Home Environment and Scientific Attitude Among Secondary School Students in Rohtak District: A Multidimensional Analytical Study

Abstract

This paper studies the relationship between home environment and scientific attitude among secondary school students in Rohtak district. Home environment is treated as a multidimensional construct that includes learning resources, parental encouragement, study space, communication, emotional support, educational expectations, and exposure to rational discussion. The analytical sample consists of 480 secondary school students. The study uses descriptive statistics, ANOVA, correlation, and hierarchical regression. Results indicate that students from highly supportive home environments show stronger scientific attitude than students from low-support homes. Home environment is positively associated with curiosity, evidence orientation, open-mindedness, anti-superstitious orientation, and critical thinking. Hierarchical regression shows that home environment adds explanatory value beyond socioeconomic status and school type. The paper argues that the home environment works as a bridge between family background and scientific attitude. Even in families with limited income, a supportive home climate can encourage questioning, reading, observation, and discussion. The study recommends home-based science activities, parental guidance, science reading corners, and school-home partnerships to promote scientific attitude among students