Exploring factors affecting student attitudes towards school science: a case study of ninth-grade students in a Swedish school

Abstract

This study explores ninth-grade students’ attitudes toward school science in one Swedish lower secondary school, focusing on the factors shaping their interest and engagement. Using a convergent mixed-methods case study design, 63 students completed the Relevance of Science Education (ROSES) questionnaire, and 30 of these students also wrote argumentative texts taking a stance on whether school science is interesting or boring. The ROSES questionnaire is part of an international research programme that examines how young people perceive the relevance of science and science education in their lives. Thematic analysis of the texts identified three central themes: perceived difficulty of school science, perceived relevance to everyday life and future aspirations, and the role of teaching practices. Survey data from selected ROSES items supported and contextualised these themes. In this sample, 55% of the students perceived school science as difficult, 54% did not find it particularly interesting, and 59% did not expect what they learn in science to be useful in their daily lives. At the same time, some students reported a strong interest when science was connected to topics such as health, exercise, or space, and when teachers used varied, interactive approaches. By integrating qualitative and quantitative evidence within a single school context, the study illustrates how perceived difficulty, relevance, and teaching practices interact in shaping students’ attitudes toward school science. The findings suggest the importance of strengthening perceived relevance, supporting students’ expectations of success, and diversifying classroom practices to foster more positive attitudes and engagement with school science.