STUDENTS PERCEPTION ON THE VALUE OF SCIENTIFIC RESAERCH

I designed the questionnaire in way that it had 25-item Likert Scale (1-5) distributed to seven collaborating schools. I therefore received 2634 returns from pupils across key stages 3, 4 and 5. I also asked teachers to complete the questionnaire in order to explore how they thought their pupils would respond. We received 54 teacher responses. Statistically significant differences in the responses were identified through a chi-square test on SPSS. It’s a dataset from 2634 pupils' responses. The questionnaire remember it consists of 25-item Likert Scale (1-5) and is constructed according to four subject themes which the research sought to address: 1. who does research (4 items, Q1, Q3, Q5, Q7, ); 2. the value of research (7 items, Q2, Q4, Q5, Q14,Q20,Q21,Q23); 3. the process of research (10 items, Q9, Q10,Q12,Q13,Q15,Q16, Q17,Q18,Q19, Q22); 4.

I did this by assessing the skewness of the data. I established this via my table (gender=male), the skewness stood at 0. 0|, and kurtosis, 0. 0|; but the double Std. Error Skewness, 0. 93 (SD=0. On the other hand, men (N=1242) was associated with a numerically lower assignment scores M=1. 81(SD=0. To test the hypothesis that whether the perceptions of secondly school pupils regarding the value of research have a relationship with gender was tested by looking at how the below tables ‘female' and ‘male' distributions were not normal. The skewness,. Error Difference 95% Confidence Interval of the Difference Lower Upper Mean scores Equal variances assumed 1. 102 Equal variances not assumed 2. 102 From the analysis I have is that the data is not normally distributed. And also, although the requirement of the sample amount and the data collected can be random.

This research can also be investigated by an independent sample t-test or perform the correlation to test this question. This was a quick realization that the perception of the importance of research and science did appear to be their priority in decision-making. Nevertheless, many student were able to define what research is and seemed to understand what research is. Over 70% could admit that research is a systematic effort to gather information and new knowledge. Nay strongly agreed with this statement. Therefore there were no significant responses across the groups (Gender (χ2 [2, N=1342] 15. , Meissner, P. B. , & Wapner, S. Personality through perception: An experimental and clinical study. Antonius, R. The representation of scientific research in the national curriculum and secondary school pupils' perceptions of research, its function, usefulness, and value to their lives.