SCIENTIFIC APTITUDE AND CLASSROOM BEHAVIOUR AS PREDICTORS OF ACHIEVEMENT IN SCIENCE AMONG SECONDARY SCHOOL STUDENTS

Science education plays a significant role in developing scientific temper, logical reasoning, problem-solving skills, and the ability to make informed decisions. Achievement in science is influenced by several cognitive, behavioural, psychological, and environmental factors. Among
these, scientific aptitude and classroom behaviour are important factors that may contribute to differences in students’ academic performance. Scientific aptitude refers to an individual’s potential to understand scientific concepts, identify relationships, interpret information, and solve problems using scientific reasoning. Classroom behaviour includes students’ participation, attention,
cooperation, discipline, task completion, and engagement in classroom learning activities.The present study proposes to examine scientific aptitude and classroom behaviour as predictors of achievement in science among secondary school students. A quantitative, descriptive-correlational
research design is proposed. The hypothetical methodology involves a sample of 200 secondary
school students selected through an appropriate sampling procedure. Scientific aptitude may be
assessed using a suitable standardized test, classroom behaviour through a structured rating scale,
and science achievement through students’ examination scores. Pearson’s product-moment
correlation and multiple regression analysis are proposed to determine the relationships between the
variables and their predictive contribution. An illustrative statistical analysis indicates that scientific
aptitude and classroom behaviour may jointly explain approximately 42.6% of the variance in
science achievement.