Abstract
ABSTRACT The International Association for the Evaluation of Educational Achievement (IEA) Second International Science Study (SISS) was conducted in 1984, resulting in a vast amount of educational data collected from 23 countries and educational systems. This research study reports on the analyses of 12 of those countries using multilevel modeling, investigating the relationships between the students’ reported perceptions of the science learning environment and their science achievement when controlling for student background variables. The three science learning environment scales which were collected in the SISS and analysed here were Student Participation, Teacher Directed Learning and Practical Work. Additionally, this research reports on the effect of these science learning environment scales on gender and socioeconomic differences in science achievement.
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