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49 

        MULTIDISCIPLINARY SCIENTIFIC RESEARCH 
          BJMSR VOL 10 NO 3 (2025) P-ISSN 2687-850X E-ISSN 2687-8518 

         Available online at https://www.cribfb.com 

     Journal homepage: https://www.cribfb.com/journal/index.php/BJMSR 

                                                                                                                                                                                                    Published by CRIBFB, USA 
                                                                                                                                     

SCIENTIFIC ATTITUDE AND CRITICAL THINKING SKILLS IN 

SECONDARY SCHOOL STUDENTS: THE IMPACT OF GENDER 

AND MANAGEMENT                                                            
 

 Murathoti Rajendra Nath Babu (a)1     Atokali (b)   Ankita Lahon (c)  Srinivasan Padmanaban (d) 

 

(a) Associate Professor, Department of Education, Nagaland University (A Central University), Kohima Campus, Meriema, Nagaland, India-797 

004, E-mail: mrnbdte@nagalanduniversity.ac.in 
(b) Post Graduate Teacher in Biology, PM Shri Kendriya Vidyalaya, Dimapur, Nagaland, India - 797112, E-mail: atokaliachumi9@gmail.com 
(c)Research Scholar, Department of Education, Nagaland University (A Central University), Kohima Campus, Meriema, Nagaland, India-797 

004, E-mail: lahonankita@gmail.com 
(d)Professor, Department of Education, Central University of Tamil Nadu, Thiruvarur, Tamil Nadu, India-610005, E-mail: 

srinivasanp@cutn.ac.in 

 

 
A R T I C L E I N F O 

 
 

Article History: 

 

Received: 18th February 2025 
Reviewed & Revised: 18th February 

to 30th May 2025 

Accepted: 12th June 2025 

Published: 16th June 2025 

 
Keywords: 

 

Scientific Attitude, Critical Thinking  

Skills, Gender, Management, School  

Students 

 
JEL Classification Codes: 

 

      I21, I24, J16 

       

      Peer-Review Model:  

 
      External peer review was done through  

      double-blind method.        

 
A B S T R A C T      

 

Students' future academic achievement in secondary school depends on developing both a scientific 

mindset and critical thinking abilities. The study aimed to measure the level of scientific attitude and 

critical thinking skills among secondary school students and to identify any significant differences in 
their scientific attitude and critical thinking skills based on gender and management style. A descriptive 

survey research design was employed to conduct the study. A sample of 200 Class IX students was 

randomly selected from government and private schools in the Kohima and Dimapur districts of 

Nagaland. Two research instruments were used for data collection: the scientific attitude questionnaire 

developed by the investigators and the Critical Thinking Skills Scale developed by Murthy (2014), which 

was modified to suit the needs and context of Nagaland. The collected data were analyzed using 

percentages, means, standard deviations, correlations, chi-square tests, and t-tests for independent 

samples. The study revealed that the level of scientific attitude and critical thinking skills among 
secondary school students varied. Scientific attitude and critical thinking skills were not significantly 

influenced by gender. Scientific attitude and critical thinking skills were significantly influenced by 

management. It was found that there is a positive correlation between scientific attitude and critical 

thinking skills among secondary school students. The findings of this study suggest that teachers should 

design an engaging science curriculum that incorporates more hands-on activities, project-based 

learning, classroom discussions, model exhibitions, science fairs, science museums, and field trips in 

order to foster a scientific mindset in their pupils. 
 

 

© 2025 by the authors. Licensee CRIBFB, USA. This open-access article is distributed under the 
terms and conditions of the Creative Commons Attribution (CC BY) license 
(http://creativecommons.org/licenses/by/4.0).  

            

 

INTRODUCTION 

Science has been derived from the Latin word 'Scientia', which means knowledge, awareness, and understanding. The 

primary objective of science teaching at any level is to foster a scientific attitude and develop critical thinking. The terms 

"scientific attitude" and "scientific temper" are used interchangeably.  Nehru (1946), in his book Discovery of India, states 

that "scientific approach and temper are a way of life, a process of thinking, a method of acting, and associating with our 

fellowmen". The "scientific attitude" in science education is another area of emphasis in the National Curriculum Framework 

(Pal, 2005). Quality higher education must strive to produce decent, considerate, well-rounded, and creative people in light 

of the demands of the twenty-first century. In addition to developing character, ethical and constitutional values, intellectual 

curiosity, scientific temper, creativity, a spirit of service, and 21st-century skills across a variety of disciplines, including the 

sciences, social sciences, arts, humanities, languages, as well as professional, technical, and vocational subjects, it must 

allow a person to study one or more specialized areas of interest in depth.  To develop holistic individuals, a set of identified 

skills and values must be incorporated at each stage of learning, from preschool to higher education (Ministry of Education, 

2020). Critical thinking concerns the 'Why' questions and assumptions influencing thoughts or actions. A person with 

essential thinking skills constantly seeks evidence to evaluate everyday problems. World Health Organization (1996) 

                                                      
1Corresponding author: ORCID ID: 0000-0001-8904-383X  
© 2025 by the authors. Hosting by CRIBFB. Peer review under responsibility of CRIBFB, USA.  

https://doi.org/10.46281/w5crnb28 

 
To cite this article: Babu, M. R. N., Atokali, Lahon, A., & Padmanaban, S. (2025). SCIENTIFIC ATTITUDE AND CRITICAL THINKING SKILLS IN 

SECONDARY SCHOOL STUDENTS: THE IMPACT OF GENDER AND MANAGEMENT. Bangladesh Journal of Multidisciplinary Scientific 

Research, 10(3), 49-56. https://doi.org/10.46281/w5crnb28 

http://creativecommons.org/licenses/by/4.0/)
http://creativecommons.org/licenses/by/4.0/)
https://www.openaccess.nl/en
https://doi.org/10.46281/w5crnb28
https://orcid.org/0000-0001-8904-383X
https://orcid.org/0009-0003-7742-3474
https://orcid.org/0009-0002-9889-1691
https://orcid.org/0000-0001-7478-1274


Babu et al., Bangladesh Journal of Multidisciplinary Scientific Research 10(3) (2025), 49-56

 

50 

mentions that critical thinking is one of the core life skills. Critical thinking combines revised Bloom's cognitive subdomains, 

including knowledge, comprehension, application, analysis, synthesis, evaluation, and creation.  

India is a multicultural society comprising diverse individuals from various backgrounds, beliefs, attitudes, and 

practices. It consists of a mini-society in any given classroom. Many students complete their education up to secondary level 

only. Therefore, people may face difficulties in utilizing the opportunity to pass down the scientific way of thinking and 

solving problems. It becomes difficult for an individual to convert unreasonable, superstitious practices into more rational 

ones and establish a critical perspective. It is essential to understand what a scientific attitude entails. Moreover, why do we 

need a scientific attitude?  Nehru (1946) stated the importance of a scientific attitude in how problems could be resolved 

using a scientific perspective and in dealing with fellow beings at times when conflicts arise how to resolve any political, 

social, economic, health, habits, beliefs, and interpersonal dealings scientific attitude and its attributes like critical thinking 

have become indispensable skills of the present time. National Curriculum Work (Pal, 2005) and NEP -2020 (Ministry of 

Education, 2020). Stresses on the scientific attitude and critical thinking. These curriculum frameworks provide direction 

towards the present system and the outcome of the curriculum, assessing how effective it has been in promoting the 

objectives of Science at the secondary level. The Nagaland Board of School Education (NBSE) gives a direction on planning 

and inclusion of the elements lacking in the secondary science curriculum that would enhance the quality of science 

education in Nagaland as a state and India at large, impacting the global viewpoint starting from the hills of the northeast 

people and the beliefs practices in social conflicting situations how they tackle the conflicting situations using scientific 

attitude and critical thinking.  

The present study focuses on the scientific attitude and critical thinking skills, as well as one of their attributes, 

among secondary school students in Nagaland who are studying under the Nagaland Board of School Education (NBSE) 

board. Adolescents are curious individuals who constantly explore the world around them. Therefore, the right attitude and 

behavior formation should occur during the time they reach the IX standard when they are wondering about their career and 

the path they should choose in life. This is a crucial stage for how they decide and deal with society and pressure, which 

will determine the outcome of their later life. The effectiveness of science teaching in primary and secondary school would 

be reflected in choosing the path they would take in the long run. To compare the scientific attitude and critical thinking 

skills among boys and girls, as well as those in private and government schools, the study is entitled "Scientific attitude and 

critical thinking skills among secondary school students in Nagaland." The objectives of the present study are to determine 

the scientific attitude and critical thinking skills and to investigate the correlation between scientific attitude and critical 

thinking skills among secondary school students in Nagaland. 

This study is structured into six key sections. The Introduction outlines the concept, articulates the problem 

statement, and defines the study's objectives. Next, the Literature Review encapsulates current knowledge on scientific 

attitudes and critical thinking skills, emphasizing the theoretical underpinnings and highlighting research gaps that the 

current investigation aims to address. The Materials and Methods section elaborates on the research design, describes the 

data collection process, and specifies the analytical tools used to explore the relationships between the variables. The Results 

section presents the empirical outcomes, revealing which hypotheses were validated and which were not, while the 

Discussion interprets these findings about existing literature. Lastly, the Conclusion underscores the unique contributions 

of the study, discusses its significance, and offers suggestions for practice and avenues for future research. 

 

LITERATURE REVIEW 

The results of a study conducted in Katsina State, Nigeria, by Olasehinde and Olatoye (2014) on the scientific attitudes, 

attitudes toward Science, and science achievement of senior secondary school students do not support the idea that male and 

female students are equal in these areas. Girls outperform boys in Science, according to a study by Ahuja (2017) on scientific 

attitudes and science success scores among secondary school pupils. Harsharan Singh (2018) investigated the relationship 

between superstitious behavior and scientific views among professional college students, examining the influence of locus 

of control and gender. There was no discernible gender difference in the mean score for superstitious behavior.  Khan et al. 

(2022) investigated the attitudes of pre-college STEM students toward Science, including their perceptions of gender 

disparities, their impact on physics test scores, and their decisions to pursue higher-level physics coursework. Aversion to 

superstitions was found to be higher than other characteristics of the scientific attitude under investigation, and it was 

discovered that boys scored higher on the physics and scientific attitude. Additionally, a strong correlation was observed 

between the two scores for both girls and boys. Singh (2014) investigated the scientific mindset of aspiring science 

instructors as well as junior and senior secondary school students in Botswana. The attitudes of male and female respondents 

were found to be similar, with the majority falling within the average range.  Yadav and Singh (2017) investigated how 

gender affected the scientific mindset of biology students in upper secondary school. The results show that, at the formal 

operational level, there is no discernible difference in the scientific attitudes of male and female biology students. Sherafat 

(2016) investigated the impact of self-esteem, study habits, and critical thinking on the academic performance of secondary 

and senior secondary school students. Students attending private schools demonstrated better study habits and critical 

thinking skills than those attending public schools. According to Mittal's (2017) study on the critical thinking skills and 

dispositions of junior college students in relation to their goal orientation and learning methodologies, there were no 

discernible disparities in the critical thinking abilities of junior college boys and girls. The mean scores of ICSE board 

students were noticeably higher than those of CBSE and SSC board graduates. The critical mean was higher for science 

students than for commerce and art students, respectively.  Kaur (2013) conducted a study on the relationship between 

scientific attitude and critical thinking among school teachers in Punjab's Mohali region; findings revealed that female 

teachers were more critical thinkers and had a stronger scientific attitude than male instructors. According to the results of 

a study by Ramya (2019)., on the "effect of social constructivist strategies of teaching science on scientific attitude, critical 



Babu et al., Bangladesh Journal of Multidisciplinary Scientific Research 10(3) (2025), 49-56

 

51 

thinking, and social skills of secondary school students," social constructivist teaching methods are more successful in 

improving students' scientific attitudes, critical thinking, and social skills. A strong relationship existed between secondary 

school students' scientific mindset, critical thinking, and social skills. A technology-rich environment and critical thinking 

abilities are positively correlated, according to McMahon, G. (2009), who researched critical thinking and ICT integration 

in a secondary school in Western Australia. In their study, Duran and Dökme (2016) examined the effect of inquiry-based 

learning on students' critical thinking skills. They found that inquiry-based learning had a significant impact on students' 

critical thinking abilities in Science and technology.  The study conducted by Tous and Haghighi (2016) compared the 

critical thinking abilities of Iranian male and female English as a Foreign Language (EFL) learners. It concluded that there 

was no significant difference between the two groups.  Solihati and Hikmat (2018) examined the presence of critical thinking 

exercises in senior secondary Indonesian language textbooks. Their findings showed that the textbooks lacked critical 

thinking-promoting components.  The effectiveness of laboratories with various objectives and designs on students' critical 

thinking abilities was investigated by Walsh C. et al. (2022), who found that students' critical thinking abilities are enhanced 

by laboratories that emphasize the development of experimental skills. Suastra and Ristiati (2019) investigated the effects 

of the project-based learning model on students' critical thinking, scientific attitude, and self-efficacy. They discovered that 

authentic assessment can improve students' scientific self-efficacy, scientific attitude, and critical thinking abilities. Students' 

scientific attitude was examined by Budiharti and Waras (2018) as a treatment effect of blended learning supported by the 

I-Spring 8 application. They discovered that students' behavior is influenced by blended learning supported by the I-Spring 

8 application on all aspects of scientific attitude, including critical thinking, creativity and discovery, cooperation and open-

mindedness, perseverance, and inquisitiveness.  Suryawati and Osman (2018) evaluated the impact of contextual teaching 

and learning on students' scientific attitudes and academic performance in Natural Science. They discovered no difference 

in students' scientific attitudes between the contextual strategy treatment group and the conventional strategy treatment 

group.  To foster a positive attitude toward Science among lower secondary school students, Zulirfan et al. (2018) 

implemented an alternative strategy and assessed its efficacy. The study found that the take-home experiment strategy has 

a significant influence on students' development of a scientific attitude. 

According to the literature study, there has been little research conducted on the relationship between critical thinking 

abilities and a scientific mindset, especially in Nagaland. To enhance scientific attitude and critical thinking abilities in the 

context of Nagaland, the researchers were compelled to ascertain the current state of science education and whether the 

goals of Science are being met in terms of fostering a scientific attitude, as outlined in the National Policy of Education-

2020 (Ministry of Education, 2020). Determining our current state and the necessary improvements to our educational 

system is crucial. Based on the existing literature, the Conceptual Model of Scientific Attitude and Critical Thinking Skills, 

and the study's purpose, the following hypothesis was formulated. 

Ho1: Secondary school students in Nagaland do not have different levels of scientific attitude 

Ho2: Secondary school students in Nagaland do not have different levels of critical thinking 

Ho3: There is no significant difference between boys and girls in their mean scores of the scientific attitude of secondary 

school students in Nagaland 

Ho4: There is no significant difference in mean scores of scientific attitude among government and private secondary school 

students in Nagaland 

Ho5:  There is no significant difference in critical thinking skills of secondary school students in Nagaland with respect to 

gender 

Ho6:  There is no significant difference in critical thinking skills of secondary school students in Nagaland with respect to 

management 

Ho7: There is no significant correlation between scientific attitude and critical thinking skills among secondary school 

students in Nagaland.  

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

         

 

 

Figure 1. Conceptual Model of Scientific Attitude and Critical Thinking Skills, Source: Prepared by the authors  

Scientific 

Attitude 

Critical  

Thinking 

Skills 

Respect for evidence 

 

Honesty in reporting 

 

Objectivity 

 

Perseverance 

 

Rationality 

 

Critical Thinking 

 

Open - Mindedness 

 

Aversion to Superstitions 

 

Poor 

 

Average 

 

Good 

 

Gender 

Management 



Babu et al., Bangladesh Journal of Multidisciplinary Scientific Research 10(3) (2025), 49-56

 

52 

MATERIALS AND METHODS 

The study investigates the level of scientific attitude and critical thinking skills among secondary school students. The study 

aims to determine whether there are significant differences in scientific attitude and critical thinking skills among individuals 

based on gender and management in Nagaland, using a descriptive survey method.  This study employs a Quantitative 

methods approach for its research methodology, utilizing quantitative data collection methods as part of the study variables. 

The critical thinking of the participants is used as the dependent variable, and the scientific attitude is used as the independent 

variable. The current research sample comprises 200 students (102 boys and 98 girls) attending class IX in secondary schools 

located in the Dimapur and Kohima districts of Nagaland. The participating students were selected using the simple random 

sampling method, a type of probability sampling. The scientific Attitude Questionnaire, developed by the investigators and 

consisting of 35 statements, was used. The reliability and validity of the scientific attitude tool were 0.78 and 0.88, 

respectively. The Mysore Critical Thinking Skills Scale (Murthy, 2014) was modified and used by investigators, who 

presented four conflicting situations or dilemmas and asked respondents to write about the merits and demerits, providing 

reasons for their responses.  Data were collected by the investigators, who personally visited secondary schools located in 

Dimapur and Kohima, with the approval of the principals and head teachers.  Frequencies, Percentages, Mean, S.D., 

Correlation, Chi-Square test, and independent t-test were used for data analysis. The research benefits from its quantitative 

methodology, which yields a complete understanding of critical thinking and scientific attitudes among secondary school 

students. The research focused exclusively on secondary schools in the state of Nagaland. 

 

RESULTS 

Table 1. Level of scientific attitude scores 

 
Score Range Frequency % Level Chi-Square Value 

119 & Below 199 90 45% Below-average level of scientific attitude  

48.99* 120-122 20 10% Average level of scientific attitude 

123 and above 90 45% Above average level of scientific attitude 

N 200 100%   

Note: * significant Source: Survey data, 2024 

 

The overall data were analyzed in the form of percentages to find out the level of scientific attitude among 

secondary school students in Nagaland, where analysis of Table 1 reveals that 45% scored below average level of scientific 

attitude, 10% scored the average level of scientific attitude, and 45% scored above average level of scientific attitude. The 

calculated Chi-Square value is 48.99, and the tabulated Chi-Square value for 2df at 0.01 level of significance is 9.21. The 

calculated Chi-Square value is greater than the tabulated Chi-Square value. Therefore, the hypothesis Ho1 is not accepted. It 

shows that students varied in their level of scientific attitude scores. The analysis reveals that only 10% of students fall under 

the average level of scientific attitude. As a result, it was discovered that Nagaland secondary school pupils exhibit varying 

degrees of scientific mindset. 

 

Table 2. Level of critical thinking scores 

 
Score Range Frequency Percentage Level Chi-Square Value 

51 & Below 51 01 0.5% Below-average level of critical thinking  

 

123.12* 
52-54 129 64.5% Average level of critical thinking 

55 and above 70 35% Above average level of critical thinking 

N 200 100%   

Source: Survey data, 2024 

 

Table 2 shows the scores in percentages, where 0.5% indicates a below-average level of critical thinking, 64.5% 

indicates an average level of critical thinking, and 35% indicates an above-average level of critical thinking. The calculated 

Chi-Square value is 123.12, which is greater than the tabulated value (9.21, 2df at 0.01 level of significance). Hence, the 

null hypothesis Ho2 is not accepted at a 0.05 level of significance. This indicates that secondary school students in Nagaland 

exhibit varying levels of critical thinking, with the majority (64.5%) demonstrating an average level of critical thinking.  

 

Table 3.  T-test results comparing boys and girls on scientific attitude 

 
Scientific Attitude & Dimensions Gender N Mean Standard Deviation t-value 

1. Critical Thinking Boys 102 15.21 2.755 2.319* 

Girls 98 16.17 3.139 

2. Rationality Boys 102 17.62 2.949 1.972* 

Girls 98 18.44 2.939 

3. Respect for evidence Boys 102 17.14 2.932 0.156@ 

Girls 98 17.07 3.050 

4. Objectivity Boys 102 12.40 2.330 3.524* 

Girls 98 13.64 2.645 

5. Open - Mindedness Boys 102 6.16 1.733 0.137@ 

Girls 98 6.12 1.818 

6. Honesty in reporting Boys 102 17.34 3.020 0.726@ 

Girls 98 17.05 2.653 



Babu et al., Bangladesh Journal of Multidisciplinary Scientific Research 10(3) (2025), 49-56

 

53 

7. Aversion to Superstitions Boys 102 16.69 3.464 0.772@ 

Girls 98 16.31 3.498 

8. Perseverance Boys 102 16.69 3.412 1.502@ 

Girls 98 17.37 2.975 

Scientific Attitude  Boys 102 119.24 12.808 1.508@ 

Girls 98 122.17 14.718 

Source: Survey data, 2024 
 

It was found that from Table 3, the dimensions of critical thinking, rationality, and objectivity yielded calculated 

t-values of 2.319, 1.972, and 3.524, respectively. These values are found to be greater than the tabulated t-value of 1.96 for 

1 df and 198 df at a 0.05 level of significance. Therefore, for these dimensions, there is a significant difference between 

boys and girls in their mean scores of the scientific attitudes of secondary school students in Nagaland. Whereas for the 

dimensions with respect to evidence, open-mindedness, honesty in reporting, aversion to superstitions, and perseverance, 

the calculated t-values were found to be .156, .137, .726, .772, 1.502 respectively, which are lesser than the table t-values 

of 1.96 for 1df and 198df at 0.05 level of significance. Therefore, for these dimensions, there is no significant difference 

between boys and girls in their mean scores of the scientific attitudes of secondary school students in Nagaland. The overall 

analysis shows that the calculated t-value is 1.508, which is found to be less than 1.96 for 1 df and 198 df at a 0.05 level of 

significance. Hence, the hypothesis H0 is accepted at the 0.05 level of significance. Therefore, there is no significant 

difference between boys and girls in their mean scores of the scientific attitude of secondary school students in Nagaland; 

however, girls show a slightly higher scientific attitude in their mean score compared to boys. 

 

Table 4. T-test results comparing government and private school students on scientific attitude 

 
Scientific Attitude & Dimensions Management N Mean Standard Deviation t-value 

1. Critical Thinking Government 100 14.74 2.762 
4.687* 

Private 100 16.62 2.909 

2. Rationality Government 100 17.51 2.819 
2.463* 

Private 100 18.53 3.033 

3. Respect for evidence Government 100 16.38 3.041 
3.535* 

Private 100 17.83 2.753 

4. Objectivity Government 100 12.39 2.412 
3.522* 

Private 100 13.63 2.565 

5. Open - Mindedness Government 100 5.78 1.673 
2.929* 

Private 100 6.50 1.801 

6. Honesty in reporting Government 100 16.59 3.025 
3.100* 

Private 100 17.81 2.517 

7. Aversion to Superstitions Government 100 15.93 3.144 
2.344* 

Private 100 17.07 3.710 

8. Perseverance Government 100 15.85 2.776 
5.512* 

Private 100 18.19 3.212 

Scientific Attitude  Government 100 115.17 11.393 
6.129* 

Private 100 126.18 13.890 

Source: Survey data, 2024 

 

It was found from Table 4 that the dimensions of scientific attitudes, such as critical thinking, rationality, respect 

for evidence, objectivity, open-mindedness, honesty in reporting, aversion to superstitions, and perseverance, the calculated 

t-values were found to be more than the t-value (1.96) for 1df and 198df at 0.05 level of significance. The mean score and 

standard deviation values for government school students were 115.17 and 11.393, respectively, whereas for private school 

students, they were found to be 126.18 and 13.890, respectively. Further, the total t-value of scientific attitude was found to 

be 6.129 with respect to management, which is greater than the critical t-value (1.96) for 1df and 198df at 0.05 level of 

significance. Hence, hypothesis Ho4 is not accepted at a 0.05 level of significance. This indicates a significant difference in 

the mean scores of scientific attitudes among government and private secondary school students in Nagaland. Private 

secondary school students in Nagaland exhibit a more positive scientific attitude than their government secondary school 

counterparts.  

 

Table 5.  T-test results comparing boys and girls on critical thinking skills 

 
Critical thinking Gender N Mean Standard Deviation t-value 

1. Poor Boys 102 5.39 1.991 
1.182@ 

Girls 98 5.74 2.226 

2. Average Boys 102 16.42 .959 
2.885* 

Girls 98 16.99 1.732 

3. Good Boys 102 32.05 .355 
.585@ 

Girls 98 32.09 .644 

Critical Thinking Skills Boys 102 53.86 2.874 
1.951@ 

Girls 98 54.83 4.036 

Source: Survey data, 2024 

 

Table 5 shows that the calculated t- t-value of critical thinking skills is lower than the tabulated t- t-value (1.96) for 

1df and 198df at 0.05 level of significance. Hence, the hypothesis Ho5 is accepted.  Therefore, there is no significant 



Babu et al., Bangladesh Journal of Multidisciplinary Scientific Research 10(3) (2025), 49-56

 

54 

difference in mean scores of critical thinking skills of secondary school students in Nagaland with respect to gender.  

 

Table 6.  T-test results comparing government and private school students on critical thinking skills 

 
Critical thinking Management N Mean Standard Deviation t-value 

Poor Government 100 5.04 1.626  

3.622* Private 100 6.09 2.400 

Average Government 100 16.20 .636 
5.318* 

Private 100 17.20 1.770 

Good Government 100 32.01 .100 
1.651@ 

Private 100 32.13 .720 

Critical Thinking Skills Government 100 53.25 2.105 
4.577* 

Private 100 55.42 4.248 

Source: Survey data, 2024 

 

Table 6 shows that the calculated t- t-value of critical thinking skills is greater than the table t- t-value (1.96) for 

1df and 198df at 0.05 level of significance. Hence, the hypothesis Ho6 is not accepted. Therefore, there is a significant 

difference in mean scores of critical thinking skills of secondary school students in Nagaland with respect to management.  

 

Table 7. Correlation between Scientific Attitude and Critical thinking skills 

 
  Scientific Attitude Critical Thinking Skills 

Scientific Attitude  Pearson Correlation 1 .428** 

Sig. (2-tailed)  .000 

N 200 200 

Critical Thinking Skills Pearson Correlation .428** 1 

Sig. (2-tailed) .000  

N 200 200 

Source: Survey data, 2024 

 

Analysis of Table 7 shows that the mean scores for scientific attitude and critical thinking skills are 120.68 and 

54.34, whereas the standard deviation was found to be 13.821 and 3.516, respectively. The correlation between scientific 

attitude and critical thinking skills is 0.428. The correlation coefficient is significant at a 0.01 level of significance. Hence, 

the hypothesis Ho7 is not accepted. It is a weak but positive correlation. It was found that a positive and significant correlation 

exists between the two variables. Therefore, a significant correlation exists between scientific attitude scores and critical 

thinking skills scores among secondary school students in Nagaland.  

 

DISCUSSIONS 

Overall findings of the study: 45% scored below average level of scientific attitude, 10% scored average level of scientific 

attitude, and 45% scored above average level of scientific attitude. Secondary school students in Nagaland exhibit varying 

levels of scientific attitude. 0.5% show an average level of critical thinking, 64.5% show an average level of critical thinking, 

and 35% show an average level of critical thinking. Secondary school students in Nagaland exhibit average levels of critical 

thinking skills, with varying levels of critical thinking.  It has been found that private secondary school students in Nagaland 

have a better scientific attitude than their government secondary school counterparts. It was found that the mean score for 

boys in critical thinking skills was 53.86, while the mean score for girls in critical thinking skills was 54.83. When these 

mean scores are compared, it is found that girls showed slightly higher critical thinking than boys of secondary school 

students in Nagaland. It was found that the mean score of government secondary school students was 53.25, while the mean 

score of private secondary school students was 55.42. When these mean scores are compared, it is found that private 

secondary school students have higher scientific attitudes than government secondary school students in Nagaland. The 

correlation between scientific attitude and critical thinking skills is 0.428. The coefficient of correlation is significant at 0.01 

level. It is a weak but positive correlation. The two variables were found to have positive and significant correlations. A 

scientific attitude is essential as it increases environmental awareness (Hassan & Ratnakar, 2012). A positive relationship 

exists between scientific attitude and attitude toward Science (Olasehinde & Olatoye, 2014). Misra and Srivastava (2016) 

found that scientific interest is positively related to both scientific attitudes in intent and action among students. Sherafat 

(2016) states that Private school students exhibit higher critical thinking levels and study habits than their government school 

counterparts. In the context of the study conducted on scientific attitude and critical thinking skills in secondary school 

students: The impact of gender and management, Ahuja (2017) and Khan et al. (2022) found that there exists a gender 

difference in the scientific attitude which is contradicting the finding that there is no significant difference between boys 

and girls in their mean scores of the scientific attitude of secondary school students in Nagaland whereas supporting results 

were found in the studies of Yadav and Singh (2017). Mittal's (2017) and Tous and Haghighi's (2016) findings supported 

the results that there is no significant difference in mean scores of critical thinking skills of secondary school students in 

Nagaland with respect to gender. The correlation between scientific attitude and critical thinking skills is 0.428. The 

coefficient of correlation is significant at the 0.01 level, indicating that developing a scientific attitude can enhance critical 

thinking skills. Ramya (2019) found that a positive and high correlation exists between the scientific attitude, critical 

thinking, and social skills of secondary school students, and the results supported this finding. 

As far as management is concerned, private secondary school students tend to have a higher scientific attitude than 

their government secondary school counterparts, which is attributed to better infrastructure, well-trained and quality 



Babu et al., Bangladesh Journal of Multidisciplinary Scientific Research 10(3) (2025), 49-56

 

55 

teachers, and parental support. However, some components are lacking in government schools, resulting in significant 

differences in scientific attitude. Secondary school students in Nagaland demonstrated an average level of critical thinking, 

with 64.5% falling into this category. Hence, the examination pattern should include questions that enable learners to analyze 

the material critically rather than relying on rote memorization. Private secondary school students tend to excel in 

comprehension and language skills, which enables them to analyze situations more effectively than their government 

secondary school counterparts. However, many students in government schools are not provided with the basic needs, 

support, and exposure that students in private schools receive.  Many students in government schools lack reading and 

writing skills, which are essential for developing critical thinking. Hence, to improve and develop critical thinking, we need 

to enhance our language and comprehension skills. 

 

CONCLUSIONS  

The study aimed to measure the level of scientific attitude and critical thinking skills among secondary school students and 

to identify any significant differences in their scientific attitude and critical thinking skills based on gender and management. 

The current study has some educational implications for the development of scientific attitudes and critical thinking among 

secondary school students. The current study should serve as a path to rethink our approaches to functioning in science 

education at the state level and identify the dimensions that are lacking in learners.  How to develop the scientific attitude 

and critical thinking skills as in line with National Education Policy -2020 (Ministry of Education, 2020).  Through this 

study, light is shed on the system and practices of science education, where it is failing to serve the extreme below-average 

level, and why a vast imbalance in the scientific attitude exists. Girls were observed to perform better than boys in terms of 

scientific attitude among secondary school students in Nagaland. This is also due to equal support and opportunity given to 

the girl child in Nagaland for pursuing studies.  

Some topics for additional research are recommended based on the results of the current study and the issues that 

were overlooked. The current study is restricted to class IX secondary school students enrolled in the NBSE Board programs. 

Comparable research can also consider other boards that may be conducted at the elementary or upper-secondary level. The 

variables of management and gender were the only ones included in the study. Additional factors, such as socioeconomic 

level, location, and parents' educational backgrounds, may also be taken into consideration. A bigger sample size and 

instructors from primary, secondary, and higher education levels might be the subjects of the study. Additionally, research 

can be conducted to investigate the relationship between scientific achievement, scientific mindset, and critical thinking. 

Every citizen must possess a scientific mindset and critical thinking abilities to preserve peace and harmony. To 

lead a balanced life, one must cultivate a scientific mindset and continually progress toward national unity and integration. 

Critical thinking abilities are essential for arriving at reasonable solutions to issues that will inevitably arise, whether they 

are personal or at the national or international level. It is necessary to eliminate superstitious beliefs and practices that have 

been passed down and to use reasonable analysis to reach any reasonable conclusion for the advancement of individuals, 

society, and the economy. Therefore, in order to cultivate a scientific attitude in students, we must create an engaging science 

curriculum. This includes more hands-on activities, project-based learning, classroom discussions, model exhibitions, 

science fairs, science museums, and field trips. All of these should be given equal weight in the curriculum, where students' 

engagement with the teaching and learning process will foster a scientific attitude. 

To encourage pupils to think, analyze, and draw logical conclusions, class activities should allow for debates and 

brainstorming on challenging subjects. Instead of relying solely on rote memory, evaluations, and tests should incorporate 

application-based questions that require students to apply their knowledge and experience to arrive at rational answers. 

The research was conducted explicitly on secondary schools in Nagaland and does not establish broader 

applicability across different districts or geographic areas. This research was limited to government and private high schools 

under the National Board of Secondary Education (NBSE). Furthermore, research can be conducted to investigate the 

correlation between achievements in Science, critical thinking, and a scientific attitude. 

 

 
Author Contributions: Conceptualization, M.R.N.B. and A.; Methodology, M.R.N.B. and A.; Software, M.R.N.B; Validation, M.R.N.B., A. and S.P.; 

Formal Analysis, M.R.N.B. and A.; Investigation, A.; Resources, A.L.; Data Curation, A.; Writing – Original Draft Preparation, M.R.N.B. and A.L.; 
Writing – Review & Editing, M.R.N.B., A.L. and S.P.; Visualization, M.R.N.B. and S.P.; Supervision, M.R.N.B. and S.P.; Project Administration, A.; 

Funding Acquisition, M.R.N.B., A., A.L. and S.P. Authors have read and agreed to the published version of the manuscript. 

Institutional Review Board Statement: Ethical review and approval were waived for this study, due to that the research does not deal with vulnerable 
groups or sensitive issues. 

Funding: The authors received no direct funding for this research. 

Acknowledgments: The authors extend their appreciation to authority heads of all higher secondary schools for their consent and necessary support to 
collect data from their respective institutions and also C. G. Venkatesha Murthy. 

Informed Consent Statement: Informed consent was obtained from all subjects involved in the study. 

Data Availability Statement: The data presented in this study are available on request from the corresponding author. The data are not publicly available 
due to restrictions. 

Conflicts of Interest: The authors declare no conflict of interest.                                                                                                                                                                                                                                   

 

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