
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Education Level: Elementary Education
Grade 6
Intermediate Grades
Descriptors: Elementary School Students, Student Attitudes, Scientific Attitudes, Science Education, Foreign Countries, Educational Practices, Teacher Student Relationship, Social Influences, Cultural Influences, Grade 6, Science Instruction, Teaching Methods, Science Interests
Geographic Terms: Liberia
DOI: 10.1007/s44217-025-00750-w
ISSN: 2731-5525
Abstract: This study, titled Exploring the Determinants of Primary School Students' Attitudes Toward Science: Insights from Students, Teachers, and Head Teachers in the Left Bank 2B District of Liberia, investigates the factors that shape learners' attitudes toward science. Drawing on theoretical and empirical foundations, this study explores how pedagogical practices, instructional resources, teacher-student relationships, and broader socio-cultural influences, such as family support, peer dynamics, and community engagement, shape learners' dispositions toward science. A mixed-methods design was employed, involving the administration of structured questionnaires to 337 Grade Six students and 20 science teachers, as well as semi-structured interviews with students, teachers, and headteachers. Quantitative data were analysed using descriptive statistics, while qualitative responses deepened understanding of contextual influences on student attitudes. Findings indicate that classroom factors, particularly hands-on teaching strategies, teacher enthusiasm, resource availability, and a favorable classroom climate, have a significant influence on science attitudes. Additionally, non-classroom influences, including parental involvement, peer encouragement, and community perceptions of science, emerged as crucial in either fostering or hindering student interest. These findings affirm the multidimensional nature of science attitudes and the need to address both instructional and socio-cultural conditions. The study contributes context-specific insights to science education literature in sub-Saharan Africa. It recommends not only strengthening teacher capacity and resource provision but also enhancing parental engagement, peer support structures, and community sensitisation efforts to foster more positive and inclusive attitudes toward science among primary school learners.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1491263
Database: ERIC
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  Data: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
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  Data: This study, titled Exploring the Determinants of Primary School Students' Attitudes Toward Science: Insights from Students, Teachers, and Head Teachers in the Left Bank 2B District of Liberia, investigates the factors that shape learners' attitudes toward science. Drawing on theoretical and empirical foundations, this study explores how pedagogical practices, instructional resources, teacher-student relationships, and broader socio-cultural influences, such as family support, peer dynamics, and community engagement, shape learners' dispositions toward science. A mixed-methods design was employed, involving the administration of structured questionnaires to 337 Grade Six students and 20 science teachers, as well as semi-structured interviews with students, teachers, and headteachers. Quantitative data were analysed using descriptive statistics, while qualitative responses deepened understanding of contextual influences on student attitudes. Findings indicate that classroom factors, particularly hands-on teaching strategies, teacher enthusiasm, resource availability, and a favorable classroom climate, have a significant influence on science attitudes. Additionally, non-classroom influences, including parental involvement, peer encouragement, and community perceptions of science, emerged as crucial in either fostering or hindering student interest. These findings affirm the multidimensional nature of science attitudes and the need to address both instructional and socio-cultural conditions. The study contributes context-specific insights to science education literature in sub-Saharan Africa. It recommends not only strengthening teacher capacity and resource provision but also enhancing parental engagement, peer support structures, and community sensitisation efforts to foster more positive and inclusive attitudes toward science among primary school learners.
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        Value: 10.1007/s44217-025-00750-w
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      – Text: English
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        PageCount: 35
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      – SubjectFull: Elementary School Students
        Type: general
      – SubjectFull: Student Attitudes
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      – SubjectFull: Scientific Attitudes
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      – SubjectFull: Science Education
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      – SubjectFull: Foreign Countries
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      – SubjectFull: Educational Practices
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      – SubjectFull: Grade 6
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      – SubjectFull: Liberia
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