Attitudes and Performance of High School Students Towards Science Subjects

Students' attitudes toward science can shape their engagement with school science, yet the extent to which attitude corresponds with academic performance may vary across contexts. This study determined the attitudes toward science and science performance of high school students at Sara National High School during School Year 2019-2020 and examined differences according to sex and school level, as well as the relationship between the two variables. A descriptive-correlational design was employed with 348 conveniently selected students, comprising 164 males and 184 females, including 285 junior high school and 63 senior high school students. Attitude data were gathered through an adapted 48-item questionnaire, while science performance was based on grades from the preceding grading period. Frequency, percentage, median, Mann-Whitney U test, and Spearman's rho were used at the .05 significance level. The respondents demonstrated a positive attitude toward science overall (Md = 3.96) and satisfactory science performance (Md = 83.00). Attitude differed significantly by sex (p = .031) but not by school level (p = .504). Science performance did not differ significantly by sex (p = .940) or school level (p = .498). Attitude and science performance were not significantly related (r_s = .105, p = .051). The findings indicate that favorable attitudes do not automatically translate into higher grades in this sample. Schools should therefore sustain positive science dispositions while strengthening instructional support, assessment practices, and targeted interventions that address other contributors to achievement.