Abstract
In this study, we investigated the relationships between three pivotal factors that influence student performance, including opportunity-to-learn (OTL) factors, which included proximal indicators that represent science-specific learning opportunities, student motivation (propensity factor), and crucial student and teacher antecedent factors by using Trends in International Mathematics and Science Study dataset. Results showed that student propensity factors, particularly self-concept in science, and family socioeconomic status were the two strongest and positive, significant predictors of student science performance. However, the link between OTL and science performance was mixed. Additionally, OTL had less predictive power than propensity factors on science performance, but the relationship between OTL and propensity factors were strong. Implications for the examination on the opportunity-propensity model and science education are discussed.
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