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This research is conducted, in order to perceive the attitude of higher secondary level students of Sindh towards science. Students (Male = 448, Female = 648) belonging to higher-secondary level (Class-XI & XII) from Hyderabad division were surveyed. Students were divided in Urban (N=455) and Rural (N=641) groups accordingly. “Test of Science Related Attitudes” known as TOSRA, initially developed by (Fraser, 1978) was adapted and translated in Urdu as well, was used as the attitude measurement instrument. Internalk consistancey was checked with Cronbach’s alpha reliability test. After pilot study the test was administrated. Significant difference of the attitude towards science across the students was noticed based on their gender and their locale. The results show that, with small effect size, male students significantly scored higher on almost all of the attitude sub-scales of TOSRA as compared to female students. Interestingly, students belonging to rural areas significantly scored higher with medium effect size on all the attitude sub-scale towards science as compare to students from urban areas.
The purpose of the study was to explore the influences of PDCN's in-service training programme on the classroom practices of Science teachers. Its purpose was also to see the change teachers undergo in their attitudes and behaviour after passing through the in-service programme. Furthermore, the study also sought to understand the factors that either facilitate or hinder teachers from using their new learning in the classroom. Qualitative research method is used to conduct this study. The sample of the study consists of two government primary schools Science teachers' who attended the training, organized by the PDCN under a UNICEF-sponsored project the Child Friendly School Project (CFS, P). Purposive sampling was used to select the participants. The data were collected through multiple sources such as, interviews, classroom observations, focused group discussion, field notes and documented analysis. Two in-depth semi- structured interviews, lasting for 60-90 minutes were conducted with each participant and their responses were audio recorded. An interview guide was used which helped me to be focused on the research topic. Secondly, five lessons of each participant were also observed. The observation guide was used. Moreover, one focused group interview was also conducted with the students in order to know about the teaching practices of the teachers and the students' responses towards these practices. Some relevant documents were also analyzed. The findings showed that the in-service training programme (CFS, P) has positively influenced the teachers' perceptions about teaching and learning of Science. Change in perceptions has led to a positive change in their attitude towards teaching and learning process. To some extent the CFS, P has also positively influenced the teaching practices of the teachers. However, the degree of change or impact of the programme on the teachers' practices varies from teacher to teacher. There is visible change in the way one teacher organizes her teaching but there is a little change in the approach of other teacher. This variation could be attributed to individual teacher's orientation or level of commitment to change. The training programme also influenced the attitude of the teachers towards their students. They reported that after the training programme, they initiated to involve the students' in the teaching learning activities in the classroom. The findings also highlighted that the teachers face challenges in their efforts to implement their new learning. Some of these challenges are lack of parental involvement, lack of follow-up strategy, examination system, syllabus completion,