Chapter 3 describes the questions students were asked regarding their backgrounds and their attitudes toward mathematics and science. The student booklets are described, along with the various attitude scales, and the results are then discussed.

3.1 General Description of the Forms

Each form comprised two separate booklets, labeled Part 1 and Part 2. Part 1 consisted mainly of background and attitude questions; Part 2 was comprised entirely of achievement items. In Grades 4 and 7, core achievement items were included in Part 1, while in Grade 10 they appeared only in Part 2.

Part 1 contained sets of questions dealing with background, attitude, and activities both outside and inside the classroom. Background questions included age, gender, country of origin, language spoken, program enrolled in, and type of timetable (Grade 10 only). Questions on attitude involved perceptions of achievement in mathematics and science; extent of enjoyment of those subjects; mathematics and the workplace; perceptions of importance, enjoyment, and difficulty of major topics in the curriculum; and sets of questions comprising three scales: School Science, Science in Society, and Careers in Science, along with questions about specific issues, including sufficient questions to form an additional scale on environmental issues. Each of these scales appeared on a different form. Questions about activities in and out of the classroom included uses of computers and calculators; time spent outside of class on a variety of activities; and classroom activities related to the introduction of new topics, learning mathematics/science, homework, and the use of technological aids.

A total of 120 440 questionnaires were returned, 44 447 at Grade 4, 43 574 at Grade 7, and 32 419 at Grade 10. The number of completed forms by grade is shown in Table 3.1.

Table 3.1 Number of Returns by Form (5K)

3.2 General Background Questions

3.2.1 Introduction

Students were asked a number of background questions. Although the majority of these questions were answered by all students, some were answered only by a subset of the students at each grade, others only by Grade 10 students.

All students were asked a common set of 13 background questions. Two questions dealt with age, one with gender, three with country of origin and language spoken, three with French programs, two with calculators and computers, and two with perceptions and enjoyment of mathematics and science. In addition, a subset of students at each grade level was asked a series of questions about how they spent their out-of-school time. Student responses to these questions are discussed below.

Several questions were asked only of Grade 10 students. These questions pertained to their school timetable, and to their future educational and vocational plans. The Grade 10 students' responses are discussed in sections 2.10 to 2.13 below.

At the Grade 10 level, students were enrolled in either Mathematics 10 or Mathematics 10A. The former course is considered part of the academic stream and prepares students for subsequent academic courses in the subject (Mathematics 11 and Mathematics 12). Mathematics 10A focusses on applications of mathematics at a more basic level. The course prepares students for either Mathematics 11A or Introductory Mathematics 11.

In contrast, all students in Grade 10 are enrolled in the same Science 10 program. No formal delineation of pathways or streams occurs in science until Grade 11.

3.2.2 Age and Gender of Students

Students were asked how old they were at the time of test administration. Results, showing proportions of students at each age, are reported in Table 3.2.

Table 3.2 Age Distribution of Students (5K)

Notes: a n = 44 447, b n = 43 574, c n = 32 419

The vast majority (99%) of students in Grade 4 were either 9 or 10 years of age at the time of test administration. The mean age was 9.5 years, the same as in the 1990 mathematics assessment and the 1991 science assessment, both of which were conducted at the same time of year (May). In Grade 7, most students (97%) were either 12 or 13 (mean age 12.5, the same as in 1990 and 1991). Most students (91%) in Grade 10 were either 15 or 16 (mean age 15.6, the same as in 1990 and 1991).

3.2.3 Country of Origin and Language Spoken

Three questions dealt with country of origin and language spoken. The first question asked students if they were born in Canada. If the answer to this question was no, students were then asked how old they were when they came to Canada. One Grade 4 student in 10 indicated having been born outside of Canada. Of these, approximately one-fifth have lived in Canada one year or less. In Grade 7, again one student in 10 reported having been born outside of Canada. In Grade 10, the figure is more than one student in six (17%). The results are shown in Table 3.3.

The Grade 10 percentage is significantly higher than either the Grades 4 of the Grade 7 figure. This difference may be due in part to larger numbers of students from outside the country who arrive to complete high school in British Columbia.

Table 3.3 Percentages of Students Born in Canada or Elsewhere by Grade (5K)

Notes: a n = 44 447, b n = 43 574, c n = 32 419

A third question asked students how often English was spoken at home. The results are displayed in Table 3.4. Overall, 86% of the Grade 4 students reported always or almost always, 13% selected sometimes, and 1% reported never. Of the students born outside of Canada, approximately one-tenth never speak English in the home.

One in ten of the Grade 7 students reported that English was spoken in the home sometimes, and one percent reported never. For students in Grade 10, the numbers were 13% for sometimes and 3% for never.

Table 3.4 Percentages of Students Speaking English at Home by Grade (5K)

Notes: a n = 44 447, b n = 43 574, c n = 32 419

3.2.4 Program and Language of Class

One questions asked students which program they were in: regular English, Early Immersion, Late Immersion, or Programme Cadre. Results are shown in Table 3.5.

Table 3.5 Program Enrolments (5K)

Notes: a n = 44 447, b n = 43 574, c n = 32 419

As shown in Table 3.5, more than 90% of students in each grade were enrolled in the regular English program. This compared to between 6% and 8% across grade levels in immersion programs, and less than 1% in Programme Cadre.

There was evidence of a significant drop in Early Immersion enrolment between Grades 7 and 10: from 6% to 4%. This was not the case, however, in Late Immersion, where the proportion remained constant at 2%.

3.2.5 Language of Instruction in Mathematics

Students were asked for the language of instruction in their mathematics classes. As expected, the vast majority were taught in English. The proportions of students taught in French were Grade 4: 5%; Grade 7: 6%; and Grade 10: 1%.

3.2.6 Calculators and Computers

Students were asked whether or not they had a calculator or a computer in their home. Results are displayed in Table 3.6. Almost all (94%) of the Grade 4 students said they had a calculator, and 62% said they had a computer at home. This information shows that a high proportion of students have access in their homes to technological aids. This finding may have implications for their availability and use in classrooms.

Slightly higher proportions were reported in Grade 7. Again, nearly all (97%) of the students said they had a calculator, and 68% said they had a computer.

In Grade 10, the vast majority (98%) of students again reported they had a calculator in their home. Just over 73% said they had a computer at home.

Table 3.6 Percentages of Students Having Calculator and Computer Access at Home by Grade (5K)

Notes: a n = 44 447, b n = 43 574, c n = 32 419

3.2.7 Students' Perceptions of Achievement in Mathematics and Science

All students were asked to what extent they agreed with the statements: "I usually do well in mathematics," and "I usually do well in science." The results are shown in Table 3.7 and Table 3.8.

The vast majority of students agreed that they do well in these subjects. In Grade 4, 95% of the students agree or strongly agree that they do well in mathematics; 90% said that they do well in science. In Grade 7, the percentages on the positive side are about equal for the two subjects: 87% said they do well in mathematics, 88% said they do well in science. At the Grade 10 level, the results are opposite to those in Grade 4: a greater percentage of students at this level said they do well in science (83%) than said they do well in mathematics (75%). The difference at Grade 10 is even more pronounced when Math 10 students are compared to Math 10A students. Only 64% of the Math 10A students agreed that they usually do well in mathematics and 37% disagreed with the statement.

Table 3.7 Students' Perceptions of Achievement in Mathematics (5K)

Notes: a n = 44 447, b n = 43 574, c n = 32 419, d n = 26311, e n = 6032

Table 3.8 Students' Perceptions of Achievement in Science (5K)

Notes: a n = 44 447, b n = 43 574, c n = 32 419

When compared to the 6% of Grade 4 students who said they do not do well in mathematics, the 10% of Grade 4 students who indicated they do not do well in science is significant, considering the emphasis on continuous progress and "can do" philosophy of reporting in the primary grades in recent years. Students' perceptions should be monitored on the next assessment to see if there is a change with the advent of the new science curriculum and continued use of anecdotal reporting in the primary grades.

A comparison between results for mathematics and science shows that students held slightly more positive perceptions about their achievement level in mathematics than in science at Grade 4 (94% compared to 90%), similar levels at Grade 7 (87% for math and 88% for science), and lower levels at Grade 10 (75% for math and 83% for science).

Examination of results by gender reveals that girls and boys held similar perceptions of how well they did in mathematics at the Grade 4 and Grade 7 levels. In Grade 4, 95% of boys and 94% of girls agreed or strongly agreed that they did well; the Grade 7 figures are 88% for boys and 86% for girls. In both grades, a higher percentage of boys than girls strongly agreed (Grade 4: boys 45%, girls 37%; Grade 7: boys 33%, girls 27%). In Grade 10, boys held more positive perceptions than girls: 80% of the Math 10 and 68% of the Math 10A boys agreed, compared to 75% and 58% of the girls.

Girls and boys held similar views about how well they did in science. In Grade 4, 89% of boys and 91% of girls agreed that they did well; in Grade 7, 87% of boys and 88% of girls; and in Grade 10, 84% of boys and 82% of girls.

3.2.8 Student Liking of Mathematics and Science

Students were asked how much they liked each subject. Students responded on a four-point scale. Mathematics results, rounded to the nearest whole number percent, are shown in Table 3.9. Table 3.10 reports the science results.

Table 3.9 Student Liking of Mathematics by Grade (5K)

Notes: a n = 44 447, b n = 43 574, c n = 32 419, d n = 26311, e n = 6032

Table 3.9 shows that the vast majority (90%) of Grade 4 students indicated a liking for mathematics. Ten percent said they disliked the subject. Further analysis shows that 89% of Grade 4 boys and 91% of Grade 4 girls said they liked mathematics, while 11% of boys and 9% of girls indicated a dislike of it, a slightly more positive response from girls than from boys. Differences between boys and girls were more pronounced, however, at the two extremes of the scale. Fifty-four percent of boys, compared to 49% of girls, stated that they liked mathematics a lot. In contrast, 4% of the boys and 2% of the girls indicated that they disliked it a lot. Although overall results were positive for both genders, boys tended to be more extreme than girls in the extent to which they indicated liking or disliking the subject.

The majority (75%) of Grade 7 students indicated they liked mathematics, but only 26% of the boys and 21% of the girls liked mathematics a lot, about half of the Grade 4 figures.

Students in Grade 10 liked mathematics less than did younger students: nearly four in 10 (38%) overall indicated a dislike for mathematics. Only 64% and 51% of the students in Math 10 and Math 10A liked the subject. Girls and boys held similar opinions: 64% of the girls and 66% of the boys in Math 10, and 51% of the girls and 53% of the boys in Math 10A indicated liking mathematics.

Table 3.10 Student Liking of Science by Grade (5K)

Notes: a n = 44 447, b n = 43 574, c n = 32 419

Table 3.10 shows that 88% of Grade 4 students, 80% of Grade 7 students, and 76% of Grade 10 students said they liked science; that is, the vast majority of students in these three grades stated a liking for science. As was the case for mathematics, older students tended to be less positive than younger students.

Results by gender show that girls and boys held similar opinions with respect to liking science. The vast majority of Grade 4 students (boys 87%, girls 89%) liked the subject. In Grade 7, 80% of boys and 79% of girls liked science. About three quarters of the Grade 10 students said they liked science: 77% of boys and 76% of girls.

3.2.9 Out-of-School Activities

Students were asked how they spent their out-of-school time. Ten different activities were explored using the base question: "On a normal school day, how much time before and after school do you spend doing each of these things?" For each activity, students were given five response options: no time, less than 1 hour, 1&emdash;2 hours, 3&emdash;5 hours, and more than 5 hours. The results are reported in Table 3.11 and Table 3.12, which respectively show student responses by option, and derived student rankings of activities.

The top-ranked out-of-school activity was spending time with friends, followed by playing sports (ranked second in Grade 4, but third in Grades 7 and 10), or watching TV or videos (third in Grade 4, second in the other two grades). Several of the items reveal interesting information. First, although it is the common perception that young people are "hooked" on computer games and spend an enormous amount of time at that activity, no more than 3% of the students in any grade reported spending more than three hours per day, and 48% of Grade 4s, 52% of Grade 7s, and 66% of Grade 10s claimed they spent no time at all playing computer games. With 62%, 68%, and 73% of Grade 4, Grade 7, and Grade 10 students reporting having a computer in the home, there could be a wide gap between having and using this technology, unless (and it is to be fervently hoped) time is being spent on the computer in activities other than playing games. The extent to which students use computers to do school work requires further investigation.

One noticeable (and regrettable) finding is that students spend less time reading for enjoyment as they get older; while only 11% of Grade 4s indicated spending no time each day reading for enjoyment (fourth-ranked activity), 22% of Grade 7 students (activity ranked seventh) and 40% of Grade 10 students (activity ranked ninth) reported that they did not spend any time engaged in this type of reading.

The third interesting fact is that, while Grade 4s and Grade 7s reported doing more homework and studying for mathematics than for science, Grade 10s said that they spent more time studying and doing homework for science than they did for mathematics.

The last figures that should be noted are those for working at a paid job. Five percent of Grade 4s said they spent more than three hours per day working for pay; if the vast majority of that 5% are referring to non-commercial work like doing household chores for allowance money, or sharing baby-sitting responsibilities, then there is perhaps no cause for great concern. However, if the reference is to commercial work for pay, then there is cause for alarm: no amount of commercial work (let alone more than three hours a day) should be expected of children aged 9 or 10. Almost one-quarter of Grade 10s said they worked an equivalent amount of time, and 9% stated that they worked more than five hours per day. The relationship of this variable to achievement will be examined later.

Table 3.11 Student Responses to the Out-of-School Activities Items (25K)

Notes: These questions appeared on only form in each grade. a n = 11 165, b n = 11 029, c n = 8 232

A further examination of results was undertaken to determine if there were any differences in the time spent on various activities between students in Math 10 and those in Math 10A. Results show that Math 10 students spent more time studying or doing homework in mathematics and in other subjects than those in Math 10A. For example, 18% of Math 10 students reported that on a normal school day they did no studying or homework in mathematics, compared with 30% of students in Math 10A. On the other hand, Math 10A students spent considerably more time on the following activities than did their counterparts in Math 10: watching television and videos, spending time with friends, and working at a paid job; for example, 53% of Math 10A students reported that on a normal school day they spent three or more hours with friends, compared with 31% of Math 10 students. Similar amounts of time were spent by both groups on the remaining activities.

Table 3.12 Derived Student Ranking of Out-of-School Activities For Each Grade (8K)

Notes: These questions appeared on only one form in each grade. a For each grade, the ranking was developed by calculating a weighted mean for each activity and ranking the means. Although a weighted mean has no meaning in and of itself, it does illustrate the relative importance of each activity. b n = 11 165, c n = 11 029, d n = 8 232.

3.2.10 Grade 10 Type of Timetable

Grade 10 students were asked what type of timetable was used in their mathematics and science classes. Options for those who took one of these courses during the 1994-95 school year included 10 month, semester, and quarter system. Results are shown in Table 3.13.

Table 3.13 Percentages of Grade 10 Students on Various Types of Timetable (5K)

Note: an = 32 419

Almost two-thirds (64%) of students said they were enrolled in mathematics in a full 10-month program. Of the 26% enrolled in a semester system, slightly less than half reported taking the course from September to January; the balance indicated they took mathematics from February to June. The 7% enrolled in a quarter system were evenly divided among the four quarters.

Science program enrolments were similar to those in mathematics. A slightly lower percentage (62%) were enrolled in a full-year program, with corresponding increases spread evenly across the other categories.

A shift in school organization has taken place since 1990. At that time, 75% of Grade 10 students were enrolled in a 10-month mathematics program and 22% were in a semester system. A major reason for this shift is the growth in the quarter and semester systems which occurred between 1990 and 1995.

3.2.11 Grade 10 Plans After Leaving Secondary School

Grade 10 students responded to a question about their plans after leaving secondary school. Among the choices were: to continue with further education, to look for a job, and to take time off.

The most popular plan was to continue with further education, selected by 65% and broken down as follows: university: 37%; community college: 18%; business school: 5%; and vocational, art, or trade training school: 4%.

The rest of the responses were: look for a full-time job: 3%; take a year off, then return to school: 9%; and take a year off, then look for a full time job: 1%. Four percent reported that they had plans other than those listed.

When results were broken out by math course, several differences in plans emerged between students in Math 10 and those in Math 10A. For example, 70% of Math 10 students planned to continue with further education compared with only 45% of those enrolled in Math 10A. Fewer than half (43%) of Math 10 students planned to go to university; only 10% of the other group planned to do this.

Further results show that 9% of Math 10A students planned to look for a full time job after graduation, compared with only 2% of students in Math 10. In addition, a higher proportion of Math 10A students were undecided about future plans than their counterparts: 22% compared with 15% of the Math 10 students.

3.2.12 Grade 10 Plans for Grades 11 and 12 Mathematics and Science Courses

Students in Grade 10 were asked to identify which mathematics and science courses they planned to take in Grades 11 and 12. All provincially prescribed courses at these levels were listed among the options, as well as none and other (the latter was intended to provide an option for locally developed courses).

For mathematics, the most popular courses at the Grade 11 level were Math 11, Introductory Math 11, and Math 11A, respectively selected by 69%, 15%, and 10% of the students. At the Grade 12 level, 47% reported plans to take Math 12, and another 11% had plans to take some enriched mathematics course. Only 1% intended to take Survey Math 12.

The most popular Grade 11 science courses were Biology, Chemistry, and Physics, respectively reported by 57%, 50%, and 40% of the students. Another 12% planned to take Earth Science, and 8% intended to take Science and Technology. The most popular Grade 12 science courses were Biology (40%), Chemistry (37%), and Physics (26%). Other courses that students intended to take in Grade 12 were Geology 12 (4%), and a locally developed science course (9%).

3.2.13 Grade 10 Plans for Post-Secondary Mathematics and Science Courses

Grade 10 students were also asked whether or not they intended to take more mathematics and science courses after completion of secondary school. Over a third (37%) did not intend to take any mathematics; a similar percentage (33%) did not intend to take any science courses. There were 34% who intended to take one or two mathematics courses, and 32% with the same plans for science. Some students planned to make mathematics and science major parts of their lives; 4% for mathematics and 15% for science.

3.2.14 Grade 10 Plans for Years of Future Schooling

One question asked Grade 10 students how many years of education they planned to take after leaving secondary school. Three percent reported none, and 34% did not know. Percentages of students planning further study were: three years or less: 15%; four or five years: 32%; and six years or more: 16%.

As expected, since Math 10 is part of the academic stream, students enrolled in that course were more likely to have plans for future schooling. Two-thirds (66%) planned to continue into some form of post-secondary education, compared with 51% of those in Math 10A. Similarly, 2% of Math 10 students had no plans for further schooling, and 33% did not know, compared with 7% and 42% respectively of the Math 10A students.

3.3 Activities in the Classroom and Perceptions of Mathematics

Among the questions dealing with mathematics activities were several which related to what students did when the teacher introduced a new mathematics topic; a second set asked how often various activities happened during mathematics lessons. Three other sets of questions dealt with enjoyment of using calculators and computers, relationships between mathematics and jobs, and perceptions of topics in mathematics.

3.3.1 Introducing A New Mathematics Topic

There were six questions on what students did when a teacher introduced a new topic in mathematics. For each, they responded on a four-point scale ranging from almost always to never. Table 3.14 shows the results, with percentages rounded to the nearest whole number.

Table 3.14 shows that when teachers began a new topic, the approach used most frequently at every grade level was to explain rules and definitions. In Grade 4, 88% of students reported this happened either almost always or quite often; the corresponding number for Grade 7 is 89%. The least frequent approaches reported were discussing story problems related to everyday life, and working in pairs or small groups. These activities were reported as occurring almost always or quite often by 40% and 41% of students in Grade 4, and 37% and 27% in Grade 7.

Two activities occurred less frequently at the Grade 10 level than in Grades 4 and 7. These were looking at the text while the teacher talks, and having the teacher ask students what they know related to the new topic. Almost one-quarter (23%) of Math 10 and 16% of Math 10A students reported that they never looked at the text while the teacher talked during the introduction of a new topic, compared with 11% at Grade 4 and 8% at Grade 7. Results also show that 23% of Math 10 and 21% of Math 10A students reported their teacher never asked them what they knew about a new topic, compared with only 12% at Grade 4 and 13% at Grade 7.

Table 3.14 What Students Do When a New Mathematics Topic is Introduced (10K)

Notes: These questions appeared on only one form in each grade. a n = 10 968, b n = 10 846, c n = 7 944, d n = 6 191, e n = 1 336

Some activities occurred more frequently in Math 10 and others more frequently in Math 10A. For example, when a new topic is introduced in Math 10, teachers more frequently solve an example related to the topic. On the other hand, in Math 10A classrooms, the following happen more often: discussing a practical or story problem related to everyday life, working together in pairs or small groups on a problem or project, and looking at the text while the teacher talks.

3.3.2 Activities in the Mathematics Classroom

Table 3.15 Frequency of Activities in the Classroom (18K)

Notes: These questions appeared on only one form in each grade. a n = 11 094, b n = 10 926, c n = 8 183, d n = 6 554, e n = 1489.

3.3.2.1 Mathematics Instruction and Classroom Organization

Mathematics instruction and classroom organization activities included questions on methodology or approach, the use of worksheets and textbooks, frequency of testing, and work on projects and in small groups. The two most frequent activities reported by Grade 4 students were working on their own from textbooks or worksheets (reported by 90% of the students), and observing the teacher showing how to do problems (reported by 83%). Of the activities listed, the two reported as least frequent were working in pairs or small groups and working on math projects; only 29% and 33% respectively reported these occurred frequently.

In Grade 7, the pattern was similar with respect to most common and least common activities. Ninety percent indicated that working on their own from textbooks or worksheets occurred either quite often or almost always, and 89% said the same about observing the teacher showing how to do problems. Of the activities listed, the two reported as least frequent were working on math projects and working in pairs or small groups; only 19% and 31% respectively reported that these occurred frequently.

In Grade 10, the situation changes very little. At this level, the instruction and classroom organization activities reported as occurring most frequently were, again, working from worksheets or textbooks (87%), and the teacher showing students how to do math problems (81%). The activity occurring least frequently was working on math projects; only 10% reported that it occurred frequently, and 62% said it never happened at all in class.

Grade 10 students reported that they more frequently work in pairs or small groups than did younger students. They also said they more frequently copied notes from the blackboard; 69% percent of Grade 10 students reported that this activity occurred frequently compared with 45% in Grade 7.

Math 10 students reported higher frequencies than their counterparts for two activities: the teacher shows students how to do math problems, and students copy notes from the board. Nearly two-thirds (61%) of Math 10 students reported that the former activity occurred almost always, compared with half (51%) of Math 10A students. Further, 43% of Math 10 students reported that they almost always copy notes from the board, compared with 31% in Math 10A. Six percent and 14% never copy notes from the board in Math 10 and Math 10A respectively.

Math 10A students, on the other hand, reported more frequent occurrence of these two activities: working on math projects, and using things from everyday life in solving math problems. While neither group reported that working on math projects occurred very often, 47% of Math 10A students reported that it occurred at least once in a while, compared with only 36% of those in Math 10. In the second activity, 40% of those in Math 10A reported that they frequently used everyday things in solving math problems, compared with 31% in Math 10.

3.3.2.2 Mathematics Homework

Five questions dealt with the assignment and checking of mathematics homework. The majority (76%) of Grade 4 students reported that teachers assigned and checked homework frequently. Only 25% reported that they frequently checked each other's homework; 39% indicated that homework was discussed frequently in class.

Eighty-nine percent of Grade 7 students reported that their teachers frequently gave homework, while only 1% reported that they never received any. In the majority of cases (68%), students indicated that teachers frequently checked homework, while students reported checking their own frequently in 37% of the responses. Completed homework was reported to be discussed frequently in class by 57% of students.

Teachers assign homework frequently in Grade 10. Eighty-nine percent of Grade 10 students reported it as a frequent occurrence, and only 4% said they were not assigned homework at all. They reported that homework was discussed frequently in most classrooms, with a 64% rating.

Although most teachers were said to check homework, they were reported to check it less frequently in Grade 10 than in Grade 7. Fifty-five percent of students in Grade 10 rated it as a frequent occurrence, compared with 68% in Grade 7. Students stated that they seldom checked one another's homework in Grade 10; only 11% rated this as a frequent activity, and 67% reported that it never occurred. This contrasts with practice at Grade 7 where 37% said it occurred often and only 29% said it never happened.

When homework practices were compared between Math 10 and Math 10A classes, it was found that teachers assigned homework more frequently in Math 10 classes, but checked it less frequently. Three quarters (73%) of Math 10 students reported they almost always received homework, compared with 54% of their counterparts. Only 26% of Math 10 students and 35% of Math 10A students reported their teachers almost always checked homework.

Completed homework is discussed in class more often in Math 10 (67% said quite often or always) than in Math 10A (50%).

3.3.2.3 Use of Technological Aids

Two questions dealt with the frequency of use of calculators and computers in the mathematics classroom. In Grade 4, calculators were reported as seldom used: only 8% of the students reported frequent use, while 44% reported they were never used. Computers were reported used more frequently than calculators, although not often; twenty-nine percent reported frequent use, and 45% reported no use at all.

These results contrast significantly with the level of availability of these aids in the home: 94% of Grade 4 students indicated they had calculators and 62% said they had computers in their homes. The results also show a drop in use from five years ago, as found in the 1990 mathematics assessment. At that time, 12% of students reported frequent use of calculators and 35% said the same for the use of computers.

Reported use of calculators in Grade 7 was significantly higher than in Grade 4. In Grade 7, 29% of students reported that calculators were used frequently in class. Fifty-eight percent reported that calculators were used sometimes and 14% reported that they were never used. According to students, computers were not used widely in Grade 7 classrooms. Only 18 percent reported that they were used frequently, while 64 percent indicated that computers were never used.

Ninety-one percent of Grade 10 students reported that calculators were used frequently in class and only 1% said they never used them. This is a significantly different level of use than reported in Grade 7.

Students reported that computers were seldom used in Grade 10 mathematics classrooms; only 3% reported that they were used frequently and 88% said that they never used them. Although use at the Grade 7 level was not high, they were reported to be used at that grade level considerably more often (18% of Grade 7s claimed that they used them frequently and 64% said that they were never used).

Results showing the level of calculator use in the classroom reflect the intended focus of the current mathematics curriculum and correspond to their high level of access in the home. However, the use of computers in the classroom seriously lags behind that of calculators and the level of computer availability in homes. This is particularly evident in Grade 10, where a surprisingly low proportion of students claimed they used computers in the Grade 10 mathematics classroom. This situation may be due to a number of factors; for example, limited access to computers in the mathematics classroom, teacher inexperience in their use, and limited availability of effective software at this level. Nonetheless, this low level of use constitutes a shortcoming which needs to be addressed through the provision of teacher in-service on the integrated use of computers in the mathematics classroom and increased resources for hardware and software. It is therefore recommended

Recommendation 3.1

That the Ministry of Education provide additional resources focussed on the integrated use of computers in the mathematics classroom.

3.3.2.4 Student Liking of Calculators and Computers

Students were asked four questions on how much they liked using calculators and computers both in the classroom and at home. Students were first asked whether or not they used calculators or computers at home/in school, and, if so, how much they liked using them. Results by grade are shown in Table 3.16.

Table 3.16 Percentages of Students Liking or Disliking Using Calculators and Computers (8K)

Notes: These questions appeared on only one form in each grade. a n = 11 220, b n = 10 773, c n = 8 060

Although 73% of Grade 4 students said they do not use computers in mathematics class, only 33% reported they did not use them at home. Further, 65% of students reported that they liked using computers at home. Only 3% of students reported that they did not like using computers in math class; two percent reported that they did not like using computers at home.

Similar, though less striking results, are shown for calculators. Almost twice as many Grade 4 students stated that they used a calculator at home as in the classroom, and the majority of these said that they liked using one.

In Grade 7, it is notable that, while 82% of the students reported that they did not use computers in the mathematics classroom, only 29% reported they did not use them at home. Further, the vast majority of students who indicated that they did use computers at home said that they liked them. These results may suggest that schools are significantly behind in their use of this technology in the classroom. The availability and level of use of calculators, on the other hand, are similar in the classroom and at home.

Considerably more Grade 10 students said they used computers at home than in the mathematics classroom. Seventy-five percent said they did not use them in class compared with only 21% who said they did not use them at home. Of those who indicated using them at home, the majority, 74% of all students, said that they liked using them. These results are similar to findings in Grade 7.

Overall, the Grade 10 results indicate that calculators are used extensively both in the classroom and at home. The vast majority of students stated that they enjoyed using them in both locations. However, these results, when combined with those from the previous section, give cause to reflect on the extent to which teachers permit the use of computers and calculators in the classroom. Classroom use was reported to be considerably less than what is available at home, and a high percentage of students reported liking to use these aids.

3.3.2.5 Mathematics and the Workplace

Three questions concerned mathematics and the workplace. Students were asked to indicate the extent to which they agreed or disagreed with the following statements: "You have to be able to do mathematics to get a good job"; "Most people use mathematics in their jobs"; and "When I leave school, I would like a job where I have to do mathematics." In Grade 4, most students (89%) felt that one had to be able to do mathematics to get a good job. Eighty-seven percent believed that most people used mathematics in their jobs. However, only 53% indicated that they would like a job where they had to use mathematics.

In Grade 7, 90% of the students agreed that one had to be able to do mathematics to get a good job, and 91% recognized that most people used mathematics in their jobs. However, only 41% agreed that they would like a job where they used mathematics. Results for the first two questions are slightly higher than those at Grade 4; however, the level of interest in a job using mathematics was lower in Grade 7 (41% versus 53% in Grade 4).

At the Grade 10 level, 75% agreed that one had to be able to do mathematics to get a good job, and 77% were aware that most people used mathematics in their jobs. These figures, however, are significantly lower than at the Grade 7 level. Almost all Grade 7s (90% and 91% respectively) agreed with the statements on these two job aspects.

Only 30% of the Grade 10s indicated that they would like to have a job where they had to use mathematics. This figure is also lower than at Grade 7 where 41% stated the same preference.

Overall, the Grade 10 results are similar to those at Grade 7, where most students indicated an awareness of the importance of mathematics in the job market, but fewer than half were interested in a job that used mathematics. Although the magnitudes of positive responses dropped as the grade level increased, this trend is a common one as students become more conservative in their ratings as they get older. Students in Math 10 and Math 10A gave similar responses to two of the three questions on mathematics in the workplace. More than 70% of both groups agreed that you have to be able to do mathematics to get a good job, and more than 76% agreed that most people use mathematics in their jobs. Although only a minority of students in both groups reported that they would like a job where they have to use mathematics, one group was more positive than the other: 33% of Math 10 students would like such a job, compared to only 20% of those in Math 10A.

These results indicate that most students were aware of the importance of mathematics in the job market. Fewer than half, however, expressed an interest in a job focussing on mathematics. It is not clear what factors may have affected the lower result for the last question. It is possible that students may have associated it with a limited choice of jobs in which mathematics plays a prominent role, such as accountants or bank tellers.

3.3.2.6 Perceptions of Topics in Mathematics

In the next series of questions, students were asked to rate three aspects concerning each of several major topics in the mathematics curriculum and learning activities in the classroom. There were three topics on each form. The first question asked how important a topic was, the second asked how difficult it was to learn or work with it, and the third asked students how much they liked it. In each case, students responded on a five-point scale. Results, rounded to the nearest whole number percent, are shown in Table 3.17 to Table 3.20.

Table 3.17 Grade 4 Perceptions of Major Topics and Activities (23K)

Notes: an = 11 165, ]n = 11 220, cn = 11 094, dn = 10 968

3.3.2.6.1 Grade 4 Perceptions of Topics and Activities

The Grade 4 results with respect to student perceptions of major topics and activities are shown in Table 3.17. The topics identified by students as most important were: operations with whole numbers, checking answers, fractions, decimals, and measuring. Of these, operations with whole numbers was rated the highest with 91% rating it as important or very important. The activity rated least important was using objects such as blocks, counters, and geoboards; only 49% rated this as important or very important.

The topics or activities rated as easiest were using calculators and checking answers. The proportions of students rating each as easy or very easy were 88% and 83% respectively. In contrast, problem solving was rated most difficult, with only 55% saying it was easy or very easy.

The topic that students indicated liking the most was operations with whole numbers, which received an positive rating of 82 percent. Using objects, place value, problem-solving, and checking answers were rated as being less liked with positive ratings of 56%, 66%, 69%, and 69% respectively.

3.3.2.6.2 Grade 7 Perceptions of Major Topics and Activities

Grade 7 students were also asked to rate each major topic and activity in Grade 7 mathematics on three aspects: its importance; its difficulty to learn; and the extent to which students liked it. Ratings were on a five-point scale. Results, rounded to the nearest whole number percent, are shown in Table 3.18.

Table 3.18 Grade 7 Perceptions of Major Topics and Activities (55K)

Notes: an = 11 029, bn = 10 773, cn = 10 926, dn = 10 846

In Grade 7, students rated the importance of most topics and activities highly: six out of 12 topics/activities received an importance rating of 80% or higher. Basic facts, fractions, and decimals received the highest ratings with 87% or 88% ratings. Integers at 57%, and estimating at 67%, received the lowest importance ratings.

Students rated using calculators the easiest, with a combined easy/very easy rating of 94%. The next easiest was estimating, where 78% of students said that they found it easy or very easy. The most difficult topics were integers (44%) and problem-solving (48%).

The activity students liked the most was using calculators. This was followed, in order but at some distance, by fractions, geometry, and percentages. The topics that were liked the least were integers and basic facts.

3.3.2.6.3 Grade 10 Perceptions of Major Topics and Activities

As was the case for students in Grades 4 and 7, students in Grade 10 were asked to rate the major topics and activities in Grade 10 mathematics. Since the two mathematics courses deal differently with topics, Grade 10 results are shown separately for Mathematics 10 and Mathematics 10A. Each topic/activity was rated on three aspects: importance; difficulty to learn; and the extent to which students liked it. Ratings were on a five-point scale. Results, rounded to the nearest whole number percent, are shown in Table 3.19 and Table 3.20.

3.3.2.6.3.1 Mathematics 10

Most students in Mathematics 10 were either positive or undecided about the majority of topics. They considered the most important topics to be fractions, decimals, and percent (88% important/very important); memorizing basic facts (87% important/very important); and problem solving (76% important/very important). Those rated least important were trigonometry (49% important/very important); data analysis (50% important/very important); and exponents (50% important/very important).

The easiest topics were considered to be area, perimeter, and volume; estimating answers; fractions, decimals, and percent; and estimation. For these topics, 69%, 69%, 68%, and 68% of the students considered them to be easy or very easy. The most difficult topics were problem solving, geometry, and trigonometry, each of which was considered difficult or very difficult by more than 30% of the students.

Students in Math 10 most enjoyed using a computer in math; fractions, decimals, and percent; geometry; and solving equations. These topics were liked or liked a lot by 52%, 49%, 46%, and 41% of the students respectively. The topics liked least were perimeter, area, and volume; problem solving; and memorizing basic facts. Each was either disliked or disliked a lot by more than 30% of the students.

Based on these results, the topic of fractions, decimals, and percent received the highest overall rating, given that it was considered to be one of the most important, one of the easiest, and one of the most enjoyable of the topics. Several interesting comparisons emerged among some of the other topics. For example, the topic comprising area, perimeter, and volume was one of the least enjoyed but considered one of the easiest; problem solving was one of the most important but also one of the most difficult and least enjoyed topics; memorizing basic facts was one of the most important but also one of the least liked; and geometry was one of the better liked but more difficult topics.

Table 3.19 Mathematics 10 Perceptions of Major Topics and Activities (23K)

Notes: an = 6625, bn = 6576, cn = 6646, dn = 6464

3.3.2.6.3.2 Mathematics 10A

Students enrolled in Math 10A responded to the same topics and activities as those in Math 10, since these topics and activities were relevant to both courses. The topics that students considered most important were fractions, decimals, and percent; memorizing basic facts, and problem solving, for which 79%, 80%, and 69% respectively rated them as either important or very important. These were the same most important topics as those identified by Math 10 students. The topics rated least important by Math 10A students were also the same as those identified by their counterparts. Exponents, data analysis, and trigonometry received the lowest ratings, rated as important or very important by 39%, 40%, and 40% of the students.

The easiest and most difficult topics identified by Math 10A students were similar to those selected by Math 10 students. Estimating answers; estimation; fractions, decimals, and percent; and area, perimeter, and volume were considered easiest, with between 56% and 68% rating them as easy or very easy. Topics considered most difficult were problem solving, solving equations, geometry, trigonometry, and memorizing basic facts. This list differed from that of Math 10 students only by the addition of equations as an area of difficulty. Each of these was rated as difficult or very difficult by more than 30% of the students.

The topics enjoyed most by Math 10A students were using computers in mathematics (46% like/like a lot); fractions, decimals, and percent (45% like/like a lot); and estimating answers (37% like/like a lot). This list differs from the one for Math 10 by the inclusion of estimating answers and the exclusion of geometry and solving equations.

Although the relative rating of most topics was similar for both Math 10 and Math 10A students, the extent of agreement differed. Higher proportions of Math 10 students gave positive ratings of importance, enjoyment, and easiness across topics than did those in Math 10A.

Table 3.20 Mathematics 10A Perceptions of Major Topics and Activities (55K)

Notes: an = 1607, bn = 1484, cn = 1537, dn = 1480

On each of the two free response forms in each grade, students were asked how much they agreed with each of a series of eight statements about problem solving. For each statement, they rated their extent of agreement on a five-point scale, ranging from strongly agree to strongly disagree.

For ease of reporting, the number of rating points is reduced from five to three, collapsing the options strongly agree and agree into one category (entitled agree), and combining options strongly disagree and disagree into disagree, as shown in Table 3.21. The undecided column remained the same.

Six (1, 3, 5, 6, 7, and 8) of the eight statements were stated positively; agreement with these statements therefore reflected a positive attitude. Statements 2 and 4 were stated negatively; disagreement with those statements constituted a positive response. Results for each grade level are discussed next.

3.3.3.1 Grade 4 Mathematics Results

The majority of students in Grade 4 responded positively to seven of the eight statements. The most positive response was to statement 3, in which 82% agreed that once they started a math problem they didn't give up until it was solved. This was closely followed by statements 1, 8 and 5. For these questions, 76% agreed that they enjoyed solving math problems, 75% agreed that they were good at solving math problems, and 73% agreed that problems that make you think are more fun than easy problems. In contrast, only 43% agreed that math would be more interesting if there were more problems.

Table 3.21 Extent of Agreement with Problem Solving Statements (10K)

Note: an = 914; bn = 911; cn = 988.

3.3.3.2 Grade 7 Mathematics Results

Most students in Grade 7 responded positively to six of the eight questions. However, the proportions of students who responded positively to those questions were lower than those in Grade 4. For example, the most positive response was to question 2, in which 65% disagreed with the statement "When my teacher gives us math problems to solve, I get uncomfortable." (This question was one of the two which were negatively phrased.) The next three most positive responses, with corresponding percentages, were as follows: "Problems that make you think are more fun than easy problems" (59%); "I enjoy solving math problems" (56%); and "Once I start a math problem I don't give up until I solve it" (53%). The least positive response was to statement 7, where only 19% agreed that math would be more interesting if there were more problems.

3.3.3.3 Grade 10 Mathematics Results

Students in Grade 10 were less positive in their responses than those at either of the other grade levels. For example, statement 2 was the only statement to which the majority of students (54%) responded positively. In six of the remaining seven statements, positive response rates ranged from 28% to 48%. The lowest positive response was for statement 7, to which only 17% of the students responded positively. However, since relatively high proportions of students were undecided, there were no questions in which the majority gave a negative response.

3.4 Activities in the Classroom and Perceptions of Science

Several sets of questions relating to in-class and outside activities and perceptions of science were rotated across forms. In each case, students responded on multi-point scales, providing an indication of how often various activities occurred and how strongly beliefs or perceptions were held.

One set of questions asked about student participation in science-oriented activities, and another set asked students to indicate how often various science classroom activities occurred. Each of the student achievement forms also had a science attitude scale. At the Grade 4 level, students completed the School Science scale. Students in Grades 7 and 10 completed the School Science, Science in Society, or Careers in Science scales, or a scale measuring student opinion about environmental issues. Further analysis relating student activities and achievement follows the general reporting of student activities. These results are also compared to the results reported for the 1991 assessment. The sum of the ns and percentages may vary because of the exclusion of omitted/missing responses and multiple responses.

3.4.1 Out-of-Class Science-Oriented Activities

Two of the forms for each grade asked students to indicate how often they participated in six different out-of-class science-oriented activities. Table 3.22 reports the results for all three grades and compares the 1995 results to those of 1991. Discussions of the results by grade follow the table.

Forms 4B, 4D, 7B, 7D, 10S, and 10U asked students about their participation in six out-of-class science-oriented activities. Their response options for each question were: Yes, several times; Yes, once or twice; and No, never. Table 3.22 displays the results for the three grades on all six activities.

Overall, there seems to be little change in the frequency of students' participation in active science activities. Aquariums seem to be attracting more students than other community science forums. The reasons are beyond the scope of this assessment but may warrant further study by the agencies involved. In all grades, there is a marked increase in the frequency of students watching science programs on television. This may be due to the rising availability of cable and satellite television programs as well as the programming and marketing of these shows. Again, the reasons are beyond the scope of this assessment but the increase should be noted and monitored on the next assessment. The implications of this information are important for teachers and school districts. It may be assumed that exposure to science concepts and knowledge via television is enough, but students are usually passively involved as spectators and not as active learners. If science programs are purchased by school districts and used by teachers, they must be considered as audio visual aids only and not as a substitute for hands-on minds-on science teaching.

Table 3.22 Percentages of Students by Response Option for the Out-of-Class Science-Oriented Activities Items (30K)

Notes: a n = 22 188: Form 4 B(n = 11 220), Form 4D (n = 10 968); b n = 21 619: Form 7 B(n = 10 773), Form 7D (n = 10 846); c n = 16 004: Form 10S (n = 8 060), Form 10U (n = 7 944)

In future assessments, it would be useful to know how many students visited various science agencies as part of a school trip and how many visited during their current school year. Information indicating the proportion of students outside of the Lower Mainland who may not have ready access to such informal science centres would also be useful. This kind of data is useful for various educational partners to assist them in planning outreach programs and in improving their on-site school programs. With the advent of "cable in the classroom" opportunities, a better analysis of what television programs are available and of use, and how they might be improved for school instructional purposes, would be helpful. It appears that television production companies are trying to create school programming that is geared more specifically for use in the classroom. Such programs have greater educational as well as entertainment value. This is a new area and is something that might be worth tracking in the future. Involvement in science fairs/science challenges does not seem to have increased much at the secondary level. The pressures of available time in and out of the classroom are probably contributing to this result. The science educational community should seek ways of further supporting activity in this area.

In response to the question on making up their own experiments, 57% of Grade 4 and Grade 7 students reported they had done this once or twice, compared to 38% in Grade 10. One in five Grade 4 (22%) and Grade 7 (20%) students had made up their own experiments several times (13% in Grade 10). In each grade, this represents a large increase over the 1991 results. It is not clear whether this should be a cause for celebration or for alarm. If the experiments are adult-supervised, with age-appropriate materials, then the increase might well reflect the application of science (leaned either from television or in the classroom) in desired ways. If, however, these experiments are unsupervised, or include the use of hazardous materials, then there is cause for concern. At the Grade 10 level, in particular, there may be greater cause for concern, since students of this age are more likely to use the Internet. The uncontrolled nature of the Internet means that students have access to potentially dangerous information for which they lack the requisite maturity. It would be worthwhile, in the next science assessment if not before, to investigate the kinds of experiments students are conducting, and whether or not adequate supervision is being exercised over such experiments.

3.4.2 Science Classroom Activities

Students in all three grades were asked to indicate how often 11 different activities occurred in their science classroom. The choices of response were: always, quite often, sometimes, rarely, and never. Table 3.23 shows the results, and Table 3.24 shows the derived rankings of the activities. The top-ranked activity, regardless of grade, is copied notes from the chalkboard or overhead. Reading notes handed out by the teacher is also a very frequent activity (ranked second in Grade 4, third in Grade 7, and fourth in Grade 10). Other frequent activities in the grades are reading part of the textbook (ranked fourth, fourth, and third), and doing science homework (fifth, second, and second). Performing experiments drops from third rank in Grade 4 to fifth in Grade 7, to seventh in Grade 10. For the most part, these results indicate that the general style of science teaching in the province is teacher-centred. However, it is difficult to draw a conclusion that more student-centred approaches involving cooperative groups, individual and group research, student-led demos and experiments are not being used. It is recognized that a variety of instructional methods is preferable, and it would be useful for future assessments to try to ascertain the level of variety of instructional approaches occurring across the province.

The least frequent activities tended to be those which were either outside the classroom or else involved hands-on activities. For example, 80% of Grade 4 students, 89% of Grade 7 students, and 95% of Grade 10 students reported that they either never or rarely went on field trips. It may be that budgets for such activity are now less, or that personal and travel liability concerns are preventing teachers from undertaking field trips. In any case, this valuable activity seems to be decreasing to a point where it is no longer a viable part of science programs. Table 3.23 reports the results for all three grades and compares the 1995 results to those of 1991. Other infrequent activities involved using a computer in science, watching the teacher do an experiment in science, watching a movie or videotape in science, and going to the library for science. These activities were respectively reported as occurring rarely or never by more than half the Grade 4 and Grade 7 students, and by at least a third of the Grade 10 students.

 Table 3.23 Percentages of Students by Response Option for the Science Classroom Activities Items (30K)

Notes: a n = 44 447, b n = 43 574, c n = 32 419

Doing experiments alone or with others is an experience that 57% of Grade 4 and Grade 7 students encounter sometimes or more frequently, while 43% of students in these grades rarely or never do an experiment. The figures for Grade 10 are 61% and 39% respectively. These are disturbing statistics considering the experiential nature of science and the principles of learning (active learning) which drive the science program, particularly at the elementary level, in British Columbia. Students also seem to be lacking opportunities to see a variety of role models in science or to use a variety of resources in science. Over half in each grade (51%, 53%, and 72%) rarely or never use the school library for science, and 53%, 57%, and 34% rarely or never watch the teacher do a science experiment. A large majority (78%, 70%, and 78%) rarely or never use a computer in science, and 61%, 54%, and 42% rarely or never watch a science movie or videotape.

Table 3.24 Derived Ranking (1995) of Classroom Activities Items (8K)

Notes: a For each grade, the ranking was developed by calculating a weighted mean for each activity and ranking the means. Although a weighted mean has no meaning in and of itself, it does illustrate the relative importance of each activity. b n = 44 447, c n = 43 574, d n = 32 419

In sum, substantial numbers of students in this province are lacking in hands-on science experiences and do not seem to be experiencing science resources and learning aids such as library books, demonstrations, movies, videotapes, computers, or field trips. This is not a situation in keeping with the intents of the provincial curriculum for any grade or with the kind of active learning required for students to gain satisfactory knowledge and skills. It is therefore recommended

Recommendation 3.2

That teachers provide students with more opportunities to engage in varied science experiences.

By itself, this recommendation has little value. Teachers cannot provide these opportunities in a vacuum. Appropriate levels of support must be in place at school and district levels if teachers are to improve classroom situations. It is therefore also recommended

Recommendation 3.3

That the Ministry of Education and school districts make funding available to develop local expertise in a variety of teaching and learning strategies, and to provide the necessary learning resources, materials and equipment, and field trips for an effective science program.

Given the large majority (at least 70% in each grade) of students reporting that they rarely or never use computers in science, and the potential value of this teaching and learning tool, it is strongly recommended

Recommendation 3.4

That the Ministry of Education provide additional resources focussed on the integrated use of computers in the science classroom.

3.4.3 Student Attitudes Toward Science

3.4.3.1 Introduction

Students' attitudes toward science were measured by four different instruments: the School Science, the Science in Society, the Careers in Science, and the Environmental Issues scales. These scales were the same as those used in the 1991 British Columbia Science Assessment which, in turn, were based on those used in the 1982 and 1986 science assessments. An overview of the scales and some of their properties is provided in Chapter 2. The psychometric characteristics of the scales were presented in the British Columbia Assessment of Science 1991 Technical Report I: Classical Component (Bateson et al., 1992).

For each instrument, students were asked to indicate their agreement with each statement on a five-point scale: strongly agree, agree, undecided, disagree, and strongly disagree. Whenever the statement reflected a positive attitude, strongly agree was scored as a "5" and strongly disagree was scored as a "1"; whenever a statement reflected a negative attitude, the scoring was reversed.

As was the case in the 1991 science assessment, Grade 4 students completed only the School Science scale, and students in Grades 7 and 10 completed all four scales. A discussion of the results for each scale follows.

3.4.3.2 Student Attitudes Towards School Science

3.4.3.2.1 Introduction

The School Science scale was designed to assess students' generalized attitudes toward science as a subject, and was placed on Forms 4A, 4B, 4C, 4D, 7A, and 10R. Figure 3.1 and Figure 3.2 provide details of proportions of students holding positive or negative attitudes, and comparisons of mean scores. Table 3.25 presents the results for Grades 4, 7, and 10 for each item on the School Science scale along with the results obtained in 1991 and 1986.

A comparison of the Grade 4 results of the two assessments (see Table 3.25) for the first seven items indicates that, while there is some variation between the responses given in 1995 and those given in 1991, there appear to be no significant differences or trends. If anything, students appear to feel somewhat more positive toward school science. Overall, Grade 4 students continue to enjoy studying science in school, feel that it is a valuable subject, and would like to study more of it.

In Grade 7, again there is little variation in responses given by the students in the two assessments, and there appear to be no significant differences or trends within the grade. There is, however, one disturbing trend as students progress up the grade: at Grade 4, 58% of the students agree or strongly agree that they would like to study more science. By Grade 7, that figure drops to only 35%. It does increase to 41% by Grade 10, but that still represents a significant negative change from Grade 4. Overall, though, the results of the 1995 assessment show that, for the most part, Grade 7 students continue to enjoy studying science in school, and feel that it is valuable to study.

The Grade 10 results for each specific item for the 1986, 1991, and 1995 assessments are also reported in Table 3.25. The table shows that Grade 10 student attitudes toward school science have not changed markedly over the past several assessments. However, when the categories agree and strongly agree are summed, there is a small overall positive shift (3-4%) in student attitudes. Science is being viewed by Grade 10 students as slightly more valuable and of more importance than was the case a decade ago. While the changes are marginal, there is a change in view that is probably held and supported by society at large.

Figure 3.1/ Figure 3.2 (10K)

As shown in Figure 3.1, the majority of students in B.C. have a positive attitude toward school science. Figure 3.1 also shows that, as they get older, fewer students feel positive about studying science in school, with the corresponding increase in the other categories concentrating in the neutral, rather than the negative category. Even so, the percentage of Grade 10 students indicating negative attitudes toward science is more than double the percentage in Grade 4.

Figure 3.2 displays the mean total scores for each of Grades 4, 7, and 10 for both 1995 and 1991. The mean scores are very similar across the two assessments, and the means decrease slightly as students become older. There has also been a very minor increase in positive student attitudes in each grade since 1991.

Table 3.25 Percentages of Students by Response Option for the School Science Scale Items (33K)

Notes: a n = 44 447, b n = 43 574, c n = 32 419, d Item introduced in 1991.

In general, the results of the 1995 science assessment show that Grade 10 students continue to have a positive attitude toward school science and continue to feel that the study of science is important. A pleasing result is that there seems to be a slight trend toward even more positive recognition and support for science.

3.4.3.3 Student Attitudes Toward Science and Society

3.4.3.3.1 Introduction

The Science in Society scale, designed to assess students' perceptions of the value of science and technology to society, was included in both the Grade 7 and Grade 10 booklets: Form B at Grade 7 and Form S at Grade 10. Figure 3.3 shows the percentages of students holding positive, neutral, or negative attitudes, and Table 3.26 presents the results for each specific item on the scale along with the results obtained in 1991 and 1986. Discussion of the results follows.

Figure 3.3/ Figure 3.4 (10K)

It can be seen from Figure 3.3 that students in Grade 7 and in Grade 10 have virtually the same overall attitude toward the value of science and technology to society. It can also be seen that while a large proportion (44%) of both the Grade 7 and Grade 10 students' attitudes fall within the positive value range, the majority of the total scores fall in the neutral value range. This large percentage (54%) of scores in the neutral value range may indicate neutrality on the part of the students toward the items on the scale, or it may reflect students' feelings of ambiguity toward the statements. Only a very small percentage (about 3% of students at each grade) of the scores fall within the negative value range.

As shown in Figure 3.4, the mean score for the Grade 7 students was 35.6 (out of 50), and the mean score for the Grade 10 students was 35.4 (out of 50); these scores have not meaningfully changed since 1991. These scores lie above the mid-point of the scale, but within the neutral attitude category, indicating that, in general, students feel that science and technology are of some value to society.

Table 3.26 Percentages of Students by Response Option for the Science in Society Scale Items (18K)

Notes: a n = 10 773, b n = 8 060, c item introduced in 1991.

Inspection of Table 3.26 shows that there is some variation between the responses given by Grade 7 students in 1995 and those given in 1991. While the overall mean scores on the scale have not changed, individual items show significant changes. For example, more students now think that science is important to their lives: 87% agreed or strongly agreed in 1995 compared to only 76% in 1991. However, more students now think that common sense is more practical than science: 54% in 1995 compared to only 37% in 1991. By looking at changes that have occurred since 1991, one can see that changes on one item have been offset by changes in other items.

A reported 88% of Grade 10 students believe that science is important to our lives (an increase of 8% since 1986). Yet, 66% of Grade 10 students feel that common sense is more practical than science. Somewhat fewer than half (43%) of Grade 10 students use the ideas or facts of science in their everyday lives. More students now than in 1991 are undecided as to whether or not science exists for the benefit of mankind (an increase of 6%, from 22% to 28%), yet students increasingly recognize that society depends on science to exist (an increase of 6%, from 47% to 53%).

Decreases in the agree and disagree categories have been offset by increases in the undecided category. The reasons for the shift toward undecided are not clear; there could be a variety of reasons. Grade 10 students might not have been interested in thinking about the choices and choosing from the options, so they took the easy route and chose undecided. Some students might not have understood the concepts presented in the statements and so could not make a clear choice; others may hold ambiguous feelings or have not yet thought about these kinds of choices and so chose the middle category. Regardless of the reasons, it is clear that further study is warranted in this area. Students at Grade 10 are less certain about their perceptions of science, technology, and society than their counterparts in previous years. This increased uncertainty might also be a reflection of more skepticism toward science, perhaps as a result of wide coverage of various misuses of science or events which can be construed to involve science. While it is important to question science, the results seem to show that students may not be ready to formulate strong opinions one way or the other. Any actual skepticism may reflect a mistrust or lack of understanding about the impacts of science and technology on society, and the role of society in this context.

In general, the results of the 1995 science assessment show that Grade 10 students continue to have a slightly positive attitude towards the values of science and technology to society.

3.4.3.4 Student Attitudes Toward Careers in Science

3.4.3.4.1 Introduction

The Careers in Science scale was designed to assess students' attitudes toward entering a career in the field of science. The scale was placed on Forms 7C and 10T.

Figure 3.5, Figure 3.6, and Table 3.27 present the results for the Careers in Science scale.

In the 1991 assessment report, concern was expressed about the low proportion of Grade 10 students who felt positive about pursuing a scientific career, given what is known about the probable course of society and employment in the future. It is encouraging to note that there has been a significant increase since 1991 in the proportion of Grade 10 students who look positively upon a career in science. Figure 3.5 shows that about one-quarter of Grade 7 students and one-third of Grade 10 students feel positive about pursuing a science career, while the largest proportion of students feel neutral. Figure 3.6 has the mean scores for the Careers in Science scale. The mean scores for Grades 7 and 10 in 1991 were 30.2 and 30.3 (maximum 50) respectively. The mean scores in 1995 show small increases to 30.8 (Grade 7) and 32.0 (Grade 10).

 Figure 3.5/ Figure 3.6 (10K)

Table 3.27 presents the results for Grades 7 and 10 for each specific item on the Careers in Science scale, along with the results obtained in 1991 and 1986.

 Table 3.27 Percentage of Students by Response Option for the Careers in ScienceScale Items (18K)

Notes: a n = 10 926, b n = 8 183, c item introduced in 1991.

As was the case for Grade 7, it can be seen in Table 3.27 that the overall mean increase in Grade 10 students' scores is reflected across all the items, particularly on the items having to do with the value of a scientific career. For example, 64% of the 1995 Grade 10 students agreed or strongly agreed that a science career would be worth the time and effort required, compared with only 44% of the 1991 Grade 10 students. It is interesting to note, however, that students do not see a scientific career as a lifelong occupation; 51% of the students disagreed or strongly disagreed with the statement: "I would be satisfied to spend my life as a scientist," compared with only 21% who agreed or strongly agreed.

These results suggest that students are possibly being provided with more information about the kinds of career opportunities available in the scientific field in order that more of them will think positively about pursuing a career in science. Many people have predicted that the future economic and social well-being of Canada will be dependent on science and technology; moreover, concern is still being expressed regarding the proportion of students having positive attitudes toward a career in science. Society in general and schools in particular must work together to instill knowledge about, and positive attitudes toward, a career in science and science-related fields.

3.4.3.5 Student Perceptions of Specific Issues (Including Environmental Issues Scale)

3.4.3.5.1 Introduction

The Specific Issues instrument consisted of 10 statements designed to assess students' opinions about a variety of science issues such as conservation, pollution, animal experimentation, and the creation of life. The scale was included in Forms 7D and 10U. Seven of the items formed an Environmental Issues scale, while the other three items measured different values issues in science. The overall results are shown in Figure 3.7 and Figure 3.8, while Table 3.28 presents the results for each specific item on the instrument along with the results obtained in 1991 and 1986.

 Figure 3.7 (5K)

As can be seen from Figure 3.7, students at both grades had positive or "friendly" attitudes toward environmental issues, while fewer than 2% of the students at any grade had what might be termed an "unfriendly" environmental attitude.

Figure 3.8 presents the mean scores for each grade in both 1995 and 1991. Although the means have gone down slightly in the last four years, students still express very positive environmental attitudes.

 Figure 3.8 (5K)

Table 3.28 shows that there continues to be the same trends on specific items as reported in the 1991 assessment. Results, though, are a little incongruent with the Science in Society scale.

Students believe that scientists should continue to do more research about creating life in the laboratory. Students agree less strongly that highway speeds should be made lower to save gasoline (although the number who are undecided has increased). Students are still unwilling to give up speed to save gasoline, possibly reflecting the age and maturity of students just reaching driving age who perhaps are still not yet recognizing their responsibilities in this area. The shift in the response patterns in Table 3.28 indicates that students may be less concerned about the environment, possibly becoming more concerned about material wealth and individual, as opposed to collective, rights and responsibilities. Some of the changes may also reflect a concern for monetary issues as demonstrated by the fact that only 43% of Grade 7 and 39% of Grade 10 students in 1995 strongly agreed that "factories should be required to reduce smoke pollution even if prices go up," compared with 50% in each grade in 1991. Perhaps students do not see smoke pollution as a problem anymore and feel that it is not worth spending money on any further reductions.

The nature of student responses to one of the moral values questions (using live animals for experimental purposes) has changed considerably over the years. In 1986, only 33% of Grade 10 students disagreed that scientists should conduct experiments on live animals if they think that people will be helped. In 1995, the figure had risen to 45%. A similar increase has taken place in Grade 7 (35% disagreed in 1986, 55% disagreed in 1995).

Students are more undecided about a number of issues: compulsory reduction of factory emissions, farmers' use of chemical sprays, reductions in logging companies' at the expense of jobs, acceptance of drug companies' claims, mandatory recycling of all waste, and catch limits on commercial fishers. Of interest is that the overall number of students choosing undecided has increased over the three assessments. As with the Science in Society scale, decreases in the agree and disagree categories are being offset by increases in the undecided category. Both agree and disagree categories have shown an overall decrease in support over the last two assessments. A possible reason for the shift might be that Grade 7 and Grade 10 students might not be sufficiently interested in thinking about the choices and choosing from the options. Another explanation might be that students at Grades 7 and 10 are less certain about their perceptions of environmental issues than their counterparts in previous years, or are not as willing or prepared to form opinions on controversial environmental issues. It would not be encouraging if any of these reasons does in fact explain the changes. Students need to explore issues, to clarify their own values, and to formulate their own opinions on such issues. Ample opportunities should be provided for such exploration.

Overall, there is a statistically significant but slight decrease in the scores on the Environmental Issues scale compared with the scores in 1991. The mean score in 1991 was 26.3 (maximum 35) in Grade 10 and 26.1 in Grade 7. In 1995, the mean score was 25.2 in Grade 10 and 25.5 in Grade 7. Despite these decreases, students in both grades still generally express quite "friendly" environmental attitudes.

 Table 3.28 Percentages of Students by Response Option for the Specific Issues Items (18K)

Notes: a n = 10 846, b n = 7 944, c item introduced in 1991.

3.4.3.6 Gender Differences in Student Attitudes

The data for each of the three target grades for each of the Likert-type instruments were analyzed to see if there were any differences in the responses given by females and males.

In the case of the School Science scale, the analyses indicated that there were no practical differences between females and males on the mean total score at any of the three target grade levels. It would appear that, in general, females and males have the same attitude toward the study of school science and that, as previously mentioned, it is generally positive.

The results of the analyses of the responses of Grade 7 and 10 students to the Science in Society scale indicate that the mean total score of males is also basically the same as the mean total score of females, and that their perceptions of the value of science and technology to society are equivalent.

When the results of the Grades 7 and 10 students who completed the Careers in Science scale were analyzed, there was again no practical difference found between the mean total score of the males and that of the females.

The results of the Specific Issues instrument show that, although both males and females generally hold positive environmental attitudes, females are more strongly positive than are males; these differences tend to become larger as students get older (see Figure 3.9). This same trend was also found in 1991.

Figure 3.9 (5K)