Measuring Scientific Attitude in Adolescent Science Students of Pakistan: An Empirical study of Curiosity and Rationality

https://doi.org/10.5281/zenodo.17842699

Abstract

This study investigated the scientific attitude of secondary school science students in Faisalabad, Pakistan, with a specific focus on the dimensions of curiosity and rationality. Scientific attitude is globally recognized as a vital learning outcome of science education, yet it is under-explored in South Asian contexts where cultural beliefs and socioeconomic disparities may influence students’ dispositions. A quantitative descriptive survey design was employed. The sample consisted of 162 Grade 10 male science students drawn from four public secondary schools using cluster and proportionate random sampling. Data were collected using a validated Likert-scale questionnaire (5-point scale), comprising items measuring curiosity and rationality. Reliability was established through pilot testing, with Cronbach’s alpha = 0.719, indicating acceptable internal consistency. Data were analyzed using SPSS, applying descriptive statistics, reliability analysis, and Pearson correlation. Results indicated that students demonstrated a moderate level of curiosity (grand mean = 3.54), with stronger interest in observable phenomena (e.g., digestion processes, pandemic-related science) than in abstract scientific concepts. The rationality dimension also reflected a moderate level (grand mean = 3.42); however, endorsement of cultural superstitions (e.g., omens and myths) revealed an incomplete adoption of evidence-based reasoning. Pearson correlation analysis showed significant positive relationships between curiosity and rationality (r = .707, p < .01), curiosity and overall scientific attitude (r = .607, p < .01), and rationality and overall scientific attitude (r = .669, p < .01). The findings suggest that while scientific curiosity is emerging among students, rationality remains hindered by persistent superstitions. Both constructs are strongly interrelated and crucial to the development of scientific literacy. The study highlights the need for inquiry-based learning strategies, teacher training to counter pseudo scientific beliefs, and equitable access to resources to foster scientific dispositions. Policymakers and educators must prioritize integrating critical thinking and curiosity-driven pedagogy into science curricula. The study was limited to male students in public schools in Faisalabad and relied on self-reported data.