Pakistan Journal of Social Sciences (PJSS)
Vol. 31, No. 1 (June 2011), pp. 135-143
Impact of Favourite Subject towards the Scientific Aptitude of
the Students at Elementary Level
Muhammad Aqeel Raza
PhD Research Scholar of Education,
Bahauddin Zakariya University, Multan
Ahmad Farooq Shah
Professor & Chairman of Education,
Bahauddin Zakariya University, Multan
Abstract
This study analyzes the impact of favorite subject towards the scientific
aptitude of the students at elementary level. The technique of
correlation was used for the purpose. The students having science
subjects as a favorite subject were scored 1 and students having other
than science subjects as a favorite subject were scored 0. 1526 students
(male, female, urban, rural) of Multan district were considered as
sample. The coefficient correlation (r) between the students’ aptitude
test score and their specific score is 0.84. Mean scores in science
aptitude test of the students having different subjects as a favorite
subject were calculated. The mean score in science aptitude test of
students having science subjects as a favorite subjects is 21.14 and
mean score in science aptitude test of students having other than
science subjects as a favorite subjects is 16.97. So, at the time of
admission in secondary classes in science education, science aptitude
of the students should be seriously considered with other factors.
Keywords:
Favourite Subject; Science Aptitude; Elementary Level
I. Introduction
Aptitudes of the students to decide future education (Chatterjee, 2007) varies from
individual to individual that indicates individual’s interests and learning ability (Ramsay,
2008), the specific ability needed to facilitate learning a job, aptness, suitability,
readiness, tendency, or natural or acquired disposition or capacity for a particular activity
(Reeves, 2002), degree of readiness to learn and perform well in a particular situation or
in a fixed domain (Reed and Wolniak, 2005, Corno et. al., 2002).(). According to Salkind
& Rasmussen (2007), aptitude is, traditionally, described as a set of characteristics that
relate to an individual’ s ability to acquire knowledge or skills, individual differences that
are related to subsequence learning during a fixed time frame (Salkind and Rasmussen,
2008). According to Kubiszyn and Borich (2003), aptitude is another name for potential
or ability. In such system students are compared neither to other students nor to
established standards (Answer.com, 2009).
Aptitude indicates the natural ability of an individual that may be scholastic,
vocational, acquired or learned or developed component of a competency to do a certain
kind of work at a certain level, natural ability to acquire knowledge (About.com,
2007;Wikipedia, the free encyclopedia, 2007), capability or ability (Brainy Quote, 2008),
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Pakistan Journal of Social Sciences Vol. 31, No. 1
innate or acquired capacity for learning (Merriam – Webster Online dictionary, 2008),
readiness or quickness (The Free Dictionary, 2008) in learning, the state or quality of
being apt (Accurate and Reliable Dictionary, 2008). The innate nature of aptitude is in
contrast with achievement (Doctormassy.com, 2007) that represents knowledge or ability
that is gained (Absolute Astronomy.Com, 2009).
Aptitudes may be physical or mental. Aptitude and intelligence quotient have
effects on one another positive or negative. Intelligence quotient considered intelligence
the only measurable latent trait and aptitude divides mental ability into many different
characteristics, which are independent to each other. A casual analysis of any group of
test scores will prove the high correlation between aptitude and intelligence (Science
Daily, 2008). There are two aspects of aptitude; first, the aptitudes are present conditions
and inherence and environmental factors are not in the concept of aptitude.
Aptitude cannot measure directly the future success of an individual but can be
used as indicator of future success (Salkind & Rasmussen, 2007). Second, aptitude relates
with the individual differences that is the combination of innate and environmental
influences. Aptitude reflects current behaviors and tendency of learning. Learning
includes cognitive abilities, personality traits, interests and values and all these can be
considered aptitude and can be evaluated. Researches have proved that aptitude is the
combination of heritable and environmental components and is unchangeable in normal
circumstances. So Aptitude and situations are correlated (Salkind & Rasmussen, 2008).
According to this conceptualization, specific cognitive skills, as well as specific forms of
social and cultural capital constitute aptitudes (Bourdieu, 1986). But inborn
characteristics have also impact on aptitude but it is described on present skills (Coleman,
1988). The concept of aptitudes has implications for practices like student grouping. The
concept of aptitudes negates the concept of problem for slow learner and boring for high
achiever. Given the proper situation, according to the aptitude, higher achieving students
would be able to be role model and lower achieving students would be able to relearn and
rethink.
So, aptitude grouped the students heterogeneously, would require trust and respect
from every student (Braddock II and Williams, 1996). Human capital theory and concept
of aptitudes both have very different origins. Human capital theory explains investment
decisions in higher education and on-the-job training. According to human capital theory
is that education raises earnings (Becker, 1993). Human capital theory believes that
decision-making for individual capacities should be based on economics while the
concept of aptitudes is expressed in social context (Reed & Wolnaik, 2005). One of the
most powerful implications of the concept of aptitudes is that every individual has equal
opportunity to learn. For example, the concept of aptitudes empowers the use of OTL
(Opportunity to learn) standards i.e. every individual has equal opportunity to learn
according to his aptitude (Braddock II and Williams, 1996).
Aptitude is used to predict future performance (Reeves, 2002) while achievement
is a characteristic that is an indication of past instruction and experience that is planned
changes in cognitive behavior (Haladyna, 2004) and ability is a measure of current
competence Yesterday’s achievement is today’s ability and tomorrow’s aptitude
(Assessment, 2008; About Intelligence, 2008). Aptitude is the potential to attain ability
Muhammad Aqeel Raza, Ahmad Farooq Shah
137
and achievement is an improvement in ability (Salkind & Rasmussen, 2008). Aptitude is
considered as synonymous with intelligence but aptitude has broader perspective (Salkind
& Rasmussen, 2008). Aptitude enables a person to perform a task while
attitude determines how well the person performs that task (Nobles and Thompson,
2001). A person, who has very good aptitude, may have failed because of his attitude
(Yahoo Answers, 2008). One can train a person to have the aptitude but cannot train him
to have the traits above or to have a positive attitude (Notowidigdo, 2007). An
employee’s aptitude is often tested for the recruitment or selection but evaluation of
attitude is necessary for selecting a suitable person (Nobles and Thompson, 2001).
Aptitude and interest are often thought of as being equivalent but these are different
concepts (Karmal & Karmal, 1978). Interest cannot be measured directly but it related to
general intelligence and special aptitude and is determined by social environment and
activities of an individual. Interest is not as consistent as a aptitude (Shahid et. al., 2003).
Aptitude and interests are essential. Next are values. Personality encompasses some of
interest and values. So, aptitude and interest have relation and have effect on each other.
Both aptitude and interest are helpful in future educational and career decisions but are
different terms (Career Vision, 2006). In term future education or career, no one can
neglect the importance of science. Science helps students to apply varied set of skills
(About Intelligence, 2008). Science aptitude is the potential for success in future in the
field of science.
An individual having science aptitude must enter in science or technical education
otherwise he or she will not be successful in the field of science. Certain study skills,
science and heredity background are helpful in determining science aptitude. Other
factors like physical, social, emotional developments, moral character, interests, abilities
and attitudes may also be considered for the development of science aptitude (Digumarti,
1994). Measurement of science aptitude is a challenge (Employment Equity & Diversity,
2005). Lord and Nicely (1997) worked on “Does spatial aptitude influence science-math
subject preferences of children?” Similarly, the present study was conducted to analyze
the impact of science subject towards science aptitude at elementary level
II. Purpose of the Study
A number of factors may affect the aptitude of an individual especially in young
age and the present study aimed at analysing the “Impact of Favourite Subject towards
the Scientific Aptitude of the Students at Elementary Level” The purpose of the study
was to help the students and parents in decision making about the students entering
science at secondary level while keeping their favourite subject in view.
III. Population
All students of class VIII of each sex of government high schools of District Multan
(Punjab Province) were treated as population of the study. District is the further
subdivision of four provinces of Pakistan.
IV. Samples and Sample Size
High schools of District Multan were selected randomly, considering the possible access
of researcher but schools of each tehsil (Urban and rural as well as male and female) were
included in sample. The students of class VIII of these schools were treated as sample of
the study. Students of class VIII were selected by calling their roll numbers randomly (e.
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Pakistan Journal of Social Sciences Vol. 31, No. 1
g. 1, 5, 6, 9, 20, 26 etc.). However, in the case of small number of students in the class,
whole of the class was selected for the sample. The high schools of District Multan were
randomly selected and then 1526 students of class VIII of each sex of these schools of
were treated as sample of the study. To make population homogenous, the population
was selected from Southern Punjab where there are 14 districts and same language is
spoken almost in all areas (Lonely Planet, 2008; Mapsoft.Net, 2008). Similarly to make
sample homogenous, students of class VIII between the age of 13 and 14 years were
taken.
V. Methodology
This study was a part of PhD study conducted by Raza (2009) on topic
“Standardization of an Aptitude Test in the subject of Science at Elementary Level.” To
study the impact of favourite subject towards the scientific aptitude of the students at
elementary level, the techniques of Correlation and Mean were used. The students were
divided into two groups on the basis of their favourite subjects. The students having
science subjects as a favourite subject were scored 1 and students having other than
science subjects as a favourite subject were scored 0. The coefficient correlation (r)
between the students’ aptitude test score and their specific score was calculated as given
in Table 1:
Table 1 Calculation of Coefficient Correlation (r)
Sr. No.
Favourite Subject
No. of Students
1
Science & Mathematics
Other than Science &
Mathematics
642
884
2
Specific
Score
1
0
Coefficient
Correlation (r)
0.84
N = 1526
Table 1 shows that the coefficient correlation (r) between the students’ aptitude test score
and their specific score is 0.84
The average of the score of different groups on Aptitude Test in the subject of
Science at elementary level was calculated as given in Table 2:
Table 2
Mean score on Science Aptitude Test of groups of students having
Different favourite subjects
Sr. No.
Favourite Subject
No. of Students
Mean Score
1
2
3
4
5
6
N = 1526
Science
Mathematics
English
Urdu
Social Studies
Islamic Studies
348
294
189
374
74
247
20.96
21.35
17.44
16.94
17.23
16.57
Table 2 shows that the mean of science aptitude scores of students having different
subjects as a favourite subject. Mean score in science aptitude test of students having
Mathematics, as a favourite subject is highest (21.35) as shown in graph 1.
Muhammad Aqeel Raza, Ahmad Farooq Shah
139
Graph 1: Mean score on Science Aptitude
Test of groups of students having different
favourite subjects
25
Mean Score
20
15
10
5
0
ScienceMathematics English
Urdu
Subjects
Social
Studies
Islamic
Studies
Graph1 shows that the mean of science aptitude scores of students having different
subjects as a favourite subject.
Table 3
Mean of Students’ Science Aptitude Score having favourite science
Subjects and other than science subjects
Sr. No.
1
2
Favourite Subject
Science & Mathematics
Other
than
Science
Mathematics
&
No. of Students
642
884
Mean Score
21.14
16.97
N = 4768
Table 3 shows that the mean score in science aptitude test of students having one of the
science subjects as a favourite subject is 21.14 and mean score in science aptitude score
of students having other than science subjects as a favourite subject is 16.97 as shown in
graph 2.
Graph 2: Mean Score of Students in Science
Aptitude Test having favourite science subjects
and other than science subjects
Mean Score
25
20
15
10
5
0
Science & Mathematics
Other than Science &
Subjects
Mathematics
Graph 2 shows that the mean score in science aptitude test of students having one of the
science subjects as a favourite subject is 21.14 and mean score in science aptitude score
of students having other than science subjects as a favourite subject is 16.97.
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Pakistan Journal of Social Sciences Vol. 31, No. 1
VI. Findings
i.
ii.
iii.
Table 1 shows that the coefficient correlation (r) between the students’ aptitude
test score and their specific score is 0.84.
Table 2 shows that the mean score in science aptitude test of students having
Science, Mathematics, English, Urdu, Social Studied and Islamic Studies are
20.96, 21.35, 17.44, 16.94, 17.23 and 16.57 respectively.
Table 3 shows that the mean score in science aptitude test of students having one
of the science subjects as a favourite subject is 21.14 and mean score in science
aptitude score of students having other than science subjects as a favourite subject
is 16.97.
VII. Conclusions
i.
ii.
iii.
iv.
In term of magnitude, a positive magnitude indicates that with the increase of one
score, other also increases. Students with having science subjects as a favourite
subject have more score in science aptitude test than the score of students other
than science subject as a favourite subject. For strength, the correlation coefficient
0.84 shows the high relationship. It supports the statement that students having
science subjects as a favourite subjects have more scientific aptitude than the
students having favourite subject other than science subjects.
Mean scores in science aptitude test of students having Science, Mathematics, are
20.96, 21.35 respectively. These mean scores are greater than all other mean
scores in science aptitude test of students having favourite subjects other than
science subjects. It supports the statement that students having science subjects as
a favourite subjects have more scientific aptitude than the students having
favourite subject other than science subjects.
High mean of the students having science subjects as a favorite subject shows high
science aptitude than students having other than science subjects as a favorite
subject
All of three aspects tested in methodology supports the statement that students
having science subjects as a favourite subject have more scientific aptitude than
the students having favourite subject other than science subjects.
VIII. Recommendations
i.
ii.
iii.
iv.
There is positive magnitude and high relationship between students’ aptitude test
score and their specific score. So, at the time of admission in secondary classes in
science education, favorite subjects of the students should be seriously considered
with other factors.
Aptitude must be tested at the time of admission at secondary level education and
students must be guide to choose subjects according to their aptitude.
High mean of the students having science subjects as a favorite subject shows high
science aptitude than students having other than the science subjects as a favorite
subject. So students having science subjects as favorite subject have high science
aptitude may allow entering science education at secondary level.
Students having no science aptitude may not be allowed entering science education
at secondary level. Otherwise students will not show better performance in science
education. This may harmful of the career of the student.
Muhammad Aqeel Raza, Ahmad Farooq Shah
141
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