Attitude Toward Science in School Assessment (ATSSA)

An instrument used to compare the scientific relationship between attitude and achievement.

Average Review: 3 (3.7)

Supplemental Information:

Assessment Type:

14 items


5-point Likert scale

Publication Date:

Dec 02, 2010


7th and 8th grade students

Domain(s) Evaluated:

Attitude / Behavior

Sample items:

Science is fun.
I do not like science and it bothers me to study it.


Cronbach alpha = 0.851 and 0.822 | CFA compared to General Attitude scale suggest high loading (range from 0.453 to 0.859).


Initially, the instrument had 34 questions, but after several grueling validation processes, the tool was pruned down to 14 questions. Total Variance ranged between 59.2 -69.8. Item correlation ranged from .61 to .89.



Administration time:

10 minutes

Requires a Computer:


Requires Internet Access:


Primary reference:

Germann, P. J. (1988). Development of the Attitude toward science in school assessment and its use to investigate the relationship between science achievement and attitude toward science in school. Journal of Research in Science Teaching. 25(8), 689-703.


Other References:
Reid, T. (2014). Development and validation of an instrument assessing preschool children's attitude towards science. Honolulu: University of Hawaii, 1-54.

The study modifies the attitude toward science in school assessment (ATSSA) for preschoolers. Analysis suggested strong reliability of the measure. Cronbach's Alpha coefficient was 0.851 and 0.822 with a unifactorial structure of the modified ATSSA scale. Confirmatory factor analysis of the modified scale compared to the General Science Attitude factor (range 0.453 to 0.859) suggests high loadings of the items. Therefore possible inclusion for a new scale of ATSSA as it is specifically designed for younger children (preschool) rather than grade 7 and 8 from the original ATSSA scale, especially considering the lack of internal consistency reported the original scale with younger children (Peleg and Tsabari, 2011).

Peleg. R. & Tsabari. B. A. (2011). Atom surprise: Using theatre in primary science education. Journal of Science Education and Technology, 20, 508-524.

Failed to report internal consistency data when this tool is applied to grade 1 and 2 student.

Ong, E. T., & Ruthven, K. (2010). The distinctiveness and effectiveness of science teaching in the Malaysian ‘Smart school’. Research in Science & Technological Education, 28(1), 25-41.

Ong, E., & Ruthven, K. (2009). The effectiveness of smart schooling on students’ attitudes towards science. Eurasia Journal of Mathematics, Science and Technology Education, 5(1), 35-45.

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Paul Germann 209 Grant Street Kahoka, MO 63445 660-727-2655