A Cross-Sectional Perspective on Science Performance in Singapore

Abstract

ABSTRACT This report offers an initial interpretation of the large scale survey of science achievement in Singapore schools across three independent populations, namely, the representative, stratified random sample of students at Pop. 1 or primary 5 (12.9% of the 10 year-old), at Pop. 2 or secondary 3 (11.3% of the 14 year-old) and all the 3560 science (and 10% of the non-science) students at the Pop. 3 (junior colleges/pre-university) or last year of schooling. Differences in science achievement (measured by the IEA criterion science tests) within and between the different populations confirmed the strong relationships attributable to the differences in (a) academic ability (academic streams) (b) general ability (the numerical and verbal ability tests), (c) gender and (d) their opportunity-to-learn (as reported by the science teachers). Sex differences in science achievement persisted in favour of the males across grade levels and types of science curriculum (general science to pure sciences). The cross-sectional comparisons offered evidence of a discernible improvement in the shift in science achievement from primary 5 to junior college/pre-university and also, consistent trends in the way science is taught and in the attitude of students towards science. A simple causal model is examined as an initial attempt to explain the complex of interacting variables that account for differences in student science achievement.