The Level of Scientific Values Acquisition and Their Components Among University Students

Abstract

The present study aimed to identify the level of acquisition of scientific values and their components (cognitive, affective, and skill-based) among students at the Higher Normal School of Technological Education of Skikda, Algeria, during the 2025–2026 academic year. It also sought to determine whether there were statistically significant differences in the level of acquisition of these values and their components according to the variables of gender (male, female), specialization (Middle School Teacher, Secondary School Teacher), and academic level (first year, final year).

To achieve the objectives of the study, the descriptive method was adopted. A Scientific Values Scale was developed by the researcher, with its construction focusing on the three components of scientific values. The scale consisted of 36 items. Four dimensions were derived from each component as follows:

Cognitive Component: dissemination of knowledge, application of knowledge, self-development, and the importance of and interest in science.

Affective Component: carefulness in judgment, research ethics, appreciation of science, and academic integrity.

Skill-Based Component: scientific courage, planning, self-criticism, and acceptance of criticism.

The scale was administered to a convenience sample of 80 university students.

After analyzing the data using means, standard deviations, and the independent samples t-test through the Statistical Package for the Social Sciences (SPSS), the study concluded that the overall level of scientific values among the students was high. Furthermore, no statistically significant differences were found in the level of acquisition of scientific values and their components, except for the affective component, which showed differences attributable to the gender variable (male, female). The findings also revealed statistically significant differences in the level of scientific values and their cognitive, affective, and skill-based components according to the variables of specialization (Middle School Teacher, Secondary School Teacher) and academic level (first year, final year). These values were acquired and developed throughout the students' training at the Higher School, owing to the efforts of the teaching staff as well as the students' own commitment, sense of responsibility toward their future profession, and awareness of the importance of preserving scientific values in light of rapid scientific and technological advancement.

Accordingly, the study recommends:

• Investigating the scientific values embedded in the curricula and educational courses studied by student teachers.
• Examining the comprehensiveness and integration of the training provided to students and its role in developing scientific values.
• Exploring methods for developing scientific values among students at the three pre-university educational levels.
• Assessing the competence of university instructors, as they are primarily responsible for instilling scientific values in their students.
• Investigating the importance of scientific training programs in fostering a love of knowledge and science and promoting the acquisition of scientific values.