Academic Achievement In Science Research Articles

Impact of Metaverse Technology on Academic Achievement and Motivation in Middle School Science

This study explores the effects of Metaverse technology on middle school learners’ academic performance and motivation in science subjects. Utilizing a quasi-experimental design, 33 students in the experimental group were exposed to the Metaverse for one semester, while 32 students in the control group continued with traditional teaching methods at School 148 in Riyadh. Data collection instruments included a validated science achievement test and a motivation scale. The results demonstrated that the nodes were statistically significantly improved in the experimental group, receiving an average post-test score of 73.1, as compared with the control group, receiving an average post-test score of 65.9 (t = 2.3, p < 0.05). The scores in motivation were also slightly higher in the experimental group, with a mean of 26.9, as compared with the control group, with a mean of 17.1 (t = 5.75, p < 0.05). For academic achievement and motivation, the effect sizes were quite high: fixed effect = 1.091; random effect equals 1.086. These results demonstrate the possibilities of Metaverse technology in revolutionizing the way students learn science. This technology could be a valuable tool for instruction in science classes to enhance performances and influence students’ attitudes positively towards enhanced learning environments in schools.

The Effect of Project-Based Stem Education Approach on Academic Achievement and Stem Career Interests in Science

The aim of this study is to determine the effect of the project-based STEM learning method prepared in accordance with the Science and Technology course curriculum on academic achievement and STEM Career Interest levels. Pre-test post-test control group experimental design was used in the study. In this context, the sample of the study consisted of 52 (n=26 experimental and n=27 control) volunteer 6th grade students studying in two different branches at Karatay Secondary School in Karatay district of Konya province in the second semester of 2021-2022 academic year. A placement test was administered in order to determine the branches in which the study would be conducted. According to the results of the exam, volunteer students studying in the closest level branches were included in the study. The students in the experimental group were taught according to the project-based STEM learning method prepared according to the outcomes of the Support and Motion System, Force and Motion, Sound Insulation, Thermal Insulation units for 64 lesson hours. The students in the control group were taught the above-mentioned units by the same instructor according to the existing program for 64 class hours. Both experimental and control group students were administered the skills-based academic achievement and STEM Career Interest Scale prepared by the Ministry of National Education as pre-test and post-test. The data obtained from the pre-test and post-test applications were evaluated in SPSS 26.0 package program. In the statistical analysis, it was found that there was a statistically significant difference between the students in the experimental and control groups in favor of the students in the experimental group (p<0.05). According to the findings obtained from the statistical analysis, it was concluded that the project-based STEM teaching method in science education increased the level of academic achievement and interest in STEM professions. Based on this result, it is predicted that students' academic achievement levels can increase with the more frequent use of project-based STEM learning method in science education by teachers

Synergistic Effect of Learning Environments, and Familial Factors on Generation Z Learners’ Academic Achievement in Science

This descriptive-predictive study examined the interplay among learning environment factors (school, home, and community), familial factors (socioeconomic status and family relations), and academic achievement of 186 randomly selected Generation Z (Gen Z) learners. Factorial analysis demonstrated significant impacts of school and home learning environments on science academic achievement, while the community environment, in isolation, lacked significant effect. Interaction effects emphasized synergies between school and community, as well as school and home environments. However, there was an absence of a three-way interaction, suggesting limited combined impact. Analysis of data further unveiled a significant, large main effect of family relations on academic achievement, while economic and social status showed no significant impact. The interaction between family relations and social status was statistically significant which indicates a more substantial combined influence on science academic achievement than individual factors. Multiple linear regression analysis identified four significant predictors – positive family relations, higher family social status, and robust home, and community support – contributing to a model explaining 49.4% of variance in their science academic achievement. These results emphasize the importance of nurturing home and community environments, alongside fostering strong family relationships, as pivotal factors in Generation Z learners' academic pursuits.

How Does Perceived Social Support Influence Students’ Science Academic Outcomes? A Cross‐Sectional Study

ABSTRACTStudents’ perceived social support from important others may be an important protective factor in science self‐handicapping. This study examined the extent to which science self‐handicapping mediates the relationship between perceived social support and science academic outcomes (engagement and achievement). The study used a cross‐sectional survey design with self‐report data from 2654 participants in elementary schools and 2781 participants in high school from China. The results indicated that (1) perceived social support had an effect on students’ science academic engagement and achievement; (2) self‐handicapping in science mediated the entire process; (3) at different stages, different social support would not be equally important for the effects of adolescents’ self‐handicapping in science. The findings indicate that social support can create a positive academic environment to weaken the effect of self‐handicapping on students’ science academic outcomes, and educators need to consider the entire influence process differently in different academic stages of their students.

English in Science Education Significantly Enhances Student Achievement in Iraq

General Background: The influence of teaching methods in science education is critical for student achievement, particularly in multilingual contexts. Specific Background: This study focuses on the Al-Mutamaizeen and Al-Mutafawqeen secondary schools in Iraq, where students study scientific subjects in English and Arabic, respectively. Knowledge Gap: Limited research exists on how language of instruction in scientific subjects impacts English language proficiency and overall academic achievement among high-achieving students. Aims: The research aimed to identify the effect of teaching scientific subjects in English on the academic achievement of students in the English language, comparing students from Al-Mutamaizeen (studying in English) with those from Al-Mutafawqeen (studying in Arabic). Results: The study employed an experimental design and included a sample of 76 students from Najaf High School for the Distinguished and 80 students from Kufa High School for the Gifted. Statistical analysis revealed significant differences in favor of the students who studied science subjects in English, attributing their success to the continuous use of English during scientific instruction. Novelty: This study provides novel insights into the direct relationship between language of instruction in science and English language proficiency, showing how integrating English into scientific subjects enhances overall academic performance. Implications: The findings suggest that teaching scientific subjects in English could be generalized to similar student groups to improve both English proficiency and academic achievement in science, particularly in multilingual settings. Highlughts: Language instruction influences student achievement in multilingual science education. English use in science improves language skills and academic performance. Teaching science in English benefits high-achieving students' overall achievement. Keywords: Teaching methods, English instruction, science education, academic achievement, multilingual schools.

Effect of Simulated Learning on Students’ Academic Achievement in Science at Elementary Level

This study was conducted to find out the Effect of Simulated Learning on Students’ Academic Achievement in Science at the Elementary Level. Simulated learning as an innovative method has gained considerable attention nowadays. It involves using technology and virtual environments to replicate real-life scenarios or experiences for educational purposes. The major objectives of the study were to analyze teachers' perceptions of simulated learning and to study the challenges teachers face when using simulated learning in their instruction. The researcher used a descriptive survey design. All the male and female elementary science teachers from the Muzaffargrh and Layyah districts were considered part of the study population. The study sample was comprised of 303 elementary school science teachers who were selected randomly. A 45-item questionnaire was used. The researcher used descriptive and inferential statistical techniques to analyze the collected data using SPSS. The results revealed that teachers generally expressed positive views on the use of simulated learning for the teaching of science. It was recommended that simulated learning activities be aligned with the science curriculum. Guidelines and frameworks should be formulated to facilitate the seamless integration of simulated learning into existing educational frameworks. Teachers should be supported in adapting their teaching methods to fit simulated learning environments.

Exploring Ethnocultural Education on Students' Science Academic Achievement: A Meta-Analysis

The need for understanding the effects of ethnocultural factors on students' academic achievements becomes more important as diversity and inclusion in education as a whole are being more widely accepted. This underlines the significance of identifying and implementing local and indigenous knowledge systems into the teaching of science, which becomes particularly essential in countries like the Philippines that have a varied ethnic population. This study employed meta-analysis to explore the impact of integrating ethnocultural education on students' achievements in the field of science. PRISMA flow diagram was used in the screening and selection of the studies. By means of inclusion criteria, the data analysis stage covered seven (7) Philippine-based empirical studies, which were carefully chosen through purposive sampling from online databases and registries. With the use of Cohen’s d effect size, the magnitude and significance of the experimental effect of ethnocultural education on students’ achievement in science of the included studies were determined. The result gives an effect size for most of the studies under the large effect category (0.908 - 2.172). The mean effect size is 1.462, which indicates that the findings of the studies have practical significance. The forest plot visually presents the outcomes of the meta-analysis, depicting a significant effect size that is mainly concentrated on the positive side of the plot. It is in the Biology subject domain that gives the maximum effect size. Overall, the integration of ethnocultural into science education gives a positive effect on students’ academic achievement. To further enhance the understanding of the effects of ethnocultural education, future research can expand the existing body of evidence, explore diverse cultural contexts, and employ thorough research designs to provide valuable insights into the impact and significance of ethnocultural education in different settings.

The Effect of the Harezmi Education Model on Secondary School Students’ Science Academic Achievement

The Effect of the Harezmi Education Model on Secondary School Students’ Science Academic Achievement

Implementation of Ethnoscience to Improve Elementary School Students' Critical Thinking Ability in Science Learning

This study discusses the importance of integrating ethnoscience into elementary school education to enhance students' understanding of local culture as well as their interest and motivation in science. The ethnoscience approach, which connects scientific knowledge with culture and local wisdom, can make learning more meaningful and relevant to students' daily lives. The research method used is empirical juridical with a descriptive qualitative approach through interviews and documentation. The results of the study show that ethnoscience-based learning can improve students' critical, creative, and systematic thinking skills, as well as foster a love for their culture and environment. The implementation of ethnoscience in the Indonesian education curriculum not only increases students' science literacy but also helps them apply scientific knowledge to solve real-life problems. Therefore, the development of ethnoscience-based learning models and methods is essential to support students' interest and academic achievement in science.

Impact of the Understanding by Design Model on the Science Academic Achievement of Fifth Grade Students in Pakistan

Abstract Science education is crucial for fostering knowledge across academic disciplines. Past efforts to enhance science achievement at the elementary level have explored various instructional strategies. Among these, the Understanding by Design (UbD) model has shown notable potential in improving science achievement outcomes compared to traditional methods. This quasi-experimental study investigates the impact of the UbD model on the science achievement of fifth-grade students in Pakistan. Using a pretest-posttest design, students were randomly assigned to either a control group or an experimental group. The academic achievement science test (AAST) was administered to measure outcomes. Data analysis, incorporating independent sample t-tests and mixed between-within subject ANOVA, indicated that the UbD model significantly improved science achievement over conventional teaching methods. These findings underscore the effectiveness of UbD in science education and highlight the importance of innovative pedagogical strategies for promoting academic success among elementary students. Implications and future research directions are suggested.

ENHANCING STUDENTS’ ACADEMIC ACHIEVEMENT IN BASIC SCIENCE: THE ROLE OF ASSESSMENT FOR LEARNING, CLASSROOM MANAGEMENT, AND TEACHER-STUDENT RELATIONSHIPS

This study explored how assessment for learning, classroom management strategies, and teacher-student relationships predict students' academic achievement in Basic Science among students in Enugu State. The correlational survey design was employed in the study. The population of the study comprised 21,989 JSS III Basic Science students for the 2022/2023 academic session in public secondary schools. A sample of 400 students determined using Taro Yamen's (1967) formula and drawn through a multi-stage sampling procedure was used for the study. Data was collected using the Assessment Quality Enhancement Scale (AQES) and the Basic Science Academic Achievement Proforma (BSAAP). The internal consistency of the AQES was determined using Cronbach's Alpha reliability method, yielding a reliability estimate of 0.84. The BSAAP, on the other hand, collected existing academic achievement scores of sampled students in Basic Science from their 1st and 2nd term results for the 2022/2023 academic session. Data was analyzed using regression analysis. Results revealed significant predictive relationships between teachers' use of assessment for learning, classroom management approaches, teacher-student relationships, and students' academic performance in Basic Science. Specifically, the correlation coefficients (R) of assessment for learning, classroom management, and teacher-student relationships were 0.53, 0.51, and 0.41, with predictive powers of 28%, 26%, and 16%, respectively. These findings highlight the importance of ongoing teacher professional development, curriculum reform initiatives, and supportive school environments in fostering academic success in Basic Science. The implications of these results underscore the critical role of effective teaching practices and positive teacher-student interactions in enhancing students' academic achievement.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0258/a.php" alt="Hit counter" /></p>

The Correlation between Students’ Insights and Academic Achievement in Science: A Predictor for STEM Career Path

<p>This study aims to investigate the correlation between students' insights and academic achievement in science, as a predictor for their career path in science, technology, engineering, and mathematics (STEM). The research involved a sample of secondary education students (N=176) who acknowledged to take STEM program. They completed a survey that included assessment of Views of the Nature of Science (VNOS) and Epistemological Beliefs Assessment for Physics Science (EBAPS). Furthermore, their academic performance in science classes was examined through school records. The results indicated a strong positive correlation between student's insights and academic achievement in science. Moreover, higher possibility of success in STEM a student may at least be in the proficient level of insights and mean science grade of 80 and above. There were also recorded misconceptions that must be remediated. Science educators may look into some common misconceptions found in the answers of the students in the VNOS D to be able to correct it and improve the level of insights on the nature of science Therefore, this study highlights the importance of monitoring and encouraging student's insights, perception, and attitudes towards STEM subjects as a predictor for their success in science and for identifying potential STEM careers.</p>

Students’ Wellbeing and Level of Motivation towards Science Learning in Relation to Their Academic Achievement

Academic achievement requires a lot of motivation. Given that students' wellbeing substantially affects their overall performance, examining the many aspects and how they affect students is necessary. This study determined the students' wellbeing and motivation towards science learning concerning their academic achievement. The results were obtained from 134 respondents. The study employed a descriptive-correlational research approach and utilized three main tools: the Student Subjective Wellbeing Questionnaire, the Students' Level of Motivation Questionnaire, and the academic records of the students. The research in question employed various statistical techniques, including the Pearson Product Moment Correlation Coefficient, mean, standard deviation, stepwise multiple regression analysis, and mean. Results showed that the overall wellbeing of the students was good, their level of motivation was high, and their academic achievement in science was very satisfactory. It was found that there was a significant relationship between students' wellbeing and academic achievement in terms of academic efficacy. Furthermore, there is a significant relationship between students' levels of motivation and their academic achievement. The research results indicate that the extent of a student's motivation, specifically their self-belief and their goals for achievement, played a significant role in predicting their success in science education. The findings make instructors use different science teaching strategies that consider students' learning styles while planning classes and activities to help students develop desirable behaviors toward appreciation and interest in science.

THE INFLUENCE OF TEACHING COMPETENCIES ON TEACHERS’ PERFORMANCE AND STUDENTS’ ACADEMIC ACHIEVEMENT IN PRIMARY SCIENCE EDUCATION

The teaching competencies of science teachers significantly influence students' science academic achievement. It shapes the students' understanding of complex science concepts and their ability to excel in scientific exploration, ultimately nurturing their scientific literacy. This study assessed the teaching competencies influencing the teaching performance of 58 primary science teachers relative to the academic achievement of their students in science at the Tinoc District, Tinoc, Ifugao, Philippines. The significant differences by teacher demographics were also determined. This is relevant to the district's observed low scientific literacy and achievement of students in science education as assessed in recent years. Using a quantitative approach, the study employed a modified questionnaire that was validated and pilot-tested. Results disclosed that the science teachers strongly agreed that professionalism is the most common teaching competence influencing their performance, indicating their adherence to local and national standards and code of conduct. They also strongly agreed with teaching effectiveness, personal skills, educational planning, and management skills. Generally, there were no significant differences among the teaching competencies regardless of the teachers' gender, age, highest educational attainment, and years in service. Meanwhile, the students’ science academic achievement was determined to be lower average, suggesting low scientific literacy. Correspondingly, the teaching competencies and students' academic achievement were not correlated. Nonetheless, the teacher's capacity to impact the learners' scientific exploration and achievement remains intact. Further studies are recommended to be undertaken. Keywords: primary science education, primary science teachers, students’ science academic achievement, teaching competency, teacher performance

Reclassification and Multilingual Learners' Science Achievement

AbstractThis study contributes to a growing body of scholarship at the intersection of bilingual education and education policy and examines reclassification, or the transition out of formal English language services in schools, as one potential lever in accelerating or decelerating multilingual learners’ science learning. More specifically, it traces multilingual learners’ science academic achievement vis‐à‐vis science test scores over a six‐year period using the nationally‐representative Early Childhood Longitudinal Study of 2010–11 (ECLS‐K:2011) data set. We use regression analyses with panel data to explore the relationship of reclassification with MLs’ science achievement at a national scale, and then, how variation in contextual factors (including family, school, and individual characteristics) shapes this relationship. Results show that, after controlling for covariates and prior test scores, reclassification is not significantly associated with differential science test scores when compared to students that retain their EL status. Results further show that reclassification is associated with higher science achievement for MLs who were previously in a dual‐language program but lower scores for those with higher prior achievement. We conclude with implications for the reclassification process, as well as directions for future research on reclassification, multilingual learners, and academic achievement.

The impact of using Virtual laboratory applications inside the classroom on development academic achievement in science among eighth grade students

هدفت الدراسة إلى بحث أثر استخدام تطبيقات المختبرات الافتراضية في تنمية الأداء العملي والتحصيل لدى طلاب الصف الثامن في مادة العلوم بمدرسة الشيخ سعيد بن حمد الحارثي في ولاية السيب محافظة مسقط، مثل عينة الدراسة 60 طالبا من طلاب الصف الثامن الأساسي، تم تقسيم العينة إلى مجموعتين، مجموعة تجريبية وعددهم 30 طالبا قاموا بإجراء التجارب العلمية في تطبيقات المختبرات الافتراضية، والمجموعة الضابطة وعددهم 30 عملوا على التجارب في المختبر المدرسي. إعتمدت الدراسة على أداة واحدة وهي اختبار تحصيلي حول التجارب في الوحدات الثانية والثالثة والرابعة من كتاب العلوم للصف الثامن، استخدم اختبار T-test لإيجاد الفروق بين المجموعتين الضابطة والتجريبية، ووصلت نتائج الدراسة إلى وجود فرق دال إحصائيا عند مستوى دلالة (0.05) بين متوسط درجات المجموعة التجريبية التي اجرت التجارب في المختبرات الافتراضية والمجموعة الضابطة التي عملت على التجارب في المختبر بشكل اعتيادي لصالح المجموعة التجريبية، وذلك في نتائج التطبيق البعدي للاختبار التحصيلي في محتوى التجارب المحددة للدراسة، وأوصت الدراسة بتضمين مواد العلوم بتجارب وأنشطة تدعم بيئات التعلم الافتراضية، بالإضافة إلى الدمج بين التجارب في المختبر التي تقام بشكل واقعي والتجارب ذات الأساليب التكنولوجية ضمن المختبرات الافتراضية.

Multi-level structural equation modelling for factors affecting science achievement of Korean middle school students before and after COVID-19: based on 2018–2020 national assessment of educational achievement data

ABSTRACT Science academic achievement is a key construct for examining students’ science learning outcomes. While international comparative assessments like TIMSS and PISA have shown high science achievement of Korean middle school students, there is a lack of comprehensive investigation of factors influencing the achievement using domestic data. Additionally, the impact of COVID-19 on science achievement-related factors remains largely unexplored. This study utilises multi-level structural equation modelling to examine the factors affecting science achievement among Korean middle school students. By analysing data from the National Assessment of Educational Achievement (NAEA), we identify individual- and school-level variables that affect student science achievement. The model fitting results were compared before (2018–2019; N = 5771 and N = 5614) and after (2020; N = 4,623) the COVID-19 outbreak. The analysis results reveal that individual-level factors, such as self-efficacy, affective domain of science learning, and self-studying time had significant effects on science achievement consistently throughout years. School-level factors, including principal’s supervision, school climate, and science teacher’s efficacy, demonstrated significantly positive effects on science achievement only in 2020 following the COVID-19 outbreak. This study enhances our understanding of the characteristics of high-achieving Korean middle school students and highlights the role of school community in supporting student learning during uncertain circumstances like the COVID-19 pandemic.

The Effect of Problem-Based Learning in Science Education on Academic Achievement: A Meta-Analytical Study

This meta-analysis study aimed to scrutinize the effect of the problem-based learning (PBL) approach on students’ academic achievement in science lessons compared to the traditional instructional approach. As research data, the researcher accessed 55 experimental studies as a result of steps of a systematic review with the keywords “problem-based learning,” “science,” and “academic achievement or success” from the Education Resources Information Center, Scopus, Web of Science, Proquest, Taylor and Francis, Center of Higher Education National Thesis Center, and Wiley Online databases. The results showed that the PBL method used in science education had a high effect size on academic achievement compared to the traditional instructional method. The results also explained significant differences between the effect sizes of publication types (conference papers, articles, master’s thesis, and doctoral thesis). On the other hand, they demonstrated that academic achievement was similar in the nationality of the studies, educational levels, instructional variations with PBL, and relevant science areas. It is expected that integrating innovative instructional approaches into PBL could guide researchers who establish a research problem about how it can affect science academic achievement.

THE EXTENT OF IMPLEMENTATION OF BLENDED LEARNING IN SENIOR HIGH SCHOOL SCIENCE EDUCATION VIS-A-VIS STUDENTS’ ACADEMIC ACHIEVEMENT

This study investigates the extent of implementation of blended learning in senior high school (SHS) science education as to the content, communication, technology, pedagogy, and assessment vis-à-vis students’ academic achievement. In this analytical research design, data were gathered from 182 students and 12 science teachers using stratified random sampling. Gathered data were systematically treated and analyzed utilizing descriptive and inferential statistics such as frequency, percentage count, mean, standard deviation, one-way analysis of variance (ANOVA), and Pearson Product-Moment Correlation. Findings revealed the extent of implementation of blended learning in SHS science education as moderately implemented as perceived by the students and teachers. As to the students’ profiles, there was a significant relationship between technology and the parent’s monthly income. There was no significant difference in the extent of implementation of blended learning across all variables as perceived by the teachers. After implementing blended learning, the student’s academic achievement in science was outstanding, and this put forward a significant relationship between content and assessment in their academic achievement. The study concluded that several things should be considered in implementing blended learning in the new normal education. Students’ and teachers’ involvement in the implementation is essential for improving the modality and the school administrators may consider undertaking specific plans and activities such as the need for teachers to attend training, seminars, and workshops related to blended learning implementation.

A Meta-Analysis on the Effect of Context-Based Learning on Students' Science Academic Achievement in the Turkish Education System

In this study, the effect of context-based learning (CBL) on Turkish students' science academic achievement was calculated using the meta-analysis method. The Comprehensive Meta-Analysis (CMA) 2.0 program was used to calculate the effect size. The effect size of the CBL on the achievement of the students was determined to be 0.928 and this result is interpreted as “large level” in the relevant literature (Cohen 1988; Thalheimer & Cook, 2002). It was determined that the effect of context-based learning on students' science academic achievement was p<0.05. According to all the results obtained within the scope of the research, it can be said that CBL has a significant effect on Turkish students' science academic achievement. As a result of the statistical calculations made within the scope of the research, it was concluded that context-based learning did not make a significant difference on the academic achievement of students in terms of teaching level and science field.