Document Type : Research Article



The field of science is changing the world in many ways ACT (2017); however, studies have
reported the students’ lowest achievement and lower enrollment rate in science courses (Fayer,
2017; Filardo, 2016) with a negative attitude towards science (ATS) (Song & Bruning, 2016).
Specially, the ATS continues to be the dominant factor; importantly the decline in ATS has
emerged recently. Drawing on the ATS in higher education benefits, the current study
hypothesized that ATS would possibly a driving force in improving science degree programs in
three areas, first, increase in science enrollment, second, promoting higher achievement in
science, and finally, raising academic standards through positive attitude of head of departments
(HoDs) and vice chancellors (V.Cs). Technically, there is a need for analysis any possible
dissonance between students’ ATS and the institution’s (Faculty Members & Head) ATS, as both
are necessary for improving enrollment in science, and students’ achievement. This difference of
ATS may create a severe problem for students’ performance and/or institutional gross enrollment
in science, therefore, we empirically investigated the attitudes of students, parents, the faculty
members (FMs), Head of Departments (HoDs), and V.Cs towards science, graduates and
postgraduates (G-PGs) academic achievement and enrollment in science. Using stratified
sampling technique 1200 G-PGs, 212 faculty members (FMs), 40 HoDs, 500 parents, and 15
Vice Chancellors (VCs) /Vice-Presidents from fifteen universities/non-university institutions
(NUIs) selected.. We analyzed the ATS of 1967 participants thorugh stratified sampling
technique included from fifteen higher education institutions (universities/NUIs) of Sindh, to
identify whether ATS affects students’ achievement, and subject enrollment in both types of
institution. A panel of experts and pilot testing refined the data instruments. The overall
Cronbach alpha value was 0.87 and 0.89 for Test of Science Related Attitude (TOSRA) Students’
and Subjects Choice Sheet (SSCS) respectively.All participants’ ATS explored through Test of
Science Related Attitude (Fraser, B., & Lee, S. 2015), while G-PGs’ grades of midterm and final
test results considered as marks in science.