Environmental Knowledge As A Predictor Of Science-Related Attitudes Among Senior High School Students
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Abstract
This study examined the influence of environmental knowledge on the science-related attitude among Senior High School (SHS) students. Anchored on Theory of Planned Behavior and Expectancy-Value Theory, a quantitative descriptive-correlational design was employed. A total of 70 SHS students participated in the study, selected through stratified random sampling. Two validated instruments assessed the levels of environmental knowledge and science-related attitudes. Pearson r indicated a significant positive relationship between environmental knowledge and SRA. Regression analysis showed 28.90% of the variance in EK can be explained by SRA. A single regression model was generated, confirming that environmental knowledge substantially influenced science-related attitude. The findings underscore the importance of promoting environmental knowledge to improve science-related attitude.
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