Deciphering the Dynamics of Achievement in the Chemical Basis of Life: Attitude as a Mediator and Gender as a Nonmoderator

This study explores the intricate dynamics between students’ perceived value of learning chemistry (VAL), their attitudes toward chemistry (ATT), and their chemistry achievement (ACH), with a particular focus on the mediating role of ATT and the moderating influence of gender. Conducted with a cohort of 211 grade 10 students across three schools in Bangkok, the research employs a survey method incorporating an achievement test on the Chemical Basis of Life alongside questionnaires measuring ATT and VAL. The mediation analysis reveals a significant indirect effect of VAL on ACH through ATT, highlighting the pivotal role of students’ attitudes in shaping their chemistry achievement. This finding is crucial as it suggests that fostering positive attitudes toward chemistry may serve as an effective strategy to elevate science performance, even if the direct impact of VAL on ACH is not substantial. The model’s robust fit reinforces the reliability of these mediation outcomes. Additionally, the moderation analysis investigates gender’s role in this educational context. The data show a positive correlation between VAL and ACH for students of all genders, indicating that the intrinsic value students assign to learning science positively correlates with their performance, irrespective of gender. The similar trends across genders suggest that the influence of VAL on ACH does not differ significantly between boys and girls. Overall, the research underscores the importance of cultivating a constructive attitude toward chemistry to enhance educational outcomes and affirms that gender does not significantly influence the value-achievement relationship in this sample.